Occupational Therapy Essentials for Clinical Competence / Edition 3

by Karen Jacobs, Nancy MacRae

Overview

Occupation, theory-driven, evidence-based, and client-centered practice continue to be the core of the profession and are the central focus of Occupational Therapy Essentials for Clinical Competence, Third Edition.

The Third Edition contains updated and enriched chapters that incorporate new perspectives and evidence-based information important to entry-level practitioners. The Third Edition continues to relate each chapter to the newest ACOTE Standards and is evidence-based, while also addressing the guidelines of practice and terms from the AOTA’s Occupational Therapy Practice Framework, Third Edition.

Dr. Karen Jacobs and Nancy MacRae, along with their 61 contributors, introduce every topic necessary for competence as an entry-level practitioner. Varied perspectives are provided in each chapter with consistent references made to the relevance of certified occupational therapy assistant roles and responsibilities.

Additionally, chapters on the Dark Side of Occupation and Primary Care have been added to broaden the foundational scope of knowledge. Each chapter also contains a clinical case used to exemplify relevant content.

New in the Third Edition:

• All chapters have been updated to reflect the AOTA’s Occupational Therapy Practice Framework, Third Edition
• Updated references and evidence-based practice chart for each chapter
• Updated case studies to match the current standards of practice
• References to the Occupational Therapy Code of Ethics (2015)
• Faculty will benefit from the multiple-choice questions and PowerPoint presentations that coincide with each chapter

Instructors in educational settings can visit www.efacultylounge.com for additional material to be used for teaching in the classroom.

Occupational Therapy Essentials for Clinical Competence, Third Edition is the perfect multi-use resource to be used as an introduction to the material, while also serving as a review prior to sitting for the certification exam for occupational therapists and occupational therapy assistants.

Product Details

ISBN-13:	9781630912475
Publisher:	Taylor & Francis
Publication date:	03/15/2017
Edition description:	New Edition
Pages:	964
Product dimensions:	8.80(w) x 11.20(h) x 2.20(d)

About the Author

Karen Jacobs, EdD, OTR/L, CPE, FAOTA is a past president and vice president of the American Occupational Therapy Association (AOTA). She is a 2005 recipient of a Fulbright Scholarship to the University of Akureyri in Akureyri, Iceland; the 2009 recipient of the Award of Merit from the Canadian Association of Occupational Therapists (CAOT); the 2003 recipient of the Award of Merit from the AOTA; and recipient of the 2011 Eleanor Clarke Slagle Lectureship Award. The title of her Slagle lecture was PromOTing Occupational Therapy: Words, Images and Action.
Dr. Jacobs is a clinical professor of occupational therapy and the program director of the distance education postprofessional occupational therapy programs at Boston University. She has worked at Boston University for 30 years and has expertise in the development and instruction of online graduate courses.

Dr. Jacobs earned a doctoral degree at the University of Massachusetts, a Master of Science at Boston University, and a Bachelor of Arts at Washington University in St. Louis, Missouri.
Dr. Jacobs’ research examines the interface between the environment and human capabilities. In particular, she examines the individual factors and environmental demands associated with increased risk of functional limitations among populations of university- and middle school–aged students, particularly in notebook computing, use of tablets such as iPads (Apple), backpack use, and the use of games such as Wii Fit (Nintendo).

In addition to being an occupational therapist, Dr. Jacobs is also a certified professional ergonomist (CPE), the founding editor in chief of the international, interprofessional journal WORK: A Journal of Prevention, Assessment & Rehabilitation (IOS Press, The Netherlands), and a consultant in ergonomics, marketing, and entrepreneurship.
She is the proud mother of three children (Laela, Josh, and Ariel) and Amma (grandmother in Icelandic) to Sophie, Zachary, Liberty, and Zane. Her occupational balance is through travel, photography, walking, and co-writing children’s books.

Nancy MacRae, MS, OTR/L, FAOTA is an associate professor at the University of New England (UNE), in Portland, Maine, where she has taught for 23 years. She is a past president of the Maine Occupational Therapy Association and a past director of the UNE occupational therapy program.

Nancy’s work experience has been within the field of developmental disabilities, primarily mental retardation, across the lifespan. Her graduate degree is in adult education, with a minor in educational gerontology. Involvement in interprofessional activities at UNE allows her to mentor and learn from future health care practitioners and to model the collaboration our health care system needs. Scholarship has centered around aging and sexuality, documentation, professional writing, and interprofessional ventures. She has been a member of the editorial board of WORK: A Journal of Prevention, Assessment & Rehabilitation since its inception.

