Using Environments to Enable Occupational Performance

Letts, L. (ed) et al

ISBN 10: 1556425783 / ISBN 13: 9781556425783

Editore: Slack Incorporated, 2003

Riguardo questo articolo

This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. Book contains pen & pencil markings. In poor condition, suitable as a reading copy. No dust jacket. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,950grams, ISBN:9781556425783.

Codice articolo 9837834

Dati bibliografici

• Titolo: Using Environments to Enable Occupational Performance
• Editore: Slack Incorporated
• Data di pubblicazione: 2003
• Lingua: Inglese
• ISBN 10: 1556425783
• ISBN 13: 9781556425783
• Rilegatura: Rilegato
• Condizione: Poor
• Peso: 950 grammi
• Cataloghi dei venditori:
  • Social Sciences

Descrizione articolo

Riassunto

Using Environments to Enable Occupational Performance is a unique new text that specifically focuses on how environments (physical, social, cultural, institutional) can be used by occupational therapists to enable occupational performance with all types of clients.

This informative text provides a framework to think about how environments fit into occupational therapy theory and practice. Examples of different approaches to occupational therapy intervention involving environments are demonstrated in a comprehensive format. Community settings, institutions, mental health, pediatrics, hand rehabilitation, health promotion, and gerontology are just a few of the areas covered inside.

Each chapter contains "real world" scenarios from occupational therapists about how the environment can be used to optimize occupational performance. Review questions are also included that ask the reader to apply the learned knowledge in a variety of settings. These features, along with the shared expertise of contributing authors, are beneficial to both students and clinicians in reinforcing the theory-practice link.

Informazioni sull?autore

Lori Letts, PhD, OT Reg. (Ont.)

Lori Letts, PhD, OT Reg. (Ont.) is an Assistant Professor within the School of Rehabilitation Science at McMaster University. She received her Bachelor of Science degree in Occupational Therapy from the University of Western Ontario in 1987. In 1991, she received a Master of Arts with a joint degree in Gerontology and Regional Planning and Resource Development. She received her PhD in Environmental Studies at York University, Canada. Her research and practice interests include aging, environment (theory, assessment, intervention), health promotion, community rehabilitation, evidence-based practice, program evaluation, and participatory research.

Patty Rigby, MHSc, OT Reg. (Ont.)

Patty Rigby, MHSc, OT Reg. (Ont.) is an Assistant Professor in the Department of Occupational Therapy, Faculty of Medicine, University of Toronto. She is also the Research Coordinator for Occupational Therapy at Bloorview MacMillan Children’s Centre in Toronto. She completed her undergraduate studies in occupational therapy at the University of Alberta in 1976, and in 1991 received a Master of Health Sciences degree from McMaster University. Her research and practice interests include enabling childhood occupations such as play and school productivity, assistive technology for children, environment (theory, assessment, and intervention), and cost-utility evaluation of assistive technology.

Debra Stewart, MSc, OT Reg. (Ont.)

Debra Stewart, MSc, OT Reg. (Ont.) is an Assistant Clinical Professor in the School of Rehabilitation Science, and a Co-Investigator at CanChild Centre for Childhood Disability Research at McMaster University. She received her Bachelor of Science degree in Occupational Therapy from the University of Toronto in 1976, and has worked clinically in the field of pediatrics for many years. In 1998, she received her Master of Science degree in Design, Measurement, and Evaluation at McMaster University. Debra’s research interests include person-environment relations in occupational therapy, evidence-based practice, and the experiences of young people with disabilities in transition from adolescence to adulthood.