School of Health & Social Care

Occupational Therapy

Theory and Models Workbook

Academic Year 2023/2024

Student name:

Student number:

Cohort:

Authors: Occupational Therapy team

Updated by Nikki Williamson with contributions by Dr Matumo Ramfikeng.
The original version 1.0 was compiled by Beverley Goodman, Lecturer in Occupational
Therapy, with content contributions from Susan Collins, Dr Ellen Adomako and Dr Matumo
Ramafikeng
Publication date: Updated Final 2.0 2023 by Nikki Williamson Senior Lecturer in Occupational Therapy
Version: Final 2.0
 Occupational Therapy Theory and Models Workbook

Table of Contents
1. Introduction and overview 2

1.1 Terminology associated with ‘theoretical frameworks’ 3

1.2 Occupational Therapy Theory 4

2. Overarching Theory: Short Answer Questions 5

3. Frames of Reference 5

3.1 Person-centred Frame of Reference 7

3.2 Biomechanical Frame of Reference 7

3.3 Motor Control Frame of Reference 8

3.4 Psychodynamic Frame of Reference 8

3.5 Cognitive behavioural Frame of Reference 8

4. Models of Health and Disability 9

5. Practice frameworks 11

6. Approaches 12

7. Models of Practice in Occupational Therapy 13

7.1 Models of Practice: Examples 14

7.1.1 Model of Human Occupation (MoHO) 14

7.1.2 Canadian Model of Occupational Performance and Engagement (CMOP-E) 15

7.1.3 Performance-Environment-Occupation-Performance (PEOP) 16

7.1.4 The Kawa (River) Model 17

7.1.5 Models of Practice: Further Activities 18

7.2 Guide to selecting a practice model 19

References and Further Reading 20

Appendix A - Model analysis and evaluation tool Selecting a Model 23

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1. Introduction and overview

This workbook has been designed following learner feedback to support the development of your
knowledge and understanding of terminology and some key theories informing occupational therapy
practice. This is not an extensive list but aims to offer a baseline to start from and inform your critical
thinking about the role of theory in occupational therapy, including benefits of using it, types of theory
and how they are used in practice.

The philosophy of occupational therapy is based on what makes OT different, how we practice, what
informs how we practice and theories that guide reasoning and doing. Work through the workbook in
the order presented and utilise the resources provided to further develop your understanding of some
of the key theoretical frameworks used in occupational therapy.

For any queries or support around completing this workbook, please contact your module lead.

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1.1 Terminology associated with ‘theoretical frameworks’

Before undertaking the activity tasks outlined in this workbook, you should become familiar with the terminology
which is associated with understanding the underlying theoretical frameworks in occupational therapy.

Theoretical frameworks

Theoretical frameworks are the key theories, concepts, frames of references, models of practice and
approaches which are based on credible scientific research and structured to inform the direction of practice.

Theory

A theory is a scientifically credible statement describing a phenomena or a relationship between concepts

(Ramafikeng et al, 2014)
Theory refers to the interrelation of assumptions, concepts and definitions in some form or another (Reed,
1984).

Concept

A general idea or understanding of something.

Concepts are the organizing of ideas of a model and a theory, mediated by a word, symbol or sign (Reed,
1984)

Principle

A fundamental truth or law as a basis for reasoning and action

Framework

A framework is a tool for structuring and organizing information.

Frame of reference

“A system that applied theory and puts principles into practice, providing practitioners with specifics on how to
treat specific clients” (Hussey et al, 2007:288).

Approaches

The methods by which theories are put into practice and intervention is carried out (Creek, 2003).
The ‘doing’ – How you go about it.

Model of Practice

“Models assist practitioners to organise their thinking and reasoning around occupation and provide a
foundation for practice-based decisions” (Ebrahim, 2017). Models often have a depiction showing the
relationship between the components of the model.

Review the definitions about and consider other terms and definitions you have
come across in your reading. Add these to the box below including supporting
references

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1.2 Occupational Therapy Theory

➢ Theory refers to an organized system of ideas used to explain or predict phenomena (McColl, Law &
Steward, 2015:5).
➢ Purpose of theory is to predict the relationship between specific events (Mosey, 1981)
➢ Theories provide an explanation for what practitioners observe (Ebrahim, 2017) and enable prediction
of intervention outcomes (Creek, 2014).
➢ Theories are developed for specific purposes and a good theory will fulfill that purpose (Creek, 2014).