Nancy is the proud mother of two sons and a 14-year-old granddaughter. Occupational balance is maintained through participation in yoga, reading, walking, baking, and basket making.

Karen Sladyk, PhD, OTR/L, FAOTA has been an occupational therapy educator in New England for over 18 years—first at Quinnipiac University and currently at Bay Path College. She “accidentally” fell into writing when she was a substitute at a focus group at an American Occupational Therapy Association (AOTA) annual meeting and conference, offering suggestions of what she thought students wanted to know. Since that time, she has edited or authored 9 textbooks targeted specifically at occupational therapy/occupational therapy assistant students’ specific needs. Known as a “hard and demanding” teacher, she cares very deeply about students getting an intense and meaningful education.

Like every occupational therapist/occupational therapy assistant, she has a difficult time balancing her life, but she enjoys travel, quilting, crafts, and writing. She visited all 50 states before turning 50 herself. Karen spends time with her sisters and nephews in Connecticut and Utah and continues to collect vintage jewelry at flea markets. Lately, she has been hunting for Disney Lanyard pins.

Table of Contents

Dedication

Acknowledgments

About the Editors

Contributing Authors

Foreword by Jan Froehlich, MS, OTR/L

Introduction

Section I         Setting the Stage

Chapter 1              The Experience of Flow and Meaningful Occupation

Rosalie M. King, DHS, OTR/L

Chapter 2              Cultural Impact on Occupation

Roxie M. Black, PhD, OTR, FAOTA

Chapter 3              The Dark Side of Occupation

Rebecca Twinley, PhD, MSc, PGCAP, BSc(Hons), FHEA, HCPC

Chapter 4              Interprofessional Education and Practice: A Current Necessity for Best Practice

Nancy MacRae, MS, OTR/L, FAOTA

Section II        Basic Tenets of Occupational Therapy

Chapter 5              History and Philosophy

Caryn Birstler Husman, MS, OTR/L

Chapter 6              The Occupational Therapy Practice Framework: Domain and Process, Third Edition

Verna G. Eschenfelder, PhD, OTR/L and Patricia A. Wisniewski, MS, OTR/L, CPRP

Chapter 7              Meaning and Dynamic of Occupation and Activity

Julie Ann Nastasi, ScD, OTD, OTR/L, SCLV, FAOTA

Chapter 8              Occupational Performance and Health

Kathleen Flecky, OTD, OTR/L and Heather Goertz, OTD, OTR/L

Chapter 9              Effective Communication

Jan Froehlich, MS, OTR/L

Chapter 10           Therapeutic Use of Self

Jan Froehlich, MS, OTR/L

Chapter 11           Teaching, Learning, and Health Literacy

Nancy Doyle, OTD, OTR/L

Chapter 12           Safety and Support

Claudia E. Oakes, OTR/L, PhD

Chapter 13           Occupational Performance in Natural Environments: Dynamic Contexts for Participation

Kathryn M. Loukas, OTD, MS, OTR/L, FAOTA and Hailey C. Davis, MS, OTR/L

Chapter 14           Clinical Reasoning

Mary Elizabeth Patnaude, MS, OTR/L

Section III      Occupational Therapy Theoretical Perspectives

Chapter 15           Occupational Therapy Theory Development and Organization

Marilyn B. Cole, MS, OTR/L, FAOTA

Chapter 16           Occupational Therapy Theory Use in the Process of Evaluation and Intervention

Roseanna Tufano, LMFT, OTR/L

Section IV      Screening, Evaluation, and Referral

Chapter 17           Screening, Evaluation, and Referral

Jessica J. Bolduc, DrOT, MS, OTR/L

Chapter 18           Evaluation of Activities of Daily Living and Instrumental Activities of Daily Living

Lisa Knecht-Sabres, DHS, OTR/L

Chapter 19           Evaluation of Education and Work

Barbara Larson, MA, OTR/L, FAOTA

Chapter 20           Evaluation of Play and Leisure

Lori Vaughn, OTD, OTR/L

Chapter 21           Evaluation of Occupational Performance in Rest and Sleep

Michelle Goulet, MS, OTR/L

Chapter 22           Evaluation of Occupational Performance in Social Participation

