Occupational Therapy Essentials for Clinical Competence

Karen Sladyk PhD, OTR/L, FAOTA; Karen Jacobs EdD, OTR/L, CPE, FAOTA; Nancy MacRae MS, OTR/L, FAOTA

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$67.95

ISBN 10 1-55642-819-7

ISBN 13 978-1-55642-819-7

672 pp Hard Cover

Pub. Date: 2010

Order# 38197

Product Info Sheet

Product Description
Contents
Reviews
About the Editors
Related Web Site

Product Description

The occupational therapy profession has seen many textbooks on a wide range of topics, but never has a text used the ACOTE Accreditation Standards as a blueprint, incorporating them as a way to intricately outline a plan of action for the current practice of occupational therapy.

Occupational Therapy Essentials for Clinical Competence begins by linking the ACOTE Accreditation Standards with current practice in chapters for students and educators. With 50 expert contributors, this forward-thinking text sets the stage with two foundational concepts vital to the study of occupation: flow and culture.

Led by nationally renowned authors, Karen Sladyk, Karen Jacobs, and Nancy MacRae, Occupational Therapy Essentials for Clinical Competence presents a summary of interconnected constructs that define and direct occupational therapy practice.

Inside you will find:

Basic tenets of occupational therapy
Occupational therapy theoretical perspectives
Screening, evaluation, and referral
Formulation and implementation of an intervention plan
Context of service delivery
Management of occupational therapy services
Professional ethics, values, and responsibilities
Culture and its role in occupational choice and performance

Occupational Therapy Essentials for Clinical Competence also includes student activities at the end of each chapter, as well as on-line material that consists of multiple choice questions, chapter objectives, teacher activities, and PowerPoint slides.

Some Additional Features Include:

Examples as viewed and analyzed from multiple perspectives
Evidence-based practice reviews that provide a starting point to have each topic explored in depth
Evaluation of the mastery of application and self-assessment exercises
Integration throughout the text of Occupational Therapy Practice Framework: Domain and Process, Second Edition

Occupational Therapy Essentials for Clinical Competence incorporates adult learning theory as its basis to assist in establishing cognitive interest. All occupational therapists will welcome this unique organizational format of grouping concepts together to reinforce and facilitate learning.

Correction to Chapter 4, click here.

There has been a correction made to Chapter 4: Occupation, Activities, Skills, Patterns, Demands, Context, and Balance.

To receive a copy of the corrected chapter, please send an email to: bookspublishing@slackinc.com

From the Foreword by Charles Christiansen:

"This textbook... edited by highly respected leaders in the field... is appropriately and cleverly organized around the essentials of competence in the occupational therapy process. It did not escape my notice that the array of possibilities presented is balanced and reflects the opportunities that are available for using situations (contexts, environments, activities, and people) to provide competent care. The toolkit of options available...for implementing the plan of care as presented here is comprehensive and represents a formidable and significant part of the book."

Dr. Karen Jacobs is the recipient of the 2011 Eleanor Clarke Slagle Lectureship Award from the American Occupational Therapy Association.

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Dedication
Acknowledgments
About the Editors
Contributing Authors
Foreword by Charles H. Christiansen, EdD, OTR, OT(C), FAOTA
Introduction

