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Moral treatment thought that all people were entitled to consideration and human compassion.
Started by Pinel and Tuke in different locations. OT emerged by moral treatment. |
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| introduced “work treatment” for the “insane” to divert their minds away from emotional disturbances. He used exercise, work, music and literature in treatment and farming as an important part of institutional life. |
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| established the York Retreat. He believed that the Moral Treatment was preferable to restraints and drugs. Patients were approached with kindness and consideration. |
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| first American to implement Moral Treatment. Participants in Moral Treatment demonstrated structure and engaging patients in simple work tasks promoted better health. Organizing activities brought order and purpose to unstructured confinement. |
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National society for the promotion of OT.
Dunton, Barton, Johnson, Kidner, Newton, Slagle, |
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| Father of OT, psychiatrist-wrote OT – A manual for Nurses in 1915- Credo for OTs..occupation is as necessary to life as food and drink-termed occupation therapy |
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| architect who suffered from disabilities-Consolation House-reform asylums-changed occupation therapy to occupational therapy |
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| arts and crafts teacher-supported and wanted higher quality education |
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| Canadian architect-OT in vocational rehab and in TB treatment |
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| Mother of OT-social worker associated with Hull house-habit training and increasing doses of directed activity-Lectureship Award at AOTA conference given in her honor (Herbert Hall is considered a founder but wasn’t present at first meeting. The first unofficial headquarters of NSPOT was at Eleanor Clarke Slagle’s home in Chicago |
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| Reconstruction aids of WWI and WWII |
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| Mostly women who worked with neuropsychiatric patients and then with orthopedic injuries under surgeons, neurologists and psychiatrists as subordinate providers of therapy. Working in the medical establishments tied them to the medical model. Treating the war injured expanded the profession from working with psych patients to those with physical difficulties. They were trained and became OTs working with those with physical disabilities. During WWI only some of the Reconstruction Aides were OT practitioners so after the war they went back to teaching or art, etc. The depression slowed the progress of OT roles and positions until WWII when the military gave OTs military status. After the war, OTs were involved in vocational rehab. and helped soldiers return to industrialized jobs and worked in Thomas Kidner’s tuberculosis sanatoriums |
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| Rehabilitation Act of 1973 |
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| – rights to service (freedom from discrimination) |
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| Education for All Handicapped Children Act of 1975 |
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| – right of all children to a free and appropriate education, regardless of handicapping condition |
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| Handicapped Infants & Toddlers Act |
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– amendment to the Education for All Handicapped Children Act of 1975
• included services for children 3 - 5 years old |
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| Medicare Prospective Payment System |
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– fixed payment for diagnosis-related groupings due to high cost of care
• Patient length of stay in acute care hospitals was shortened
• Increase use of long-term care facilities and home health services |
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| Technology Related Assistance for Individuals with Disabilities Act of 1988 |
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| – availability of assistive technology devices and services to individuals with disabilities |
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| Americans with Disabilities Act of 1990 |
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| – provides civil rights to all individuals with disabilities (employment, transportation, public accommodations, state & local government, telecommunications) |
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-intrinsic concepts that underlie the core of the profession and the professional interactions of each practitioner.
-describe the profession's philosophy and provide the basis for defining purpose. |
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Altruism
equality
freedom
justice
dignity
truth
prudence |
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| 7 core concepts surrounding core values |
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| unselfish concern for the welfare of others. This concept is reflected in actions and attitudes of commitment, caring, dedication, responsiveness, and understanding. |
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| -requires that all individuals be perceived as having the same fundamental human rights and opportunities. This value is demonstrated by an attitude of fairness and impartiality. |
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| allows the individual to exercise choice and to demonstrate independence, initiative, and self-direction. There is a need for all individuals to find a balance between autonomy and societal membership that is reflected in the choice of various patterns of interdependence with the human and nonhuman environment. |
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| places value on the upholding of such moral and legal principles as fairness, equity, truthfulness, and objectivity. This means we aspire to provide occupational therapy services for all individuals who are in need of these services and that we will maintain a goal-directed and objective relationship with all those served. |
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| -emphasizes the importance of valuing the inherent worth and uniqueness of each person. This value is demonstrated by an attitude of empathy and respect for self and others. We believe that each individual is a unique combination of biologic endowment, sociocultural heritage, and life experiences. |
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| -requires that we be faithful to facts and reality. Demonstrated by being accountable, honest, forthright, accurate, and authentic in our attitudes and actions. |
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| -is the ability to govern and discipline oneself through the use of reason. To value judiciousness, discretion, vigilance, moderation, care, and circumspection in the management of one's affairs, to temper extremes, make judgments and respond on the basis of intelligent reflection and rational thought. |
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• Imagination
• Resilience
• Integrity
• Mindfulness
Courage |
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| 5 added values from our ethos |
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Influence of core documents on each other
(Ordered in terms of which leads to the next) |
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1. Core Values and Attitudes of the Occupational Therapy Profession: organized around the seven basic concepts
2. Code of ethics: public statement of principles used to promote and maintain high standards of conduct within the profession
3. Scope of practice: What we do
4. Standards of practice: Expectations/requirements for OTs and OTAs
5. Guidelines for supervision, roles and responsibilities during the delivery of OT services: 4 sections that direct the delivery of occupational therapy services |
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| - “What I believe is right or wrong”; Varies among persons (cannot make laws based off them). Related to character and behavior from the point of view of right and wrong. They develop as a result of background, values, religious beliefs, and the society in which a person lives. |
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- Protects citizens from unsafe practices; Established by an act of the federal or state legislature
-“a binding custom or practice of a community: a rule of conduct or action prescribed or formally recognized as binding or enforced by a controlling authority.” They are established by an act of federal or state legislature, and are intended to protect citizens from unsafe practice. |
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- Give positive guidance (give direction); Principles (Talk in terms of ethical principles)
