Eudemonic Care: A Future Path for Occupational Therapy?

The core tenets of occupational therapy date to ancient Greece. Philosophers and physicians alike promulgated that quality of life, or “eudemonia,” is at the center of both ethical and medical concern and can be attained through healthful engagement in meaningful occupation. In more recent times, there has been a strong call to return to the powerful implementation of the eudemonic moral philosophy in health care practice, especially in occupational therapy. Searches of recent occupational therapy research show that integration of wellness initiatives into rehabilitative treatment sessions can have a profound impact on the physical and emotional healthfulness of people with a wide variety of ailments. Accordingly, we put forth three self-reflection questions and 10 client-centered questions to use in occupational therapy assessment to promote eudemonic care

The Impact of a Psychosocial-Focused Experiential Learning Activity on Occupational Therapy Students’ Perceived Clinical Reasoning

A primary objective of occupational therapy education is to facilitate development of clinical reasoning skills. These skills are complex and difficult to cultivate in classroom settings, therefore educators often use experiential learning activities to support clinical reasoning development. Most of the literature about experiential learning activities aimed at developing clinical reasoning focuses on activities occurring in-person, with individuals in physical disabilities settings. This research addresses the gap in the literature by evaluating the impact of a group based, psychosocial focused experiential learning activity that occurred virtually and in-person on entry-level occupational therapy students’ perceived clinical reasoning. Students (n=36) completed the Self-Assessment of Clinical Reasoning and Reflection (SACRR) before and after engaging in a six-week experiential learning activity. The mean total score for the SACRR increased after the learning activity (Z=-4.92, p=.00). Mean scores on 25 of 26 subtests increased and the change on 19 of the 26 items was statistically significant. Items about applying theory to practice increased the most, indicating that students’ perceived abilities increased related to applying theory. Additionally, the learning activity occurred on virtual platforms, demonstrating the potential role of virtual platforms in experiential learning for clinical reasoning development. Overall, this study found that an experiential learning activity designed to address psychosocial needs of groups, using in-person and virtual delivery, increased occupational therapy students’ perceived clinical reasoning. Results add to the literature about clinical reasoning development in students by providing evidence for the use of group based, psychosocial focused learning activities delivered virtually and in person

Renaissance of adolescence in the third stage of life

Name: Charlotte Brasic Royeen, PhD, OTR/L, FAOTA Affiliation: Rush University Location: Chicago, Illinois Email: [email protected] Key words: occupational patterns/paradigmatic shifts/occupational identity Author’s objectives for the discussion period 1. Compare temporal patterns of occupation over time. 2. Analyze a conceptual model for paradigmatic shifts in occupation that integrates existing literature in occupational science as relevant to the case study. 3. Discuss the benefits and areas of challenge when doing case study research. 4. Analyze how descriptive research fits into the stages of research pertaining to a body of knowledge. Type of paper: Descriptive Research Targeted Conference Theme: Methodologies to Advance the Study of Occupation Relevant subthemes: Occupational Patterns & Methodology to Advance the Study of Occupation Title: Renaissance of Adolescence in the Third Stage of Life: A Self-Referenced Case Study of Paradigmatic Shifts in an Adult’s Occupational Patterns Statement of Purpose: Changes or shifts in patterns of human occupation are poorly understood. In 1994 Royeen presented one of the earliest explorations of paradigmatic shifts in human occupation. Subsequently, others have explored a range of issues regarding patterns of occupations across the lifespan including Eakman and Edlund (2012).The purpose of this paper is to revisit Royeen’s (1994) work and to integrate critical concepts in occupational science literature to an updated conceptual model. Description of Methods: In this qualitative research presentation, a descriptive self-referenced case study will be delineated as what Merriam called a legitimate research design (1988). Further, this illustrative, self-referenced case study is both a process and product connecting personal experiences to a larger understanding. Data collected and used in the case study are documents, reflective journal writing, and repeated analysis using the COPM, e-mail conversations with a key colleague, and artifacts from travel, art and other forms of doing. The case study design and timeline (6 months) will be presented including (a) what data was collected, (b) how data was collected, (c) critical temporal events, (d) methods of reflexive analysis of the data, and (e) criteria for data interpretation including issues of trustworthiness of the data. Report of Results: Emerging themes of the descriptive, self-referenced case study will be discussed and critiqued as follows. First, the theme of occupational integrity and occupational identify across changes in life patterns will be discussed (Bair, 2008). Second, the match of typical developmental issues of adolescence (Beckett & Taylor, 2010) with the issues of major shifts in occupational patterns as an adult will be identified and explored. Third, the theme of well-being as a renaissance and as a goal of the synthesis of occupational patterns and literature will be discussed. Fourth, a working timeline of a triad of deliberative stages of occupational sub patterns will be discussed including (1) anticipatory occupations (2) transitioning occupations, and (3) restorative occupations via searching and seeking occupational value and categorization by main, hidden or unexpected occupations will be presented and analyzed. Discussion/implications as related to occupational science: How the results of this paper are related to and integrated with occupational science literature will be delineated. Finally, the process of descriptive case study research in this instance and as an overall methodology to advance the study of occupational science will presented and promoted. The strengths and limitations of this particular case study as well as the strengths and limitations of case study research as a tool for the investigating occupational science occupation will be posited. Importance to Occupational Science: Certainly case study research has been critical in the development of major theorists such as Freud and Piaget: Occupational science has not fully explored its possibilities for developing knowledge and understanding in occupational science. Theoretical development as can be provided by case study research will be presented to add conceptualization and theory to understanding of patterns of occupation and key related concepts within the scope of occupational science