Section I: Setting the Stage
Chapter 1	The Experience of Flow and Meaningful Occupation (B.3.6)
	Rosalie M. King, DHS, OTR/L
Chapter 2	Culture and Meaningful Occupation (B.1.7, 2.10, 4.2, 4.4, 4.7, 5.0, 5.2)
	Roxie M. Black, PhD, OTR/L, FAOTA
Section II: Basic Tenets of Occupational Therapy
Chapter 3	History and Philosophy (B.2.1)
	Cheryl Kuczynski, MOT, OTR/L and Celeste M. Richard, MOT, OTR/L
Chapter 4	Occupation, Activity, Skills, Patterns, Demands, Context, and Balance(B.2.2-2.4, 2.7)
	Karen Sladyk, PhD, OTR/L, FAOTA and Beth O’Sullivan, MPH, OTR/L
Chapter 5	Occupational Performance: Analyzing Occupational Perspectives on Health and Disease (B.2.5-2.6)
	Kathleen Flecky, OTD, OTR/L and Heather Goertz, OTD, OTR/L
Chapter 6	Safety and Support (B.2.8-2.9)
	Claudia E. Oakes, OTR/L, PhD
Chapter 7	Clinical Reasoning (B.2.10-2.11)
	Callie Watson, OTD, OTR/L and Kristin B. Haas, OTD, OTR/L
Section III: Occupational Therapy Theoretical Perspectives
Chapter 8	Occupational Therapy Theory Development and Organization (B.3.1-3.2, 3.4, 3.6)
	Marilyn B. Cole, MS, OTR/L, FAOTA
Chapter 9	Occupational Therapy Theory Use in the Process of Evaluation and Intervention(B.3.3, 3.5)
	Roseanna Tufano, MFT, OTR/L
Section IV: Screening, Evaluation, and Referral
Chapter 10	Screening, Evaluation, and Referral(B.4.1-4.3, 4.5-4.10)
	Tara J. Glennon, EdD, OTR/L, FAOTA
*The numbers after the chapter titles represent the 2006 ACOTE Accreditation Standards for a Master’s-Degree-Level Educational Program for the Occupational Therapist (effective January 2008).
Chapter 11	Evaluation of Activities of Daily Living and Instrumental Activities of Daily Living (B.4.4)
	Lisa J. Knecht-Sabres, DHS, OTR/L
Chapter 12	Evaluation of Education and Work (B.4.4)
	Barbara Larson, MA, OTR/L, FAOTA
Chapter 13	Evaluation of Play and Leisure (B.4.4)
	Lori Vaughn, OTD, OTR/L
Chapter 14	Evaluation of Social Participation (B.4.4)
	Mary V. Donohue, PhD, OTL, FAOTA
Section V: Intervention Plan: Formulation and Implementation
Chapter 15	The Interpretation, Development, and Use of Evidence, Safety, and Grading in Intervention Planning (B.5.1-5.3, 5.19, 5.21)
	Jane O’Brien, PhD, OTR/L
Chapter 16	Interventions of Activities of Daily Living and Instrumental Activities of Daily Living (B.5.1-5.6, 5.19-5.21)
	Michael E. Roberts, MS, OTR/L
Chapter 17	Interventions in School and Work (B.5.1-5.6, 5.19-5.21)
	Barbara J. Steva, MS, OTR/L
Chapter 18	Interventions of Play and Leisure (B.5.3)
	Kathryn M. Loukas, MS, OTR/L, FAOTA and Bevin J. Journey, MS, OTR/L
Chapter 19	Interventions of Social Participation (B.5.4-5.6, 5.19-5.21)
	Jane O’Brien, PhD, OTR/L
Chapter 20	Training, Education, Teaching, and Learning (B.5.4, 5.16-5.17)
	Nancy MacRae, MS, OTR/L, FAOTA
Chapter 21	Occupational Therapy Intervention in the Realms of Cognitive, Physical, and Sensory Functioning (B.5.5)
	Regula H. Robnett, PhD, OTR/L
Chapter 22	Therapeutic Use of Self (B.5.6)
	Jan Froehlich, MS, OTR/L
Chapter 23	Case Management and Coordination (B.5.7)
	Diane P. Bergey, MOT, OTR/L and Erica A. Flagg, OT
Chapter 24	Environmental Adaptation and Ergonomics (B.5.8, 5.20)
	William R. Croninger, MA, OTR/L; John E. Lane, Jr., OTR/L; and Betsy DeBrakeleer, COTA/L, ROH
Chapter 25	Assistive Technology (B.5.9-5.10, 5.20)
	William R. Croninger, MA, OTR/L and Betsy DeBrakeleer, COTA/L, ROH
Chapter 26	Occupation-Centered Mobility (B.5.11)
	Kathryn M. Loukas, MS, OTR/L, FAOTA
Chapter 27	Physical Agent Modalities (B.5.13-5.14)
	Alfred G. Bracciano, EdD, OTR/L, FAOTA
Chapter 28	Feeding and Eating (B.5.12)
	Kristin Winston, PhD, OTR/L and Kathryn M. Loukas, MS, OTR/L, FAOTA

