Perspectives On Occupational Therapy Education

Perspectives on Occupational Therapy Education: Past, Present, and Future outlines a path forward for occupational therapy educators, incorporating the impact of historical context, contemporary issues and trends, and international viewpoints on the development of the profession. With this mission in mind, Drs. Steven D. Taff, Lenin C. Grajo, and Barbara R. Hooper offer helpful tips, practical tools, and fresh insights to support current and future educators in developing their teaching philosophies and pedagogies. The book is divided into three main sections—past, present, and future—and examines: • The history of occupational therapy education, including the influence of critical philosophies, their relationship to higher education and healthcare, and the growth of accreditation standards and professional degree programs. • Current trends and challenges in healthcare and higher education, including bridging the gap between education and practice, the use of competency exams, expanding educational research, and promoting diversity and inclusion among faculty and students. • International perspectives on the development and future of occupational therapy education from leading scholars in Africa, Australia, Europe, North America, South America, and Southeast Asia, including trends in educational technologies, fieldwork education and requirements, and inter-professional education. An indispensable resource for educators, Perspectives on Occupational Therapy Education: Past, Present, and Future concludes with an imagining of the occupational therapy education landscape in the year 2050: a future in which occupational therapy educators are continuously responding to ongoing changes in health care policies, adapting to a more diverse and globally connected student population, and articulating the distinct value of occupational therapy in new and emerging areas of practice. Included with the text are online supplemental materials for faculty use in the classroom.

"Perspectives on Occupational Therapy Education: Past, Present, and Future outlines a path forward for occupational therapy educators, incorporating the impact of historical context, contemporary issues and trends, and international viewpoints on the development of the profession. With this mission in mind, Drs. Steven D. Taff, Lenin C. Grajo, and Barbara R. Hooper offer helpful tips, practical tools, and fresh insights to support current and future educators in developing their teaching philosophies and pedagogies"--Publisher's description.

"John Dewey's (1939/2000) concept of growth provides a unifying theme for evolution of the profession of occupational therapy and its associated educational training over the past century. Growth, the constant process of change, is, for Dewey, a universal concept, applicable to situations biological, inanimate, and social (Cutchin, 2004; Taff & Danforth, 2016). The growth of any entity or phenomenon is equivalent to the accumulation of experience over time. Therefore, growth, time, history and place are closely related concepts instructive to our present discussion of occupational therapy education over the past century and into the future. History, broadly configured as a correlate of time and growth, offers important lessons as we reflect upon the continuity of events and experiences that have and will continue to shape professional education. French philosopher Henri Bergson's concept of duration is also instructive in helping us reframe time as a representation of both history and growth (Bergson, 1910/2014; 1911/1998). In relation to duration, time is a qualitative concept that embodies continuous experiences and subsequent changes (Linstead & Mullarkey, 2003). For Bergson, duration includes past, present, and future as additive experiences that unfold along the same continuum (Bergson, 1910/2014). Therefore, time is indivisible and the points along the continuum cannot be separated into historical epochs, but must instead be viewed as a series of growth events. Dewey (1939/1988) shares Bergson's conception of time as a series of interconnected events, a "temporal seriality" (Mozur, 1991, p. 322) which defines the essence, or identity, of a person, object, or, in the present case, a profession. From a Deweyan standpoint, the professional essence of occupational therapy is an inherent growth capacity or potential to evolve. This potential is realized only through the profession's interaction with the environment through time. Just as humans experience the process of becoming through contextualized occupational engagement, so too the profession moves towards its potential, guided by key environmental factors at each point along the continuum of time. The trajectory of occupational therapy education has typically paralleled that of the profession at large, each event and consequent change part of a constant pattern of growth. For these reasons, we believe, that the publication of this text, Perspectives on Occupational Therapy Education: Past, Present, and Future, is timely. The text, as indicated in its title has three main sections - Past, Present, and Future - each weaving a unique perspective on the growth of occupational therapy education. Examining the Past Section 1 authors narrate two histories of occupational therapy education. One history, told in chapter two, examines critical philosophies, such as progressivism and essentialism, which prevailed at the time occupational therapy was founded. The chapter traces the influences those philosophies had on the emergence of the profession broadly and education specifically. Chapter 3 narrates a history of occupational therapy in search of its status as a profession. The chapter's premise is that occupational therapy education in the United States grew from tensions between the profession, higher education systems, and healthcare systems over time. xxii Introduction From these tensions grew new and expanded accreditation standards, new programs offering the entry-level professional degree for occupational therapy, new understandings of desired competencies for practice, and more. Responding to Present Trends in Healthcare and Higher Education Section 2 authors address trends in the American healthcare and higher education systems and illustrate how occupational therapy education is responding to or resisting those trends. The first chapter analyzes current issues and trends in healthcare and how occupational therapy education is addressing those to prepare the workforce of the future. Section 2 then proceeds to address this series of critical issues in occupational therapy education: an examination of pedagogies that are unique to occupational therapy; a discussion on how to bridge the gap between what is learned in entrylevel education and expectations in clinical practice; the use of competency exams to help students develop critical thinking and professional reasoning; measuring outcomes of occupational therapy education; expanding educational research in occupational therapy; promoting diversity and inclusion among faculty and students;"--