In Occupational Therapy, theory focuses on:

• Occupation
• How Occupation affects health and well-being
• How Occupation can be used therapeutically (Crepeau, Schell & Cohen, 2009)
• The relationship between the person, the environment, and the occupation

These key areas reflect the basis of occupational therapy models of practice.

Functions of theory
Theory shapes a profession’s practice as it is used to describe phenomenon, conditions, and
relationships between variables.
Theory organises information into units of meaning.

Theory is important for effective and responsible practice

Theory is used to guide thinking, test hypotheses, aid the reflective process and general new
ideas

N.B: Practitioners use theory all the time (Crepeau, Schell & Cohn, 2009)

According to Creek (2003:35) theory is used…

1. As a guide to practice to encourage coherent and systematic treatment
2. To suggest alternative treatment strategies
3. To enable effective communication
4. To provide rational for practice
5. To provide a basis for research

QUESTION: What other benefits or functions of theory have you come across in the
readings?

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2. Overarching Theory: Short Answer Questions

ACTIVITY: Review the definitions provided in section 1.1 ‘terminology’. Please answer the
following questions in your own words or provide a different quote with a reference from
your reading.

What is a Frame of Reference?

What is a Model of Practice?

How do these inform occupational therapy practice?

3. Frames of Reference

Frames of reference is a theoretical or conceptual idea that have been developed outside of the profession
but which, with judicious use are applicable within occupational therapy practice (Duncan, 2021:40).

▪ These are an organised body of knowledge, principles, and research findings, which forms the
conceptual basis of a particular aspect of practice (Foster, 1996).
▪ It is important in practice to understand the underlying causes of the functional difficulties a person may
be experiencing, therefore, a consideration of where the problem lays is vital.
▪ A frame of reference will be identified to meet the needs/goals of the person.

They guide us on how to interact with the person and their diagnosis and are usually borrowed theories that
help us to work with someone. For example, the biomechanical frame of reference informs an occupational
therapist’s knowledge and understanding of hand function for hand therapy practice.

Function: Frames of reference…

▪ Guides intervention in a specific area of practice (Crepeau & Schell, 2003)
▪ Draws from one or more theories and is practical
▪ Guides assessment and intervention
▪ Frames of references are used alongside models (Duncan, 2009)

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Creek (2014) suggests each frame of reference can be described in terms of 7 characteristics:
1. Basic assumptions about the nature of people
2. The knowledge base
3. How function and dysfunction are conceptualised
4. How change occurs
5. The client group
6. Goals of intervention
7. Techniques for assessment and intervention

Primary Frames of Reference

These contain theory and knowledge from one of the basic sciences:

Physiological Psychological Educational

Applied Frames of Reference

These are selected from within a primary Frame of Reference and include theory from outside of the
occupational therapy profession that can be adapted and applied for occupational therapy practice. For
example:
• Neurodevelopmental • Cognitive-behavioural
• Cognitive-perceptual • Client/person-centered

Frames of References used in occupational therapy practice

• Biomechanical • Developmental • Rehabilitation
• Psychodynamic • Behavioural • Cognitive disability
• Neurodevelopmental • Sensory integration • Spatiotemporal adaptation

For more information on Frames of reference refer to Section Three of Foundations for Occupational
Therapy Practice by Edward Duncan on your reading list.

ACTIVITY: For each of the following five Frames of Reference, please read the suggested
information and prepare a summary of each, while also addressing the questions asked.

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3.1 Person-centred Frame of Reference

This has been updated from ‘Client-centered’ to the Person- centered frame of reference’ by Reed and
Sunderland (2021) in the most recent version of the resource below:

Please read: Parker D M (2011) ‘The client centered frame of reference’ In: Duncan E (ed) Foundations
for practice in occupational therapy (139-152) Edinburgh: Churchill Livingstone Elsevier.

Questions: How would you explain person-centered practice to a client?

