Occupation-Based Practice: Fostering Performance and Participation

Occupation-Based Practice: Fostering Performance and Participation is a joint project of the occupational therapy faculties of McMaster University and Washington University. This exceptional new book is designed to offer the student, instructor, and practitioner opportunities to integrate occupation into the client-centered treatment plan. With real-life clinical scenarios and active learning principles, students are able to experience and learn up-to-date and emerging practice in occupational therapy.

The workbook format will support occupational therapists as they seek to implement a person, environment, and occupation framework in planning client-centered care. It can be used in the classroom and also offers practicing occupational therapists a self-study format for learning.

Occupation-Based Practice: Fostering Performance and Participation is designed to be a partner for individual occupational therapists, regardless of practice focus or primary role, in their exploration of developing an occupation-focused practice style, based upon the complex relationships between individuals, the environments in which they function, and the occupations with which they become involved.

Features

Written by occupational therapists who have current and collective experience as practitioners, educators, researchers, and advocates. An excellent resource to help learners, whether current students or practicing clinicians. A resource for evidence-based occupational therapy practice. Reader friendly. Can reaffirm belief in the importance of occupational therapy. Highlights the excitement inherent in practicing in an occupation-based way.

“The authors continue to take the pulse of the profession and have produced a concise, well-framed workbook to enable a large audience to learn practical strategies for incorporating the best of what we do into practice.”

— Meryl Picard, MSW, OTR, Doody Publishing

“…this handbook achieves the stated objectives of increasing knowledge to support occupational therapy identity, reaffirming and reframing occupational therapy skills, and facilitating the transition from focusing on impairment to occupational performance and social participation.”

— Jude Driscoll, Canadian Journal of Occupational Therapy