Chapter 29	Use of the Natural Environment (B.5.15)
	Kathryn M. Loukas, MS, OTR/L, FAOTA
Chapter 30	Effective Communication (B.5.18)
	Jan Froehlich, MS, OTR/L
Chapter 31	Consultation, Referral, Monitoring, and Discharge Planning (B.5.22-5.25, 5.27)
	Julie Savoyski, MS, OTR/L
Chapter 32	Data Collection and Documentation (B.5.26, 5.28)
	Nancy MacRae, MS, OTR/L, FAOTA and William R. Croninger, MA, OTR/L
Section VI: Context of Service Delivery
Chapter 33	Changes and Trends in Education Research and Practice (B.7.1-7.2)
	Jeffrey L. Crabtree, MS, OTD, FAOTA
Section VII: Management of Occupational Therapy Services
Chapter 34	Laws, Credentials, and Reimbursement (B.7.3-7.6)
	Dory E. Holmes, MPH, OTR/L and Lisa L. Clark, MS, OTR/L
Chapter 35	Systems to Organize and Market Occupational Therapy (B.7.7)
	Karen Jacobs, EdD, OTR/L, CPE, FAOTA
Chapter 36	Quality Improvement (B.7.8)
	Jennifer Kaldenberg, MSA, OTR/L, SCLV, CLVT; Nancy MacRae, MS, OTR/L, FAOTA; and Karen Jacobs, EdD, OTR/L, CPE, FAOTA
Chapter 37	Supervision and Fieldwork (B.7.9-7.10)
	Amy Jo Lamb, OTD, OTR
Chapter 38	Leadership (B.6.4, 7.2, 7.6, 9.1-9.2, 9.7-9.8)
	Lisa L. Clark, MS, OTR/L and James Marc-Aurele, MBA, OTR/L
Section VIII: Research
Chapter 39	The Beginning Researcher (B.8.1-8.9)
	Karen Sladyk, PhD, OTR/L, FAOTA
Section IX: Professional Ethics, Values, and Responsibilities
Chapter 40	Ethics and Its Application (B.7.3-7.4, 9.1, 9.5, 9.10-9.11)
	Gail M. Bloom, OTD, MA, OTR/L
Chapter 41	International, National, State, Local, and Related Occupational Therapy Associations (B.9.2)
	Diane Sauter-Davis, MA, OTR/L
Chapter 42	Promoting Occupational Therapy to Others and the Public (B.9.3)
	Jan Rowe, Dr. OT
Chapter 43	Professional Development (B.9.4)
	Karen Sladyk, PhD, OTR/L, FAOTA
Chapter 44	Competence and Professional Development (B.9.6)
	Penelope A. Moyers, EdD, BCMH, OTR/L, FAOTA
Chapter 45	Roles of Occupational Therapists (B.9.7-9.9)
	Thomas F. Fisher, PhD, OTR, CCM, FAOTA
Chapter 46	Conflict Resolution (B.9.10-9.11)
	Jim Murray, SPHR
Chapter 47	Advocacy (B.9.12-9.13)
	Elisa Marks, MS, OTR/L, CEAS, CHT
Appendix A 2006 ACOTE Accreditation Standards for a Master’s-Degree-Level Educational
	Program for the Occupational Therapist (effective January 2008)
Appendix B	Assessment Tool Grid
Appendix C	Assessments in Play and Leisure
Appendix D	Intervention Plan Outline
Appendix E	Sample of an IEP by Barbara Steva
Appendix F	AOTA’s Code of Ethics
Appendix G	Sample of a Grant Proposal by Holly St. Onge, MS, OTR/L
Appendix H	Procedures for the Enforcement of the NBCOT Candidate/Certificant Code of Conduct
Appendix I	NBCOT Complaint Form
Appendix J	Using Presentation Software Effectively by William Croninger, MA, OTR/L
Glossary
Index

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Reviews

"This book is different from previous occupational therapy textbooks. This book not only provides a very thorough guide to all aspects of physical occupational therapy practice/service delivery, it also provides an inspiring read as to why occupational therapists participate in areas such as research, management and occupational therapy associations. The book provides a good balance of practical skills (for example, wheelchair transfers) and theoretical approaches, and is underpinned by a very strong sense of occupational therapy philosophy to strengthen clinical reasoning. It is a very modern textbook that brings together many areas of recent research-based knowledge. In summary, this book was an inspiring, thorough and very readable reference book on physical occupational therapy. I wish there was a British version."

