Occupational Therapy is a profession primarily centred around client-therapist interactions. The main objective of an occupational therapist (OT) is to empower and assist their clients in their return to everyday life and activities. Occupational therapists work with their clients for extended periods of time in order to ensure that they are able to participate in their normal daily routines with some degree of ease. OT's achieve this goal through building trust and rapport with their clients by representing themselves with the highest degree of professional identity and following the codes of conduct, to which ensures safety to all involved in the achievement of this goal. As occupational therapists work closely with a number of different
You started your first job at a large hospital. You are assigned a patient to treat who no one wants to work with because the patient always says “NO”. The Occupational Therapy team leader tells you that you need to treat the patient because the doctor is angry that the patient has not been receiving therapy. You are told that the patient’s nurse has called to complain to the therapy department about the fact that the patient has not been receiving therapy
“In support of the Centennial Vision, in accordance with AOTA, Rehabilitation, Disability, and Participation, has been identified as a key practice area in the 21st century” (AOTA n.d.). But what is a disability and what does it mean to rehabilitate? To rehabilitate means to bring something back to its original state. A disability is defined as “anyone who has a physical or mental impairment that substantially limits one or more major life activity. This includes people who have a record of such an impairment, even if they do not currently have a disability” (ADA 2015). In correlation with disabilities and rehabilitation, inpatient and outpatient are the two prominent sites in rehabilitative care. Inpatient rehabilitation commonly refers to physician and therapy services one would receive during a stay in a hospital or if
Part of a human resource leader is communication, accessibility, and empowerment of one’s employees. I feel my skills in open communication, information sharing, decision fairness, outcome concern, and credibility help in numerous ways. Furthermore, being credible and concerned about outcomes, my employees believe in my leadership and know that I have their backs. With communication and information sharing my employees know that I am accessible to talk. Finally, my decision fairness empowers others to be involved in our daily tasks. I scored highest in action under core leadership skills, which include: decision making, communication, and mobilizing others. I feel this supports my frame of leadership as well. Moreover, I feel mobilizing others generates employees to feel respected and valued. When employees feel their leaders are emotionally invested in them it empowers them to do well for the leader. Finally, in adaptive leadership I scored highest in organizational justice, which includes: decision fairness, information sharing, and outcome concerns. Decision fairness increases satisfaction, productivity, and keeps employees on
Effective communication is a key component of interprofessional practice to provide the best care for a patient treated by a multidisciplinary team. In my future profession as an occupational therapist there will be many important roles and responsibilities to consider across different specialities. Occupational therapists regularly work with nurses within an interdisciplinary team and the two health professions must practice effective communication, and the skills which foster the effectiveness. Occupational therapists, nurses, and the communication skills these professional require to work in an interdisciplinary team will be discussed.
Leadership is the ability of one to organize or lead a group of people. A leader should be respectful, a leader is bound to know what goal is attempted to be reached. My favorite leadership quote is by Chris Hadfield, “Ultimately, leadership is not about glorious crowning acts. It 's about keeping yourself and people around you focused on a goal and motivated to do the best to achieve goals in life, especially when the stakes are high and the consequences matter greatly. It is about laying the groundwork for others ' success, and finally standing back and letting them shine.” Being a leader doesn’t involve the leader doing all the work and claiming all the credit. Instead the leader helps everyone achieve a common goal.
Piaget’s theory of cognitive development states four stages of cognitive development. During the first Sensorimotor Stage which Piaget
Jean Piaget used observations of his own children to develop the four stages that we know he created today. Piaget developed a stage theory of intellectual development that included four distinct stages: the sensorimotor stage, from birth to age 2; the preoperational stage, from age 2 to about age 7; the concrete operational stage, from age 7 to 11; and the formal operational stage, which begins in adolescence and spans into adulthood. He believed that there were four necessary ingredients for cognitive development which included: “maturation of the nervous system, experiences gained through interaction with physical world, social environment, and child’s active participation in adapting to environment & constructing knowledge from experience.” (Sullivan, 2014, Slide 3)
One of the most well known theories in cognitive development is Piaget 's theory. The psychologist Jean Piaget theorized that as children 's minds development, they pass through distinct stages marked by transitions in understanding followed by stability. Piaget describes four different stages of development: sensorimotor, preoperational, concrete operation, and formal operations. Each stage describes the thinking patterns of a child depending on his or her age. In order to compare the thinking processes of a three-year old and a nine-year old using Piaget 's theory, you must compare two sequential stages of cognitive development: preoperational and concrete operations.
