Elizabeth Anne Kinsella

Cognitive orientation to daily occupational performance (CO-OP): part III--the protocol in brief.

Parts I and II of this series introduced the Cognitive Orientation to daily Occupational Performance (CO-OP), a new approach to intervention that is based on the premise that cognition plays an important role in the acquisition of occupational skills and the development of occupational competency. Developed for use with children who have occupational performance deficits, CO-OP is an individualized, client-centred approach focused on strategy-based skill acquisition. This third paper in this series presents a brief description of the actual CO-OP protocol including its objectives, prerequisites and key features.

Occupational identity: Engaging socio‐cultural perspectives

Occupational identity has been conceptualized with the individual at the core of the construct and assuming that autonomy and free choice are universally applicable constructs. While occupational therapists acknowledge social and cultural dimensions of identity formation and occupational scientists have advocated greater inclusion of socio‐cultural perspectives in theory generation, the relevance of these constructs has yet to be examined. This article focuses on current assumptions informing conceptualisations of occupational identity. The individual, productivity, choice, and conceptions of the social are considered in light of emergent theories of identity drawn from anthropology, sociology, cultural theory and philosophy. The authors propose that socio‐cultural theoretical perspectives offer generative insights for advancing conceptualizations of occupational identity, and draw attention to a dialectically oriented understanding about how social and cultural dimensions shape occupational identities.

Creative Arts Occupations in Therapeutic Practice: A Review of the Literature

The purpose of this study was to conduct a matrix method literature review of published research on the use of creative arts occupations in therapeutic practice. Peer-reviewed original research articles, published between the years 2000 and 2008, were included in the review. The research articles studied creative arts occupations as a therapeutic medium. Twenty-three articles, located through multiple electronic searches, were identified as meeting the criteria of the review. Data analysis included quantitative analysis and qualitative analysis. The findings suggest that the use of creative arts occupations in therapeutic practice may have important qualitative value related to health and wellbeing. Six predominant outcomes were most frequently identified across the studies: enhanced perceived control, building a sense of self, expression, transforming the illness experience, gaining a sense of purpose and building social support. The results suggest that qualitative research may well be the methodology of choice for the study of this topic and raise questions about the paucity of research in this area. Further research into the use of creative arts occupations as a therapeutic approach in occupational therapy and other health and social care disciplines is warranted.

Picture This . . . Safety, Dignity, and Voice—Ethical Research With Children Practical Considerations for the Reflexive Researcher

While engaged in a research project involving the use of visual methods with children, the authors discovered that there are many ethical considerations beyond what could have been predicted at the outset. Some of these considerations are important with respect to research with children in general, while others arise more particularly when using visual methods. Framed around the two broad categories of procedural ethics and ethics in practice, five areas of ethical concern are considered: (a) assent or willingness to participate, (b) informed consent and assent using visual methods, (c) issues of disclosure, (d) power imbalances, and (e) representations of the child. The authors propose that researcher reflexivity on ethically important moments lies at the heart of living ethical practice in qualitative research and that the ideals of enabling child safety, dignity, and voice serve as useful guides in the quest for ethical practices in research with children.

Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review.

Reflection and reflective practice have become popular topics of scholarly dialogue in medical education. This popularity has given rise to checklists, portfolios and other tools to inspire and document reflection. We argue that some of the common ways in which reflection has been applied are influenced by broader discourses of assessment and evidence, and divorced from original theories of reflection and reflective practice.

Constructivist underpinnings in Donald Schön’s theory of reflective practice: echoes of Nelson Goodman

Donald Schön’s theory of reflective practice has garnered unprecedented attention in the field of continuing professional education. In this paper, I examine Schön’s writing on reflective practice and argue that a constructivist orientation is a central, although largely unexplored, underpinning of his work. In particular I consider the work of philosopher Nelson Goodman and suggest that he is a major constructivist influence within Schön’s theory. Secondary constructivist influences such as George Kelly, Jean Piaget and Ernst von Glasersfeld are also highlighted. Given this link, one of the avenues for understanding Schön’s theory of reflective practice may well lie in deepening one’s understanding of constructivist thought.

Practitioner Reflection and Judgement as Phronesis

Dominant conceptions of professional knowledge appear to have largely forgotten Aristotle’s conception of phronesis and its place in considerations of what it means to know in professional life. Aristotle draws attention to phronesis as a form of reflective practical wisdom that complements techne, technically oriented approaches, and episteme, scientifically oriented approaches, in considerations of what it might mean to develop and enact professional knowledge.

Learning in International Practice Placement Education: A Grounded Theory Study:

Objective: There is a growing trend towards international practice placement education in occupational therapy, yet little research documents the learning that individuals who participate in such experiences report. The purpose of this study was to examine the process of learning that arises through engagement with occupational therapy practice placement education in an international context. Method: A constructivist grounded theory methodology was employed. In-depth, semi-structured interviews were conducted with eight individuals who had completed an international practice placement during their tenure as an occupational therapy student. Findings: The core category of learning identified by participants was personal and professional development. The subcategories included thinking outside the box, adaptability/flexibility, cultural sensitivity, recognition of the value of interpersonal relationships, and gaining confidence through moving beyond ones comfort zone and through increasing autonomy. The comments from participants also invoke critical reflection on the appropriateness of the transfer of North American occupational therapy practice into resource-poor countries. Conclusion: This research documents the process of learning described by a group of individuals who participated in international practice placement education as part of their occupational therapy education. The research contributes to knowledge about international practice placement education in occupational therapy.

Engaging Phronesis in Professional Practice and Education

This book originated from a continuing conversation in which we voiced concern (bordering on distress) regarding the instrumentalist values that permeate (often without question) our professional schools, professional practices, and policy decisions. Like others, we were grappling with a sense that something of fundamental importance—of moral significance—was missing in the vision of what it means to be a professional, and in the ensuing educational aims in professional schools and continuing professional education.

Occupation and Identity: Perspectives of Children with Disabilities and their Parents

Occupational identity is an emerging construct in occupational science. To date, little research has been conducted that explores occupational identity in childhood, particularly with children with disabilities. This study undertakes research on this topic using a socio-cultural perspective. The research considers two main questions: “How is occupation implicated in the shaping of identity for children with disabilities?” and “How might a socio-cultural perspective reveal aspects of occupation and identity that are shaped by the dialectic between individual and social dimensions?” Using case study methodology, six children and their parents participated in assessment, photoelicitation interviews, and semi-structured interviews. Six core categories were identified across cases: a) Perceptions of self and other: Living with disability; b) Family identity, tradition and culture; c) Relational identity: A sense of belonging; d) Pride, success, and seeing things through; e) Growing up and keeping up; and f) Identity in the past, in the moment, and in the future. The findings reveal dimensions of identity and disability, identity as social, and identity as dynamic, which inform current conceptualizations about the relationship between occupation and identity for children with disabilities.