Danielle J. Cropley, MS, OTR/L and Mary V. Donohue, PhD, OTL, FAOTA

Chapter 23           Documentation of Occupational Therapy Services

William R. Croninger, MA, OTR/L and Nancy MacRae, MS, OTR/L, FAOTA

Section V        Intervention Plan: Formulation and Implementation

Chapter 24           Intervention Planning and Program Development

Jane Clifford O’Brien, PhD, OTR/L, FAOTA; Peter DaSilva, MSOT Class 2017; and
Jennifer O’Connor, MSOT Class 2017

Chapter 25           Client Factors in Occupational Performance Functioning

Regula H. Robnett, PhD, OTR/L, FAOTA and Jessica J. Bolduc, DrOT, MS, OTR/L

Chapter 26           Interventions to Enhance Occupational Performance in Activities of Daily Living and Instrumental Activities of Daily Living

Michael E. Roberts, OTD, OTR/L

Chapter 27           Interventions to Enhance Occupational Performance in Education and Work

Barbara J. Steva, MS, OTR/L

Chapter 28           Interventions of Play and Leisure

Bevin Journey, MS, OTR/L and Kathryn M. Loukas, OTD, MS, OTR/L, FAOTA

Chapter 29           Interventions to Enhance Occupational Performance in Rest and Sleep

Courtney Shufelt, MS, OTR/L

Chapter 30           Interventions to Enhance Occupational Performance in Social Participation

Jane Clifford O’Brien, PhD, OTR/L, FAOTA; Meghan McNierney, MSOT Class 2017; and
Megha Panchal, MSOT Class 2017

Chapter 31           Environmental Adaptation and Ergonomics

Linda Miller, OT (C), OTD, CPE

Chapter 32           Assistive Technology

Laura Crossley-Marra, MS, OTR/L; Betsy DeBrakeleer, COTA/L, ROH; and
William R. Croninger, MA, OTR/L

Chapter 33           Occupation-Centered Functional and Community Mobility

Scott D. McNeil, OTD, MS, OTR/L and Kathryn M. Loukas, OTD, MS, OTR/L, FAOTA

Chapter 34           Physical Agent Modalities

Alfred G. Bracciano, MSA, EdD, OTR/L, FAOTA

Chapter 35           Interventions to Enhance Feeding, Eating, and Swallowing

Kristin Winston, PhD, OTR/L

Chapter 36           Case Management and Coordination

Diane P. Bergey, MOT, OTR/L and Erica A. Flagg, OT/L

Chapter 37           Consultation, Referral, Monitoring, and Discharge Planning

Julie Ann Nastasi, ScD, OTD, OTR/L, SCLV, FAOTA

Section VI      Context of Service Delivery

Chapter 38           Emerging Areas of Practice

Jeffrey L. Crabtree, OTD, MS, FAOTA and Leanna W. Katz, MS, OTD, OTR/L

Chapter 39           Telehealth

Nancy Doyle, OTD, OTR/L

Chapter 40           Occupational Therapy in Primary Care

Karen Duddy, OTD, MHA, OTR/L and Nicole Villegas, OTD, OTR/L

Section VII     Management of Occupational Therapy Services

Chapter 41           Legislation and Reimbursement of Occupational Therapy Services

Liat Gafni Lachter, OTD, OTR/L

Chapter 42           Marketing and Management of Occupational Therapy Services

Karen Jacobs, EdD, OTR/L, CPE, FAOTA

Chapter 43           Quality Improvement

Elizabeth W. Crampsey, MS, OTR/L, BCPR

Chapter 44           Supervision of Occupational Therapy Personnel

Amy Lamb, OTD, OT/L, FAOTA

Chapter 45           Fieldwork Education

Julie Ann Nastasi, ScD, OTD, OTR/L, SCLV, FAOTA

Chapter 46           Leadership

Elizabeth W. Crampsey, MS, OTR/L, BCPR and Caroline Beals, MS, OTR/L

Section VIII   Scholarship

Chapter 47           The Importance of Scholarship and Scholarly Practice for Occupational Therapy

Linda H. Niemeyer, OT, PhD and Karen Duddy, OTD, MHA, OTR/L

Chapter 48           Grants

Wendy B. Stav, PhD, OTR/L, SCDCM, FAOTA

Chapter 49           Professional Presentations

Christine Sullivan, OTD, OTR/L

Section IX       Professional Ethics, Values, and Responsibilities

Chapter 50           Ethics and Its Application to Occupational Therapy Practice

Gail M. Bloom, OTD, MA, OTR/L

Chapter 51           Local to Global Resources for the Occupational Therapy Professional

