Functions autonomously and effectively in a broad array of service models
The Occupational Behavior model (Thompson, 2014) assumes that man is intrinsically motivated by doing things that occupy his time. It also assumes that man will modify his environment to improve his ability to do those things he’s interested in doing. Lastly, it assumes that when man has nothing to fill his time with, then he feels a sense of loss of purpose in life which can have detrimental effects on his health. My first level 2 fieldwork was at a skilled nursing facility (SNF). In this setting, I applied the occupational behavior model to several of my clients who had lost their sense of purpose in life due to an acute episode, a chronic illness, or a recent amputation. I observed that my clients who felt they no longer had a purpose for living would let their hygiene deteriorate and lead to other health problems which affected their quality of life. Using an interests checklist, I learned what each of my clients enjoyed doing prior to being admitted to the facility. If possible, I would incorporate these activities into his or her plan of care in order to bring about meaning to the individual's treatment sessions. This gave my clients a renewed sense of purpose. With this new sense of purpose, it often motivated my clients to not only come to therapy, but really do the exercises or activities to improve their quality of life or increase their odds for an earlier discharge. Of course, I also had to utilize the biomechanical and rehabilitation frames of reference in this setting as well. Based on my experiences in this setting, I frequently used measurements of range of motion, strength, balance, and endurance, which addressed the biomechanical frame of reference. I had to apply the rehabilitation frame of reference to make sure that everything I measured was more therapeutic in nature. I did this by creating goals, intervention planning, and implementing interventions that were client- and occupation-centered. When the biomechanical frame of reference is coupled with the rehabilitation frame of reference, it applies a more holistic approach that meets the needs of the individual.
Disclaimer: I have gone through the correct and ethical procedures to receive permission from the guardians and school for posting pictures of my clients on this website.
As previously mentioned, the Occupational Behavior model assumes that man is intrinsically motivated to occupy his time and modify or improve his environment to successfully execute those occupations in order to provide himself with a sense of meaning in life. However, it also incorporates client’s interests through the use of play, leisure and various forms of media to develop skills and enhance strengths. For my second level 2 fieldwork, I was in a school setting that addressed individuals with special needs from the age of 4 to 30 years. In this setting, I utilized the Occupational Behavior model to help my clients develop functional skills in the classroom, on the job, and even at home. I motivated my clients through interventions utilizing play, education, and sensory integration to develop skills in handwriting, dressing, and feeding. Another model used in this setting was the Person-Environment-Occupation-Performance model (Brown and Stoffel, 2011), which assumes that the interaction between a person, his environment, and his occupation will ultimately affect his performance related to that occupation. For example, when a child has a learning disability, he may require repetition of the same task desired to acquire skills in, which affects the “person” of the PEOP model. In addition, he may need an environmental adaptation to help him better learn those aforementioned skills, which affects the “environment” of the PEOP model. Lastly, one or both of those changes should elicit an improvement in his ability to perform the occupation, which obviously affects the “occupation” of the PEOP model. Which leaves the “occupational performance” of the PEOP model. If all three components allow for the child to successfully perform the task of the desired occupation in a conducive environment, then the child’s occupational performance should be able to execute the occupation in a desirable manner. A child’s success in his occupational performance is detrimental to his learning process and motivation to continue learning in the future.
During my third level 2 fieldwork, I utilized the Person-Environment-Occupation-Performance model, which assumes that the interaction between a person, his environment, and his occupation will ultimately affect his performance related to that occupation. Since my third level 2 fieldwork was at a facility that worked on reintegrating individuals with mental disorders and behavioral issues into the community through skill development, it required additional models. For instance, I used the Model Of Human Occupation (Brown and Stoffel, 2011), which draws on the concept of a mind-body connection that uses volition, habituation, and performance capacity to influence an individual’s motivation to interact with his environment as well as the extent of that interaction. Based on my experiences in this setting, I frequently had to take into consideration the person’s interests, wants and needs, which often contributed to his/her goals, and from there, determine how his/her environment and/or occupation impacted him/her. Of course, I also had to take into consideration how he/she affected his/her environment and/or occupation, and determine whether either needed to be adapted to improve the individual’s success. This would require the use of the Occupational Adaptations model (Brown and Stoffel, 2011), which assumes that a person’s mastery of an occupation relies on the amount of adaptation applied and the process of the adaptation provided. This model often accompanies the PEOP model due to the adaptation process, which ultimately impacts occupational performance. So when the environment or the occupation itself needed to be adapted to improve his/her ability to succeed, then I would make adaptations to improve the individual’s chances for success. This was beneficial because it helped the individual stay motivated in the long-run.
Overall, I was able to function autonomously and effectively in a variety of service models based on my experiences in a skilled nursing facility, a school setting, and a mental health facility to ensure success for all of my clients. Without a firm understanding and application of these models, then I would not have been able to serve my clients as well as I did during my level 2 fieldwork rotations.
During my third level 2 fieldwork, I utilized the Person-Environment-Occupation-Performance model, which assumes that the interaction between a person, his environment, and his occupation will ultimately affect his performance related to that occupation. Since my third level 2 fieldwork was at a facility that worked on reintegrating individuals with mental disorders and behavioral issues into the community through skill development, it required additional models. For instance, I used the Model Of Human Occupation (Brown and Stoffel, 2011), which draws on the concept of a mind-body connection that uses volition, habituation, and performance capacity to influence an individual’s motivation to interact with his environment as well as the extent of that interaction. Based on my experiences in this setting, I frequently had to take into consideration the person’s interests, wants and needs, which often contributed to his/her goals, and from there, determine how his/her environment and/or occupation impacted him/her. Of course, I also had to take into consideration how he/she affected his/her environment and/or occupation, and determine whether either needed to be adapted to improve the individual’s success. This would require the use of the Occupational Adaptations model (Brown and Stoffel, 2011), which assumes that a person’s mastery of an occupation relies on the amount of adaptation applied and the process of the adaptation provided. This model often accompanies the PEOP model due to the adaptation process, which ultimately impacts occupational performance. So when the environment or the occupation itself needed to be adapted to improve his/her ability to succeed, then I would make adaptations to improve the individual’s chances for success. This was beneficial because it helped the individual stay motivated in the long-run.
Overall, I was able to function autonomously and effectively in a variety of service models based on my experiences in a skilled nursing facility, a school setting, and a mental health facility to ensure success for all of my clients. Without a firm understanding and application of these models, then I would not have been able to serve my clients as well as I did during my level 2 fieldwork rotations.