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Related Concept Videos

Modeling in Therapy01:26

Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
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Related Experiment Videos

Knowledge generation and utilisation in occupational therapy: towards epistemic reflexivity.

Elizabeth Anne Kinsella1, Gail Elizabeth Whiteford

  • 1School of Occupational Therapy, Faculty of Health Sciences, Elborn College, University of Western Ontario, London, Ontario, Canada. akinsell@uwo.ca

Australian Occupational Therapy Journal
|September 22, 2010
PubMed
Summary

Occupational therapy knowledge generation is a social process with inherent responsibilities. Epistemic reflexivity is proposed to enhance critical engagement with professional theories like evidence-based practice.

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Area of Science:

  • Occupational therapy theory development
  • Epistemology in professional practice
  • Social construction of knowledge

Background:

  • Theory generation in occupational therapy is a complex social process.
  • Scholars and practitioners form a global epistemic community.
  • This community shapes disciplinary knowledge through shared standards and values.

Purpose of the Study:

  • To explore the social and responsible nature of knowledge generation in occupational therapy.
  • To introduce epistemic reflexivity as a tool for critiquing and contributing to the field's knowledge base.
  • To empower occupational therapy scholars and practitioners by clarifying their role in the epistemic community.

Main Methods:

  • Proposing epistemic reflexivity as a critical framework.
  • Examining the implications of epistemological choices within the profession.
  • Applying epistemic reflexivity to critically analyze evidence-based practice.

Main Results:

  • Authors utilized epistemic reflexivity to address challenges posed by evidence-based practice.
  • A new conception of practice knowledge is proposed, integrating evidence with wise practice.
  • The study highlights the authors' critical engagement with a widely adopted occupational therapy construct.

Conclusions:

  • Fostering epistemic reflexivity is crucial for advancing occupational therapy knowledge.
  • The article aims to stimulate discussion and debate within the occupational therapy epistemic community.
  • Suggestions for implementing epistemic reflexivity in occupational therapy practice and scholarship are provided.