What potential challenges do you envisage when applying this Frame of Reference?

3.2 Biomechanical Frame of Reference

“The basic concern of the biomechanical model is with problems related to musculoskeletal capacities that
underlie functional motion in everyday occupational performance” (Kielhofner 2009: 66).

Basic assumptions:
▪ The biomechanical Frame of Reference views the body as a functioning machine made up of parts, each of
which can be damaged by disease or injury.
▪ It explains how the body works and how the body can achieve motion.
▪ Successful human motor activity is based on physical mobility and strength.
▪ Participation in activity involving repeated specific graded movements maintains and improves function.
▪ Activity can be graded progressively to meet specific demands within an intervention programme

Question: What would be the consequences of assuming that the biomechanical Frame of
Reference (FoR) could be applied in isolation from other FoR in occupational therapy?

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3.3 Motor Control Frame of Reference

Read Ezekiel L and Feaver S (2021) Application of theoretical approaches to movement and cognitive
perceptual dysfunction within occupation-focuses practice in Duncan E(ed) Foundation for practice in
occupational therapy (6th Edition) Edinburgh: Elsevier pp 165-175

Alternatively, if this is not available read the earlier version by Feaver S and Ezekiel L (2011) ‘Theoretical
approaches to motor control and cognitive perceptual function’ In: Duncan E (ed) Foundations for practice in
occupational therapy (196-205) Edinburgh: Churchill Livingstone Elsevier

Question: When would you use this Frame of Reference rather than the biomechanical
Frame of Reference? Consider any similarities and differences to justify your answer.

3.4 Psychodynamic Frame of Reference

Read Daniel and Blair (2011) ‘An introduction to the psychodynamic frame of reference’ In: Duncan E (ed)
Foundations for practice in occupational therapy (165-178) Edinburgh: Churchill Livingstone Elsevier

Question: How will your understanding of the psychodynamic Frame of Reference

influence your use of group work?

3.5 Cognitive behavioural Frame of Reference

Read Duncan and Fletcher-Shaw (2021) The cognitive-behavioural frame of reference in Duncan E (ed)
Foundations for practice in occupational therapy 6th Edition Edinburgh: Elsevier pp. 141-158
Alternatively, if this is not available read: Duncan (2011) ‘The cognitive behavioural frame of reference’ In:
Duncan E (ed) Foundations for practice in occupational therapy (153-163) Edinburgh: Churchill Livingstone
Elsevier

Question: What differentiates between an occupational therapist (OT) using Cognitive

Behavioural Therapy and an OT taking a cognitive behavioural Frame of Reference?

Frames of reference are used alongside models (Duncan, 2009). The next section introduces models of health
and disability before exploring practice frameworks and models of occupational therapy practice.
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4. Models of Health and Disability

Social Model of Disability (gla.ac.uk)

Medical Model of Health/Disability Social Model of Health/Disability

▪ Health is defined as the absence of disease. ▪ Addresses the broader determinants of health.
▪ Views diseases and symptoms as having an ▪ Involves inter-agency collaboration.
underlying physiological explanation.
▪ Acts to reduce social inequalities.
▪ Hopefully, but not inevitably, symptoms will be
▪ Empowers individuals and communities.
cured through medical intervention.
▪ Acts to enable access to health care.
▪ Anchored in provable facts, derived from
rigorous procedures ▪ The social model of health sees body
as a whole rather than separate bodily parts.
▪ Concerned with internal workings of the body.
▪ It believes in overall state of health that addresses to
▪ Presumes state of health is a biological fact.
physical, social, and economic environment (Naidoo
▪ Looks to identify the cause of illness. and Willis 1994)
▪ Objectifies and categorises the individual. ▪ The social model of health is based on the concept
that health is determined, not just by biomedical
determinants, but also by social, economic, and
environmental factors (Dahlgren & Whitehead 1991)

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Biopsychosocial Model

A view that diseases and symptoms can be explained by a combination of physical, social, cultural and
psychological factors (Engel 1977).

“Philosophically, it is a way of understanding how suffering, disease, and illness are affected by multiple levels
of organization, from the societal to the molecular. At the practical level, it is a way of understanding the
patient’s subjective experience as an essential contributor to accurate diagnosis, health outcomes, and humane
care” (Borrell-Carrio et al 2004).

