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An occupation-centered discussion of development and implications for practice.

Ruth Humphry1, Linn Wakeford

  • 1University of North Carolina at Chapel Hill, Division of Occupational Science, CB #7120, Chapel Hill, North Carolina 27599-7120, USA.

The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association
|June 17, 2006
PubMed
Summary

Understanding how children develop everyday skills is crucial. This study introduces contextualism to occupational therapy, focusing on child-centered practice within social environments for better skill development.

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The American journal of occupational therapy : official publication of the American Occupational Therapy Association·2005

Area of Science:

  • Child Development
  • Occupational Therapy
  • Contextualism

Background:

  • Mechanisms of children's occupational development are understudied.
  • Current occupational therapy relies on external developmental models.
  • A need exists for theory-based, empirically tested knowledge on developmental change processes.

Purpose of the Study:

  • To introduce the philosophy of contextualism in occupational therapy.
  • To outline a knowledge base for an occupation-centered change process.
  • To demonstrate how a contextual perspective guides practice.

Main Methods:

  • Literature review and theoretical framework development.
  • Introduction of contextualism as a guiding philosophy.
  • Illustrative example of a contextual intervention.

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Main Results:

  • Contextualism offers a framework for understanding occupational development.
  • An occupation-centered approach integrates the child and their environment.
  • Interventions can be designed to enhance social participation through occupations.

Conclusions:

  • Occupational therapy practice requires a context-specific theoretical foundation.
  • A shift towards occupation-centered, contextual approaches is beneficial.
  • This perspective supports children's social participation and skill development.