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systems theory
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Journal Articles
The American Journal of Occupational Therapy, 1993, Vol. 47(7), 625–634.
Published: 01 July 1993
Abstract
This paper describes an entry-level curriculum based on systems theory that was designed to promote integrated thinking and a shared image of practice among all of the members of an educational community that included students, faculty, and clinicians. Initiated in 1983, the program integrates occupational therapy theory, critical thinking, and knowledge about person–environmental transactions with traditional medical, biological, psychological, and sociological course work to create a unique educational experience. The curriculum model is based on a spiral learning process that encourages integrated thinking. Furthermore, all concepts are systematically tied to the occupation core, the central theme of the program. Fieldwork is used to reinforce ideas presented in the classroom and features discrete learning experiences where students demonstrate their integration of knowledge and skills. In an evaluation of the program, responses from 78 clinician, 51 alumni, and 132 student questionnaires; feedback from 132 fieldwork supervisors; and longitudinal data from 33 alumni confirmed that graduates are critical thinkers who appreciate the diverse needs of clients while demonstrating an appreciation for the curative effect of meaningful, goal-directed activities.
Journal Articles
The American Journal of Occupational Therapy, 1992, Vol. 46(8), 727–736.
Published: 01 August 1992
Abstract
A unique, nontraditional occupational therapy role focusing on primary prevention, community health promotion, and enhancement for a nonpatient population is examined. The purpose of this ongoing consultancy project was to develop a series of life skills and prevocational programs for an ethnic population of native Americans from elementary school through high school and post-secondary adulthood levels in British Columbia, Canada, from 1986 to 1990. This consultancy evolved from a philosophy of renewing and preserving the culturally distinct ethnic heritage and tribal integrity of this native American community. Knowledge about sociocultural systems theory, anthropology, and developmental cognitive-behavioral learning theories are combined with ongoing clinical experience in psychosocial occupational therapy practice and consultancy principles to develop life skills and an educational, community-based prevention/wellness educational program model. Subsequent modifications of the original model, with consultancy recommendations for implementation of future programs, are based on tribal members’ feedback and concerns elicited with psychosocial and ethnographic interviewing techniques during villager community meetings. The replicability of this primary prevention and wellness life skills program model offers numerous possibilities for occupational therapists to develop similar programs within the cultural contexts and perceived needs of specific ethnic groups in other nontraditional community-based settings.
Journal Articles
The American Journal of Occupational Therapy, 1992, Vol. 46(6), 521–533.
Published: 01 June 1992
Abstract
The purpose of this paper is to provide educators and administrators in higher education with a greater understanding of how the Americans With Disabilities Act of 1990 (ADA) (Public Law 101–336) may affect institutions of higher education and to suggest ways that occupational therapists can assist institutions of higher education to comply with the ADA. When educators attempt to comply with the ADA in systems of higher education, the complexity of universities calls for a model reflective of that complexity. The systems approach to higher education, a model based on the general systems theory, is suggested as such a model. The three essential components of the model – input (i.e., applicants to a university), throughput (i.e., enrolled university student), and output (i.e., the student being graduated) – are acted on by many subsystems of the university. Some of those likely to be affected are application procedures, transportation, housing, dining facilities, and curricula. In planning ways to comply with the ADA, educators in higher education may find that many of these subsystems are required to adapt and make reasonable accommodations for the student with a disability. The model can be used to help identify those subsystems that will be affected by the law and to facilitate planning to comply with the law. Although occupational therapists most often work with persons to help them adapt to change in their lives, they can also work in systems of higher education and help the systems to plan and implement programs related to the ADA. The most effective programs are usually those that are well planned and designed from a holistic perspective, rather than those that are developed as a reaction to a specific situation or incident, that is, programs that are proactive rather than reactive. By using the systems approach to higher education, occupational therapists can focus on those components and subsystems within a university that may be affected by the ADA and meet the individual needs of a university.
Journal Articles
The American Journal of Occupational Therapy, 1992, Vol. 46(2), 105–111.
Published: 01 February 1992
Abstract
In this paper, the role of occupational therapy in the treatment of the family affected by alcoholism is explored. Literature is reviewed to analyze occupational therapists’ current approaches for interacting with the family. A family-treatment approach, based on systems theory, is organized into three hierarchical treatment levels that accommodate the family’s maladaptive roles. Family treatment methods thought most likely to produce the desired results are delineated according to treatment level. Treatment Level 1 focuses on reduction of maladaptive role behaviors of the family that enable the person’s drinking. At Treatment Level 2, family members are taught coping skills that weaken their reliance on maladaptive roles. Emotional development is stimulated at Treatment Level 3 through confrontation of continued use of maladaptive roles.