One of Piaget’s key views was stages of cognitive development, he divided cognitive development into separate stages as follows: sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage. It was hypothesized
First at all, Piaget’s cognitive development theory is the most essential theory among others (Müller et al., 2009 and Scholnick et al., 1999 as cited in Lourenço, 2002, pp.281-295). This theory aims to explain the mechanisms and processes of children in understanding and discovering the world. There are 3 basic elements in theory of cognitive development which are schema, assimilation and accommodation. A schema composed of both a basic unit of knowledge in organizing past experiences and the foundation for obtaining new knowledge. Schema can exist in several ways such as stereotype and script. Script is the process of ordering a Happy Meal in McDonald
The article, “ Identifying Thinking Skills for Instruction in Your Classroom,” written by Deborah E. Burns, addresses and explains the taxonomy of Thinking Skills by focusing on the four major thinking skill categories, including: Analytical Reasoning Skills, Critical Thinking Skills, Organizational Thinking Skills, and Creative Thinking Skills. In the article, Burns explains the purpose of the taxonomy was to identify, “thinking skills that were most frequently addressed in the professional literature and within the various thinking skills programs and materials” (Burns D.E., 1993). Burns uses the article to provide strategies and examples in order for educators to successfully implement the taxonomy and thinking skills in different classroom settings. The article provides multiple outlets to provide the stimulus needed to exercise the Thinking Skills highlighted in the article.
It stresses on learning through thinking. It studies how people treat, organize, and transform information to affect their behavior. The most representative theorist of cognitive theory is Jean Piaget (1896-1980). He was born in Switzerland, and he has three children. It is impressive that most of his research is based on observation and studying of his own children. Cognitive development stages are the central part of Piaget’s theory, which demonstrate the development stages of children’s ability to think from infancy to adolescence, how to gain knowledge, self-awareness, awareness of the others and the environment. These stages are respectively relative to 4 ranges of age. It consists of characteristics of each stage and phenomena of each. The first stage between birth to 2 years old, children learn the external through senses and action, instinctively. They sense object permanently and they usually show anxiety to strangers. The second stage is between age of 2 to 6 years old, children form ideas with words and images, which is tend to be over generalizing. Developmental phenomena of this stage include pretending play, egocentrism and language development. And then the third stage from 7 to 11 years old, children think logically about concrete events and understand similar events. In this period, abilities of conversation and mathematical transformation get to be developed. Last stage, 12
Which mean that they have a higher level of Intellect. There are two types of intellect which are intelligence quotient (IQ) and Emotional quotient (EQ) abilities. A leader 's intellect equate to how he or she can think when put into a harsh environment. A great military leader’s strategy is to think through problems, creating solutions, and making a decision. Thinking comes from a person 's own analytical individual perspective, no one will think or act in the same way as someone else. The strategy used by the military leaders is by having a good mental health and intellect the can grab the ability to understand and acknowledge their strengths and limitations with will help them to be more
As I reflect on the past 15 months of attending CCU. I recall the excitement, and the overwhelming stress of having to work full time and attend online college. I was not sure that I could complete my degree at fifty years old. Because of being out of school for over 30 years. I was somewhat reluctant to give it a try. With many prayers and asking God for his favor, grace, along with the focus and tenacity to understand all that was ahead of me. However, after researching several universities, I felt strongly God was leading me to enroll at CCU. This verse comes to mind in writing this paper, “Now go; I will help you speak and will teach you what to say” (Exodus 4:12 NIV).