— Anna Cawdry, The British Journal of Occupational Therapy

"All occupational therapists will welcome Occupational Therapy Essentials for Clinical Competence, a forward-thinking text, and one of a kind in following 2006 ACOTE Accreditation Standards for a Master's Program for the Occupational Therapist, with its unique organizational format of grouping concepts together to reinforce and facilitate learning."

— SirReadaLot.org

"This text book is targeted to meet the learning needs of occupational therapy students and occupational therapy assistant students. Yet, this veteran occupational therapist found the book interesting and helpful. I do not believe it will collect dust on my bookshelf. I recommend this textbook be considered for purchase by student and occupational therapy department libraries."

— Sheila Hamilton, Canadian Journal of Occupational Therapy

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About the Editors

Karen Sladyk, PhD, OTR/L, FAOTA has been an occupational therapy educator in New England for 18 years—first at Quinnipiac University and currently at Bay Path College. She "accidentally" fell into writing when she was a substitute at a focus group at an American Occupational Therapy Association (AOTA) annual meeting and conference, offering suggestions of what she thought students wanted to know. Since that time, she has edited or authored 9 textbooks targeted specifically at occupational therapy/occupational therapy assistant students' specific needs. Known as a "hard and demanding" teacher, she cares very deeply about students getting an intense and meaningful education.

Like every occupational therapist/occupational therapy assistant, she has a difficult time balancing her life, but she enjoys travel, quilting, crafts, and writing. She recently visited all 50 states before turning 50 herself. Karen spends time with her sisters and nephews in Connecticut and Utah and continues to collect vintage jewelry at flea markets. Lately, she has been hunting for Disney Lanyard pins. When developing this newest book, she had the good fortune of teaming up with Karen and Nancy.

Karen Jacobs, EdD, OTR/L, CPE, FAOTA is a past president and vice president of the AOTA and a 2005 recipient of a Fulbright Scholarship to the University of Akuryeri in Akuryeri, Iceland. Dr. Jacobs is a clinical professor and the program director of distance education post-professional programs in occupational therapy at Boston University, Boston, MA. She earned a doctoral degree at the University of Massachusetts, a master of science degree in occupational therapy at Boston University, and a bachelor of arts degree at Washington University in St. Louis, MO.

Dr. Jacobs’ research examines the interface between the environment and human capabilities. In particular, she examines the individual factors and environmental demands associated with increased risk of functional limitations among populations of university- and middle school-aged students, particularly in notebook computing and backpack use (http://people.bu.edu/kjacobs/index.shtml).

In addition to being an occupational therapist, Dr. Jacobs is also a certified professional ergonomist (CPE) and the founding editor of the international journal WORK: A Journal of Prevention, Assessment, and Rehabilitation (IOS Press, The Netherlands).

Dr. Jacobs is a faculty-in-residence and lives in an apartment in one of the dormitories at Boston University. She is the mother of 3 childre–Laela, Joshua, and Ariel; and the amma (grandma in Icelandic) to Sophie Redd. She balances work with occupations such as cross country skiing, kayaking, photography, yoga, and travel.

Nancy MacRae, MS, OTR/L, FAOTA is an associate professor, graduate coordinator, and academic fieldwork coordinator at the University of New England (UNE) in Portland, ME, where she has taught for nearly 20 years. She is a past president of the Maine Occupational Therapy Association.

Nancy’s work experience has been within the field of developmental disabilities, primarily mental retardation, across the lifespan. Her graduate degree is in adult education, with a minor in educational gerontology. Involvement in the Interprofessional Geriatric Education Program at UNE allows her to mentor and learn from future health care practitioners.

Ms. MacRae is the proud mother of 2 sons and a 10-year-old granddaughter. Occupational balance is maintained through participation in reading, yoga, walking, baking, and basket-making.

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Related Web Site

Instructors: Visit our new website especially for you at efacultylounge.com! Through this website you will be able to access a variety of instructor materials for Occupational Therapy Essentials for Clinical Competence, including learning activities, PowerPoint Presentations, and multiple choices questions.

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