Biological Factors Psychological Factors Social Factors

Physiologically based or Beliefs and attitudes Interpersonal relationships
determined influences
Predisposition for certain illnesses Personality traits Social networks
Genes Ways of thinking Lifestyle
Neurochemistry Learning and memory Stressors
Hormonal activity Perceptions Access to health care
Physiological response to stress Emotions Level of education
Coping skills Environmental conditions

Psychological response to stress Cultural values and traditions

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5. Practice frameworks

Practice frameworks offers a structure with a set of guiding principles drawn from relevant theories and frames
of reference to inform the application of theory to practice. These offer a more detailed approach to
understanding the person and how to work with someone. Examples frameworks relevant to occupational
therapy practice are indicated below:

• Occupational Therapy Practice Framework (OTPF) – (American Occupational Therapy Association

(AOTA) 2014)
• European Conceptual Framework for Occupational Therapy (Creek, 2010)
• Canadian Practice Process Framework (Townsend & Polatajko, 2007).
• International Classification of Function (ICF) – (WHO, 2001).

Informed by the biopsychosocial model mentioned above, the International Classification of Function (ICF)
outlined below was developed to promote international communication about health at all levels (WHO, 2001).

International Classification of Functioning, Disability and Health

The integrative biopsychosocial model of functioning, disability and health (WHO 2001):

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Application of the ICF Framework to a Health Condition (Stroke)

Body Functions & Structures Activity Participation

• One sided weakness • Purposeful movement • May be prevented from taking part
Concentration by other people, unable to access
• Lack of sensation – hot/cold, the event
deep/light touch • Apraxia – inability to
carry out previously • May not have energy due to
• Lack of taste/appetite learned movements inadequate nutritional intake
• Vision – unilateral neglect • Decreased ability to • Poor balance – difficulty walking/
• Speech – understanding and relearn a movement sitting
expression • Employment affected – decrease
• Pain in finances

• Labile emotions • Contribution the person makes to

society

Environmental factors Contextual factors Personal factors

• Access/egress to and around • Motivation

home
• Desire
• Access to transport
• Depression
• Access to local amenities/ shops
• Emotional lability
• Conditions at home – heating,
lighting • Choice to accept or reject rehab or
social support
• Support from others
• Attitudes towards being ill
• Support and care services
• Cultural factors

ACTIVITY: Can you identify any other areas within the above domains that may be affected
if a person has a stroke?

6. Approaches

• Approaches are ‘the methods by which theories are put into practice and intervention is carried out’
(Creek, 2003).

• Frames of reference and approaches offer principles of practice that enable therapists to be consistent
and responsible in how they work

• The tools and processes that OTs use in practice are determined by the approach, frame of reference
or model being used. (Creek, 2014).

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7. Models of Practice in Occupational Therapy

A theoretical definition of a profession, which is more concrete and practical than its philosophy.
▪ Developed specifically to explain the process and practice of occupational therapy.
▪ Tends to point towards certain action and is owned by the profession alone (occupation-focused).
▪ Does not preclude the use of approaches, but rather directs the way the profession may use approaches.
▪ Models allow us to use the theory of occupational therapy in a structured way; to show a service user’s
difficulties, plan intervention and evaluate the success of intervention.
▪ The theory develops from a desire to explain function, why a person is experiencing a particular problem
and how occupational therapy can affect this.
(Duncan 2011)

A model of practice translates the beliefs, knowledge, and skills of a profession, i.e., the paradigm into:

▪ A way of viewing the client

▪ A way of collecting information
▪ A way of predicting outcomes
▪ A way of intervening or treating the client

Why do we need models?

▪ Defines the scope of practice” (Crepeau & Schnell, 2003:204) with an outline for professional action, rather
than a rule book – against which to measure the success of intervention (outcome).
▪ Evidenced-based and rigorous, help to avoid personal biases.
▪ Provides a lens for thinking and explaining occupational performance - but does not tell us how to work with
the person or diagnosis.
▪ “Assist practitioners to organise thinking and reasoning around occupation and provide a foundation for
practice-based decisions” (Ebrahim, 2017:127).