Perspectives on Occupational Therapy Education: Past, Present, and Future outlines a path forward for occupational therapy educators, incorporating the impact of historical context, contemporary issues and trends, and international viewpoints on the development of the profession. With this mission in mind, Drs. Steven D. Taff, Lenin C. Grajo, and Barbara R. Hooper offer helpful tips, practical tools, and fresh insights to support current and future educators in developing their teaching philosophies and pedagogies.

Philosophy and Occupational Therapy: Informing Education, Research, and Practice provides an overview of the most influential philosophical movements from past to present and shows how these philosophies are a foundational, yet underutilized, element of occupational therapy education, research, and practice. Editor Steven D. Taff, PhD, OTR/L, FNAP, FAOTA, fills a gap in existing occupational therapy literature by exploring the major thinkers and concepts of numerous different philosophical movements and examining their implications. Taff and a multitude of chapter authors demonstrate that the vital points of human existence are found in philosophy as well as science, and that occupational therapy should incorporate a clearly articulated philosophical perspective into its evidence-based and measurement-driven paradigm. Each chapter offers a basic description of a philosophy, outlines major thinkers and concepts and ultimately summarizes the implications for occupational therapy education, research and practice. Philosophy and Occupational Therapy: Informing Education, Research, and Practice is a unique and essential book for occupational therapy educators, researchers, and clinicians that will enrich the teaching-learning process, ground research with depth and clarity, and spark discussion among professionals about reviving the use of philosophy in current occupational therapy practice.

This book draws on research, professional literature and theories to put a realistic view on fieldwork. "This is a useful introductory text, which could help to develop a positive and enlightened view of fieldwork from the occupational therapist's perspective." - "British Journal of Occupational Therapy".

This anchor text provides students with a firm foundation on the emerging perspectives of occupation. The book fosters an understanding of where the profession is today as well as where the various scholars are headed with their unique perspectives. It includes issues to be considered when implementing these perspectives into practice, and is designed to support the educational standards set by the Accreditation Council for Occupational Therapy Education (ACOTE). Compatibility: BlackBerry(R) OS 4.1 or Higher / iPhone/iPod Touch 2.0 or Higher /Palm OS 3.5 or higher / Palm Pre Classic / Symbian S60, 3rd edition (Nokia) / Windows Mobile(TM) Pocket PC (all versions) / Windows Mobile Smartphone / Windows 98SE/2000/ME/XP/Vista/Tablet PC

This text describes philosophical and theoretical principles of service-learning in relationship to occupational therapy philosophical and pedagogical traditions. Effective service-learning educational strategies and experiential applications of occupational therapy in the community are highlighted through the presentation of case studies of service- learning initiatives in occupational therapy programs across the United States. Examples of how to design, implement and assess service-learning projects and partnerships are provided along with insights and lessons learned from faculty engaging in service-learning."--Pub. desc.