Interview with Charlotte Royeen

The purpose of this life-history study was to provide current and future generations of occupational therapists a view of the history and how occupational therapy practice has evolved through the lens of Dr. Charlotte Royeen. This study aimed to understand how Dr. Charlotte Royeen’s experiences and service has influenced the occupational therapy profession. The methodology used was a semi-structured interview conducted by two student researchers with the participant, Dr. Royeen. Data were analyzed through transcription and coding. Three categories emerged from coding: personality, professional development and occupational therapy. The researchers concluded a final assertion that is as follows: As a forward thinker and strong self-advocate, Dr. Royeen is mindful in making decisions and is willing to embrace adversity to advance occupational therapy practice and education

Adolf Meyer: An early occupational scientist?

Key words: historiography, historical origins of occupational science, and tenets of occupational science Intent: There is a resurgence of academic interest in Dr. Adolf Meyer (Lamb, 2014). The purpose of this paper is to pose a question for participants to consider: Was Adolf Meyer an early occupational scientist who has not been adequately vetted or recognized for being such? And, if this is true, why does it matter? Argument: In addition to the four conceptual foundations (psychobiology, habit order/disorder and harmony/disharmony, and participation with meaning) that Adolph Meyer provided to medicine, neuroscience, occupational therapy, psychiatric social work and psychiatric nursing in the first half of the 20th century, he also provided four sets of tools for scientific inquiry (scientific observation, the life chart or life history, case studies and lists/action protocols) (Royeen, 2017). Using only primary sources of approximately 60 papers (Meyer, 1982; Meyer & Lief, 1948) this paper presentation will delineate how each of these conceptual foundations relate to the field of occupational science that started to emerge in the latter part of the 20th century into the 21st century. Further, this presentation will analyze how each of the tools he described or innovated also relate to the current field of occupational science, and how they may be used to further occupational science research and scholarship. Importance to occupational science: Current emphases in occupational science reflect its origins in the latter part of the 20th century. Yet, many of the tenets of occupational science are not unique to modern times and these tenets may be matched to the original work of a major scholar of the latter part of the 19th century and early part of the 20th century, Dr. Adolf Meyer. By delineating how aspects of his work presaged the emergence of occupational science, the historical foundations of occupational science may be traced much earlier than typically considered. This is important since it means the historical foundations of key aspects of occupational science are nearly hundred years ago. These historical foundations, currently underappreciated, lend academic rigor and validity to occupational science by further tracing key tenets to historical foundations beyond modern times. Conclusion: Upon presentation of the “evidence” (key quotes from primary sources and interpretative, historical analysis according to Salevouris & Furay (2015), conceptual foundations and scientific tools described in his writings, the session participants will be asked to judge whether or not Adolf Meyer was, in fact, an early occupational scientists heretofore unclaimed by the developing science. Questions to facilitate discussion importance to mission of SSO:USA: Compare the scientific tools Adolf Meyer used to develop knowledge to scientific methods employed in occupational science. Compare the conceptual foundations theorized by Adolf Meter to tenents of occupational science. Why would consideration of historical writings by Adolf Meyer be politically important for the field of occupational science? Why is the history of any science important? How can understanding the deep historical foundations of occupational science enhance its rigor and validity