Key principles of practice models

▪ Practice models inform how we practice as occupational therapists
▪ The practice model focus on occupational performance and they are used in combination with frames of
reference
▪ You can only use ONE practice model, but multiple frames of reference for a case.

For more details on how to use practice models and frames of reference in practice, please refer to
pages 130-133 Ebrahim (2017) Framing and understanding knowledge in occupational therapy practice
in Dsouza S A, Glavaan R and Ramugondo E L (Eds) Concepts in occupational therapy: Understanding
southern perspectives. Manipal: Manipal University press.

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7.1 Models of Practice: Examples

Here is an overview of four of commonly used practice models; there are others, including those used within
your own practice settings. You will also encounter other practice models during your studies and while on
practice placement. Please see the further reading section for other resources to explore.

7.1.1 Model of Human Occupation (MoHO)

Ramafikeng et al (2014) https://vula.uct.ac.za/access/content/group/9c29ba04-b1ee-49b9-8c85-

9a468b556ce2/Framework_2/lecture1.htm
▪ Developed in the US by Dr Gary Kielhofner; UK home – Queen Margaret University, Edinburgh, and
Professor Kirsty Forsyth.
▪ Explains how occupations are motivated, patterned, and performed within everyday environments
(Kielhofner, 2008).
▪ Humans conceptualised as being made up of three inter-related components:
➢ Volition
➢ Habituation
➢ Performance capacity
▪ Also emphasises that to understand human occupation, we must understand the physical and social
environments in which it takes place.

Question: What do the terms Volition, Habituation and Performance capacity mean in the
context of the Model of Human Occupation?

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7.1.2 Canadian Model of Occupational Performance and Engagement (CMOP-E)

▪ Originally developed by the Canadian Association of Occupational Therapists (CAOT) in 1997 as the
Canadian Model of Occupational Performance.
▪ Engagement was added as a conceptual advancement on the original model in 2007, as it was identified
as an important aspect of human occupation.
▪ As the name denotes, the main focus of the model is on occupational performance.
▪ This is understood as the outcome of the dynamic interplay between the components of the model, which
are: the person, occupation, and environment. These components happen to be the core dimensions of
interest in the occupational therapy profession.
▪ CMOP-E moves beyond just occupational performance to encompass engagement. As a result, in practice
there is a shift away from treatment alone, but just like performance, engagement is also an outcome of the
dynamic interdependent relationship between the person, occupation and environment.

Question: Think about a person/service user you have met on placement/in practice – how
could CMOP-E be applied to how you approach collaborative goal setting together?

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7.1.3 Performance-Environment-Occupation-Performance (PEOP)

▪ First developed in the US in the 1980s, this model focuses on the person and on intrinsic and extrinsic
factors that can influence occupational performance.
▪ The ‘person’ could be an individual, but also a group or a population.
▪ Using a systems perspective, the model considers the interactions between three domains: the
person/group (intrinsic factors) the person’s/group’s environment and context (extrinsic factors) and their
occupations (activities, tasks, and roles).
▪ It is client-centred: the person is actively involved in determining their goals for intervention, and also
values collaboration with others involved in the person’s life and in their care.
▪ This model can be used as a guide to creating an occupational profile.

Question: How would you apply the PEOP model to identify occupational strengths and
needs?

Question: How did you apply your reasoning skills to answer this question?

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7.1.4 The Kawa (River) Model

▪ ‘Kawa’ = Japanese for river.

▪ Life is a river, flowing from birth to end of life.
▪ Emerged from a position that existing theoretical frameworks had been almost exclusively the Western
world and therefore privileged principles and ideals of competence, self-agency, independence and self-
reliance (Iwama 2006).
▪ Kawa asserts that context and experiences are central to understanding a person’s occupational world and
that truly client-centred occupational therapy must be based on a client’s narrative of daily life experience.

