Canadian Practice Process Model
The following report has been written to advocate the use of the Canadian Model of Occupational Performance and Engagement (CMOP-E) and the Canadian Practice Process Framework (CPPF) service-wide. This discussion is on the use of models in practice and taking into consideration staff utilising one generic model across all areas that Occupational Therapy services are offered. This will focus on the way CMOP-E informs the CPPF. The discussion will also include positives and negatives when using the generic model with a clear judgment on recommendations.
The Occupational Therapist provides services at Kimi-Ora School. The Occupational Therapist (OT) will help students overcome barriers to become as independent in their life skills and learning. …show more content…
The person component of the model comprises of four parts; cognitive, affective, physical and spiritual. The environment component includes four contexts; cultural, physical, institutional and social (Duncan, 2011). Occupation is viewed as the link connecting the person and the environment, indicating that people participate in the environment through occupation. The CMOP-E classifies occupation in three ways; self-care, productivity and leisure (Duncan, 2011). In this context this would be referring to play, school-related work in learning contexts (Rodger, …show more content…
A generic framework can be applied in diverse practice contexts. The following eight action points guide the Occupational Therapy process, enter/initiate, set the stage, assess/evaluate, agree on objectives and plans, implement plan, monitor/modify, evaluate/outcome and conclude and exit (Townsend & Polatajko, 2007). The CPPF guides ones practice and would assist the Occupational Therapist to ensure relevant legislation, code of ethics, and essential standards of practice are met with ease (Townsend & Polatakjo, 2007). CPPF is used as a problem solving process for CMOP-E providing a baseline to work through and focusing on occupational performance and engagement. The CPPF is the core process and CMOP-E being the core domain of concern, this being person, occupation and environment. The desired outcome is the client’s goal attainment, which will be achieved by effective application of CMOP-E (Townsend & Polatajko, 2007).
Problem Solving
The Occupational Therapist provides services at Kimi-Ora School. The Occupational Therapist (OT) will help students overcome barriers to become as independent in their life skills and learning. …show more content…
The person component of the model comprises of four parts; cognitive, affective, physical and spiritual. The environment component includes four contexts; cultural, physical, institutional and social (Duncan, 2011). Occupation is viewed as the link connecting the person and the environment, indicating that people participate in the environment through occupation. The CMOP-E classifies occupation in three ways; self-care, productivity and leisure (Duncan, 2011). In this context this would be referring to play, school-related work in learning contexts (Rodger, …show more content…
A generic framework can be applied in diverse practice contexts. The following eight action points guide the Occupational Therapy process, enter/initiate, set the stage, assess/evaluate, agree on objectives and plans, implement plan, monitor/modify, evaluate/outcome and conclude and exit (Townsend & Polatajko, 2007). The CPPF guides ones practice and would assist the Occupational Therapist to ensure relevant legislation, code of ethics, and essential standards of practice are met with ease (Townsend & Polatakjo, 2007). CPPF is used as a problem solving process for CMOP-E providing a baseline to work through and focusing on occupational performance and engagement. The CPPF is the core process and CMOP-E being the core domain of concern, this being person, occupation and environment. The desired outcome is the client’s goal attainment, which will be achieved by effective application of CMOP-E (Townsend & Polatajko, 2007).
Problem Solving