Sarah McKinnon, MS, OTR/L, BCPR, MPA

Chapter 52           Promoting Occupational Therapy to the General Public

Iris Wilbur-Kamien, MS, OTR/L and Jan Rowe, DrOT, MPH, OTR/L, FAOTA

Chapter 53           Competence and Professional Development: Learning for Complexity

Penelope Moyers Cleveland, EdD, OT/L, FAOTA

Chapter 54           Roles of Occupational Therapy Practitioners

Caroline Beals, MS, OTR/L and Thomas Fisher, PhD, OTR, CCM, FAOTA

Chapter 55           Resolution of Ethical Conflict

Susan C. Burwash, PhD, MSc(OT), OTR/L, OT(C) and John W. Vellacott, EdD, MEd, BA

Chapter 56           Advocacy in Occupational Therapy

Amy Lamb, OTD, OT/L, FAOTA and Elizabeth C. Hart, MS, OTR/L

Appendix A     2011 Accreditation Council for Occupational Therapy Education Standards and Interpretive Guide

Appendix B      Assessment Tool Grid

Appendix C     Assessments in Play and Leisure

Appendix D     Intervention Plan Outline

Appendix E      Sample of an Individualized Education Program by Barbara J. Steva, MS, OTR/L

Appendix F      American Occupational Therapy Association Occupational Therapy Code of Ethics (2015)

Appendix G     Procedures for the Enforcement of the National Board for Certification in Occupational Therapy
                            Candidate/Certificant Code of Conduct

Appendix H     National Board for Certification in Occupational Therapy Complaint Form

Appendix I       World Federation of Occupational Therapists Code of Ethics

Glossary

Financial Disclosures

Index

Editorial Reviews

This text is easy to navigate due to the relative continuity in the formatting of the chapters. Students may also find the design and content of this text a beneficial resource to help gauge their knowledge and skill development in preparation for fieldwork, the registration exam, and practice as a generalist.”

               - Regina Parnell, Canadian Journal of Occupational Therapy

From the Publisher

Reviewer: Carla Wilhite, OTD, OTR/L(University of New Mexico)
Description: This is an update of the first occupational therapy textbook to align closely with the Occupational Therapy Practice Framework. It also clearly explains the occupational therapy process, key values, and core concepts of the profession. The first edition was published in 2009.
Purpose: The primary purpose is to orient students to occupational therapy in a logical manner that corresponds closely with the key practice documents and processes of the profession. The authors propose the book as a vehicle for developing clinical competence for entry-level practice in occupational therapy. So far, no one book in the field can fulfill the promise of helping readers develop complete entry-level competence, but this book is a worthy and substantial contribution.
Audience: Although written for occupational therapy students who desire preparation and competence as entry-level practitioners, this book also will be useful to occupational therapy educators. The authors have recruited top level practitioners and scholars to write the book in a sequence that follows the Occupational Therapy Practice Framework II and The Accreditation Council for Occupational Therapy Education (ACOTE) standards for occupational therapy education. The authors are accomplished educators and occupational therapists, and bring great credibility to the project.
Features: After an extremely short history of occupational therapy and the core beliefs and values of the profession, a significant portion of the book explores the major areas of occupation: work, play/leisure, self-care, sleep and rest that are found in the Occupational Therapy Practice Framework. Another section covers intervention approaches for specific occupational performance issues. Every chapter ties back to the specific ACOTE objectives presented in the book. The book ends with a substantive look at ongoing professionalism and responsibilities of practitioners to lead, present, create evidence, and advocate for the profession of occupational therapy. This is an especially strong section, which will be valued by OT educators working with students. The major shortcoming is the same as that of all other major OT books — it cannot deliver the depth of content necessary to make it a standalone, definitive reference on occupational therapy. Students still will need other primary books on physical disabilities, mental health, and school-based occupational therapy to fully attain entry-level practice competency. Also, although the book bears a 2014 copyright, the book reflects the Occupational Therapy Practice Framework (OTPF) II, while OTPF III has just been updated for 2014. An unfortunate occurrence.
Assessment: This is an alternative to Willard and Spackman's Occupational Therapy, 12th edition, Boyt Schell et al. (Lippincott Williams & Wilkins, 2014), the premier occupational therapy textbook. However, the primary strength of this book is keying it to ACOTE standards and the Occupational Therapy Practice Framework, while Willard and Spackman's enjoys significant aesthetic features - full-color, high-quality diagrams and illustrations and color photography.

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