▪ Rocks (Iwa): Represent life’s circumstances perceived by the client to be problematic and difficult to
remove.
▪ River sidewall and river bottom (Kawa no soku-heki and kawa no zoko): Represent the client’s
environment, their social context.
▪ Driftwood (Ryuboku): Represent the client’s assets and liabilities.
▪ Spaces between obstructions (Sukima): are the points through which client’s life energy flows.
Representative of occupation and potential focal points in occupational therapy.
▪ Water naturally flowing through spaces over time can work to erode rocks and river sides/bottom creating
larger channels for life flow.
▪ The occupational therapist will work with a person’s abilities and assets and will direct the intervention
towards all elements (i.e., medical problem, environment).
▪ Each problem or enabling opportunity is bounded by and appreciated in a broader context.

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ACTIVITY: The KAWA model is often described as facilitating ‘culturally responsive’

practice. Can you find any information about why this might be?

7.1.5 Models of Practice: Further Activities

ACTIVITY: Have you come across any other occupational therapy models in your practice
or reading? Please provide a brief description of the model here and include references to
your sources of evidence.

ACTIVITY: Think about a moment in time in your life and use a model of
practice and its framework to explore this experience from occupational perspective

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ACTIVITY: Please read this application of practice models to Raven’s case: O'Brien JC
(2018) Introduction to Occupational Therapy. Elsevier Health Sciences (pp140-41)

ACTIVITY: Please use this space to write a reflection on how you think you will use the
theory discussed within this workbook in practice.

7.2 Guide to selecting a practice model

Reading: When you read about the model (article/chapter) look for information that enables
you to respond to the following:
▪ What are the key concepts and/or assumptions of the model?
o How relevant and compatible are the assumptions to the person you are working with and their
situation at the time?
▪ What are the ideas about the function-dysfunction continuum?
▪ What does the model propose about change?
▪ What principles may be derived from it?
▪ How do these principles inform the OTs approach to clients, selection of change modalities and
structuring of the environment?
▪ What specialised techniques/guidelines arise from it and how does the OT utilise these?

Another approach to selecting a model:

Questions to ask when choosing an occupation-focused model of practice:
1) Which model best explains the way my client wishes to interact with his/her/their environment?
2) Which model offers the best guidelines for identifying the barriers my client has encountered?
3) Which model helps me to determine which occupations, roles and patterns are possible for my client
within his or her preferred context?
4) Which model helps me identify ways to adapt the environment to facilitate engagement in selected
occupations? (Cole & Tufano, 2008 p.64).

See checklist in Appendix A for an ‘analysis and evaluation tool - selecting a Model of
practice’.

Useful resources:
▪ Wong S R & Fisher G (2015) Comparing and using occupation-focused models Occupational Therapy
in Health Care 29(3):297-315
▪ Ramafikeng M, Galvaan R, Van Nierkerk L (2014) Occupational focused conceptual frameworks
https://vula.uct.ac.za/access/content/group/9c29ba04-b1ee-49b9-8c85-
9a468b556ce2/Framework_2/index.htm [accessed 22/03/23] University of Cape Town

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References and Further Reading

Theory
▪ Creek, J. (2003). Occupational therapy defined as a complex intervention. London: College of
Occupational Therapists.

▪ Crepeau, E B, Cohn E S & Schell B A B (2009) Willard and Spackman’s Occupational Therapy 11th
edition (Ed) Philadelphia: Lippincott Williams & Wilkins.

▪ Hussey, S., Sabonis-Chafee, B., & O'Brien, J. C. (Eds.). (2007). Introduction to occupational therapy
(3rd ed.). St Louis: Elsevier.

▪ McColl, M. A., & Stewart, D. (2015). Theoretical basis of occupational therapy (3rd ed.) Thorofare, NJ:
Slack Incorporated.

▪ Mosey, A.C. (1981) Occupational therapy: Configuration of a profession. New York: Raven.

Frames of Reference further reading

▪ Creek J (2014) “Approaches to practice” In Bryant W, Fieldhouse J and Bannigan K (eds) Creek’s
Occupational Therapy and Mental Health (5th edition) (50-71) Churchill Livingstone Elsevier

▪ Crepeau E.B., & Schell, B.A.B. (2003). Theory and practice in occupational therapy. In E.B. Crepeau,
E.S. Cohn & B.A.B. Schell (Eds.), Willard and Spackman’s Occupational Therapy. (10th ed., pp. 203-
207). Philadelphia: Lippincott Williams & Wilkins.