-The study and philosophy of human conduct; “a systematic reflection on and an analysis of morals”. They guide how a person behaves and makes decisions so that the best or “right” conduct is carried out. compel the professional to provide the highest level of care. Differ from laws in that they are more general and are intended to give positive guidance rather than impose binding and negative limits to specific situations. However, they have been blended with laws to form professional standards, ethical misconduct may also constitute violation of law. |
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| – specific tools or instruments that are used during the evaluation process |
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| – a person, group, program, organization, or community for whom the occupational therapy practitioner is providing services |
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| – the process of obtaining and interpreting data necessary for intervention. This includes planning for and documenting the evaluation process and results |
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| – obtaining and reviewing data relevant to a potential client to determine the need for further evaluation and intervention |
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| Occupational therapy is regulated in all 50 states, the District of Columbia, Puerto Rico and Guam. Different states have various types of regulation that range from licensure, the strongest form of regulation, to title protection or trademark law, the weakest from of regulation. |
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| Habits (performance pattern) |
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| – refer to specific, automatic behaviors that can be useful, dominating, or impoverished |
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| Routines(performance pattern) |
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| – are established sequences of occupations or activities that provide a structure for daily life |
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| Roles (performance pattern) |
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| – sets of behaviors expected by society, shaped by culture, and may be further conceptualized and defined by the client |
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| Rituals (performance pattern) |
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| – symbolic actions with spiritual, cultural, or social meaning that contribute to the client’s identity and reinforce the client’s values and beliefs |
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| Cultural context&environment |
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| – includes customs, beliefs, activity patterns, behavior standards, and expectation accepted by the society of which the client is a member |
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| Personal context&environment |
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| – refer to the demographic features of the individual such as age, gender, socioeconomic status, and educational level that are not part of a health condition |
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| Physical context&environment |
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| – refers to the natural and built nonhuman environment and the objects in them |
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| Social context&environment |
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| – is constructed by the presence, relationships, and expectations of persons, groups, and organizations with whom the client has contact |
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| – include stages of life, time of day or year, duration, rhythm of activity, or history |
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| Virtual context &environment |
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| – refer to interactions in simulated, real-time, or near-time situations absent of physical contact |
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| – refers to the specific features of an activity that influence the type and amount of effort required to perform the activity (objects & properties, space demands, sequencing and timeing, required actions, required body functions, required body structures. |
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| • Summary of info that describes the client’s occupational history and experiences, patterns of daily living interests, values, and needs. |
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Documents that set parameters of supervision
This documents contain four sections that direct the delivery of occupational therapy services. |
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1. General Supervision
2. Supervision of OTs and OTAs
3. Roles and Responsibilities of OTs and OTAs during the delivery of OT services
4. Supervision of Occupational Therapy aides |
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| is viewed as a cooperative process in which two or more people participate in a joint effort to establish, maintain and or elevate a level of competence and performance. |
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• National Board for Certification in Occupational Therapy
• is a not-for-profit credentialing agency that provides certification for the occupational therapy profession
• Mission Statement: “To serve the public interest through the certification of occupational therapy practitioners. We provide a world-class standard for certification of OT practitioners. The National Board for Certification in Occupational therapy, INC., will develop, administer, and continually review a certification process based on valid certification standards
• Once an individual qualifies to be an entry-level practitioner (completion of fieldwork, educational requirements) a person is eligible to sit for the NBCOT exam.
• The exam covers evaluation, intervention planning for all areas of practice, ethics, delivery systems, and basic OT principals.
• Once you pass you become registered OT or certified OTA.
• Then you apply for licensure according to state licensure laws. |
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| Eleanor Clarke Slagle lectureship criteria (Minimal Requirements) |
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1. Must be OT or OTA & member of the AOTA at the time of the nomination and when the award is presented.
2. made a significant contribution to the body of knowledge of the profession. This will be manifest in the development or refinement of professional theory and/or techniques that enhance clinical or educational practice and/or involvement in outstanding research activities.
3. shared his or her knowledge and inspired others through written publications and oral presentations.
4. Both scholarly contribution and volunteer organizational leadership will be considered.
(Information Found on AOTA website) |
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World Federation of Occupational Therapy
-This is known globally
Web Address: http://www.wfot.org/ |
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American Occupational Therapy Association
-This AOTA is just national
Web Address: http://www.aota.org/ |
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Nevada Occupational Therapy Association
-Just for the state of Nevada
Web Address: http://www.nvota.org/ |
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Student Occupational therapy Association
Most schools have their own SOTA; Penn state, Tennessee Universities are just a few examples. |
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National Board for Certification in Occupational Therapy
Web Address: www.nbcot.org/
• National Board for Certification in Occupational Therapy (NBCOT)
Web Address: www.nbcot.org/ |
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| Code of Ethics descriptors |
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provides standards of conduct for OT practitioners at all levels. There are 7 principles.
The Ethics commission enforces the principles of the code of ethics. These help the practitioner make professionally sound decisions. |
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| Concern for safety and well-being of the client. |
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| Ensuring client’s safety and causing no harm |
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| AUTONOMY/CONFIDENTIALITY: |
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| Respect clients to assure their rights |
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| Achieve and continually maintain high standards of competence |
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| Comply with laws and Association policies guiding the profession |
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| Provide accurate information when representing the profession |
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| Treat colleagues and other professionals with respect, fairness, discretion, and integrity |
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