Eudemonic Care: A Future Path for Occupational Therapy?

The core tenets of occupational therapy date to ancient Greece. Philosophers and physicians alike promulgated that quality of life, or “eudemonia,” is at the center of both ethical and medical concern and can be attained through healthful engagement in meaningful occupation. In more recent times, there has been a strong call to return to the powerful implementation of the eudemonic moral philosophy in health care practice, especially in occupational therapy. Searches of recent occupational therapy research show that integration of wellness initiatives into rehabilitative treatment sessions can have a profound impact on the physical and emotional healthfulness of people with a wide variety of ailments. Accordingly, we put forth three self-reflection questions and 10 client-centered questions to use in occupational therapy assessment to promote eudemonic care

Meta-emotion of occupation

Key words: metacognition, meta-emotion, feeling about feeling while doing with meaning Intent: The purpose of this paper is to pose a series of question for participants to consider: (1) What is the concept of meta-emotion of occupation (adapted from metacognition) and (2) How may the concept be useful for contributing to the theoretical foundations of occupational science? Argument: In 2001 Royeen, Duncan, and McCormack, published a short definition meta-emotion of occupation. This was approximately at the same time a poster presentation on the concept (Royeen and Duncan, 2001) was presented. And, a short summary of it was presented for a major lecture (Royeen, 2003). Meta-emotion of occupation, as presented in these pieces will be summarized for this presentation. Doing with meaning is but one operational definition of occupation in the published literature (Royeen, 2002). Meta-emotion of occupation constitutes feeling about feeling while doing with meaning. Meta-emotion has been seen in the literature from 1996 through 2014 (Norman & Furnes, 2014), mostly pertaining to family systems. Metacognition, from which meta-emotion is adapted, refers to thinking about thinking in a global sense, but not necessarily linked to thinking about thinking while doing at any level. In fact, due to the complex interplay of cognition and emotion, it is truly impossible to separate them. Thus, meta-emotion of occupation is not just feeling about feeling while doing with meaning, but may also intertwine with cognition. That is to say, meta-emotion of occupation is a holistic concept, related to the psychobiology of man as expressed by Meyer (1982). Emotion and reflection upon emotions are not just feelings based but also includes some degree of cognition. However, the concept of meta-emotion of occupation is distinctly different from metacognition for two reasons: metacognition excludes the emotional subsystems and does not relate thinking to occupational engagement. Importance to occupational science: The essential concept of meta-emotion of occupation is an innovative conceptualization to bring to occupational science. There is an emerging knowledge in occupational science, but the field has not adequately or sufficiently linked occupational science to the field of emotional systems of the human brain. It is speculated that meta-emotion of occupation is one dimension or the process that underpins the restorative, pleasurable and productive qualities (or perceptions thereof) of occupational engagement. Further, it is speculated that almost any aspect of occupational engagement and its unique meaning for that instance, is directly related to the valence (positive or negative feelings) brought forth by reflection on participation in occupation. Conclusion: This theoretical presentation will explore the realm of participating in occupation and the feelings about feelings (meta-emotion) manifest during engagement in occupation. Questions to facilitate discussion importance to mission of SSO: USA: Given understanding of meta-emotion of occupation as a concept, how and why is might it important for occupational science? How does meta-emotion of occupation sideline the dichotomy of cognition versus emotion for a more holistic approach to reflexivity? Can meta-emotion of occupation create a value-added function of participation in occupation for further advance understanding of our field