▪ Daniel M A and Blair S E (2011) ‘An introduction to the psychodynamic frame of reference’ In: Duncan E
(ed) Foundations for practice in occupational therapy (165-178) Edinburgh: Churchill Livingstone
Elsevier

▪ Duncan E.A.S (2021) Foundations for practice in occupational therapy 6th edition, Edinburgh: Elsevier

▪ Duncan E.A.S and Fletcher-Shaw (2021) The cognitive-behavioural frame of reference in Duncan E
(ed) Foundations for practice in occupational therapy 6th Edition Edinburgh: Elsevier pp. 141-158

▪ Duncan E.A.S (2011) ‘The cognitive behavioural frame of reference’ In: Duncan E (ed) Foundations for
practice in occupational therapy (153-163) Edinburgh: Churchill Livingstone Elsevier

▪ Duncan, E.A.S. (2009). An introduction to conceptual models of practice and frames of reference. In
Duncan, E.A.S. (ed.) Foundations for practice in occupational Therapy (pp. 50-66). Elsevier Limited:
London.

▪ Ezekiel L and Feaver S (2021) Application of theoretical approaches to movement and cognitive
perceptual dysfunction within occupation-focuses practice in Duncan E(ed.) Foundation for practice in
occupational therapy (6th Edition) Edinburgh: Elsevier pp 165-175

▪ Feaver S and Ezekiel L (2011) ‘Theoretical approaches to motor control and cognitive-perceptual
function’ In: Duncan E (ed.) Foundations for practice in occupational therapy (195-205) Edinburgh:
Churchill Livingstone Elsevier

▪ Hussey, S., Sabonis-Chafee, B., & O'Brien, J. C. (Eds.). (2007). Introduction to occupational therapy
(3rd ed.). St Louis: Elsevier.

▪ Kielhofner G (2009) Conceptual Foundations of Occupational Therapy (4th ed) Philadelphia: FA Davis

▪ Parker D M (2011) ‘The client-centred frame of reference’ In: Duncan E (ed) Foundations for practice in
occupational therapy (139-152) Edinburgh: Churchill Livingstone Elsevier

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▪ Reed K L (1984) Models of practice in occupational therapy Williams & Wilkins: Baltimore

▪ Reed K L and Sutherland C (2021) Person-centered practice in Duncan E (ed) Foundations of practice
in Occupational Therapy 6th Edition Edinburgh: Elsevier

Models of health and disability further reading

▪ Dahlgren G and Whitehead M (1991) Policies and strategies to promote social equity in health
Stockholm: Institute for Future Studies. Online at:
https://www.iffs.se/media/1326/20080109110739filmZ8UVQv2wQFShMRF6cuT.pdf [Accessed on:
17/03/23]

▪ Engel G.L (1997) “The need for a new medical model: a challenge for biomedicine” Science 196:129-
136

▪ Goering S (2015) ‘Rethinking disability: the social model of disability and chronic disease’ Current
Review in Musculoskeletal Medicine; 8: 134-138

▪ Maslow A.H (1943) ‘A theory of human motivation’ Psychological review; 50(4): 370.

▪ Morrison V and Bennett P (2016) An introduction to health psychology (4th ed) Harlow: Pearson

▪ Naidoo J and Willis J (2000) Health Promotion: foundations for practice (2nd ed). Edinburgh: Baillière
Tindall

▪ Taylor S and Field D (Eds.) (2007) Sociology of health and health care (4th ed). Oxford: Blackwell

▪ Scope (2014) What is the social model of disability. Online at: https://youtu.be/0e24rfTZ2CQ [Accessed
on: 17/03/23]

▪ National Disability Arts Collection & Archive [NDACA] (2017) Social model of disability. Online at:
https://youtu.be/24KE__OCKMw [Accessed on: 17/03/23]

Practice Frameworks further reading

▪ American Occupational Therapy Association (2020) Occupational Therapy Practice Framework:
Domain and Process (4th ed.) American Journal of Occupational Therapy,74 (Suppl. 2) August

▪ Creek J (2010) The core concepts of Occupational Therapy: A dynamic framework for practice Jessica
Kingsley Publishers: London

▪ Townsend E, Polatajko H (2007) Enabling occupation II: Advancing an occupational therapy vision for
health, well-being & justice through occupation. Ottawa: Canadian Association of Occupational
Therapists

▪ World Health Organization (2001) International Classification of Functioning, Disability and Health.
Geneva: World Health Organization

Models of occupational therapy practice further reading

▪ Boniface G (2012) ‘Defining occupational therapy theory’ In Boniface G and Seymour A (eds) Using
occupational therapy theory in practice. Chichester: Wiley-Blackwell

▪ Cole, M. B. & Tufano, R. (2008). Applied Theories in Occupational Therapy: A Practical Approach. New
Jersey Thorofare: SLACK.

▪ Creek J and Feaver S (1993) ‘Models for practice in occupational therapy: Part 1, defining terms’ British
Journal of Occupational Therapy; 56(1): 4-6

▪ Duncan E (2014) Foundations for practice in occupational therapy. St Louis: Elsevier Health Sciences

▪ Duncan E (2011) ‘An introduction to conceptual models of practice and frames of reference’ In Duncan
E (ed) Foundations for Practice in Occupational Therapy (5th ed). Edinburgh: Churchill Livingstone
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▪ Ebrahim A (2017) Framing and understanding knowledge in occupational therapy practice in Dsouza S
A, Glavaan R and Ramugondo E L (Eds) Concepts in occupational therapy: Understanding southern
perspectives. Manipal: Manipal University press.

▪ Feaver S and Creek J (1993) ‘Models for practice in occupational therapy: Part 2, what use are
they?’ British Journal of Occupational Therapy; 56(2): 59-62

▪ Iwama MK (2006) The Kawa Model: Culturally Relevant Occupational Therapy. Edinburgh: Churchill
Livingstone Elsevier

▪ Kawa Model website. Online at: http://www.kawamodel.com/v1/about/ [Accessed on: 14/09/22]

▪ Kielhofner G (2008) A model of Human occupation: Theory and Application (4th Edition) Philadelphia,
PA: Lippincott, Williams, and Wilkins.

▪ O'Brien JC (2018) Introduction to Occupational Therapy. St Louis, Missouri: Elsevier Health Sciences

▪ Ramafikeng M, Galvaan R, Van Nierkerk L (2014) Occupational focused conceptual frameworks

https://vula.uct.ac.za/access/content/group/9c29ba04-b1ee-49b9-8c85-
9a468b556ce2/Framework_2/index.htm [accessed 22/03/23] University of Cape Town

▪ Reed KL (2015) ‘Key occupational therapy concepts in the Person-Environment-Performance Model:

Their origin and historical use in the occupational therapy literature’. In Christiansen CH, Baum CM and
Bass J (eds) Occupational Therapy: Performance, Participation and Well-Being (4th ed) (565-648).
Thorofare: SLACK Incorporated

▪ Taylor R (2017) Kielhofner’s Model of Human Occupation: theory and application (5 th ed). Philadelphia:
Wolters Kluwer

▪ Turpin M and Iwama M K (2011) Using occupational therapy models in practice: a field guide.
Edinburgh: Churchill Livingstone Elsevier

▪ Wong S R and Fisher G (2015) Comparing and using occupation-focused models’ Occupational therapy
in health care 29(3): 297-315

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Appendix A - Model analysis and evaluation tool Selecting a Model

Selecting a Model of Practice

Question Yes/No Comments

Is the language/terminology specific?

Does the model facilitate professional

communication/ professional identity?
E.g., relevance to occupational
performance
Are there associated tools? E.g.,
Assessment(s)/checklists

Does the model shape interventions?

Are you able to monitor the effectiveness

of interventions?

Does the model accommodate varying

levels of a person’s
function/performance?
Can the model be used in different
context? E.g., physical/mental health

Is the model person-centred?

Is the model flexible to embrace a range

of social, cultural, and geographical
locations?
Is there an evidence base for the model?

What Frames of reference does the

model draw from?

What limitations can you identify?

What do you find appealing about the

model?

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