An Introduction to Occupational Science, A Foundation for Occupational Therapy in the 21st Century

Yerxa, Elizabeth J.

doi:10.1300/j003v06n04_04

Cited by 210 publications

(227 citation statements)

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“…Further, an intimate association exists between the capacity of a person's activities to support competence, relatedness, and autonomy needs and the perception of those activities as being valued and meaningful (Reis, Sheldon, Gable, Roscoe, & Ryan, 2000). Occupational therapy is beginning to directly employ aspects of self-determination theory in support of intrinsic motivation and occupational performance (Corvinelli, 2005;Wu, Chen, & Grossman, 2000) and continued knowledge growth in this area is surely warranted (Yerxa et al, 1989). …”

Section: Meaningful Activity and Human Needs Fulfillmentmentioning

confidence: 99%

Convergent Validity of the Engagement in Meaningful Activities Survey in a College Sample

Eakman¹

2010

OTJR: Occupation, Participation and Health

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The Engagement in Meaningful Activities Survey (EMAS) (Goldberg, Brintnell, & Goldberg, 2002) demonstrated sufficient psychometric properties in sample (N = 122) of adults. The EMAS was found to have adequate test-retest (r = .71) and internal consistency reliability (α = .88), significant positive correlations between the EMAS and the subscales of the Basic Psychological Needs Scale and the Sources of Meaning Profile and negative zero-order correlations were found with short form versions of the Boredom Proneness Scale and the Depression, Anxiety and Stress Scales.Step-wise multiple regression analyses results showed the Sources of Meaning Profile, Boredom Proneness Scale, and Competence subscale of the Basic Psychological Needs scale best predicted the EMAS. These results lend additional construct validity evidence in support of the EMAS as a brief measure of meaningful activity participation. asserted that occupational therapy has privileged goal-oriented purposeful occupations despite a lack of substantive evidence. Further, she argues that differing perspectives on activity purpose and meaning have hampered theory development in occupational therapy. As an example, Nelson (1988Nelson ( , 1996 has posited the critical importance of interpreting meaning from an occupational form as a basis for establishing the purpose of a given activity. However, Trombly (1995) has suggested that activity meaning is necessarily informed by its purpose and the perceived value of task accomplishment. According to Trombly, an activity with a clear therapeutic purpose may have no inherent meaning to an individual. Though Fisher (1998) had attempted to reconcile this discrepancy, empirical data explicating the differential functioning of activity meaning and purpose are limited (Ferguson & Trombly, 1997).More recent perspectives in occupational therapy and occupational science contextualize meaningful activity within the life-course, and tend to favor sociocultural and phenomenological approaches to understanding human experience. For instance, Crabtree (1998) speculated that intrinsic motivation drives occupational performance, thereby imbuing activity with meaning.Additionally, Jackson, Carlson, Mandel, Zemke, and Clark (1998) support the importance of accessing personal values and experiences as critical constituents of activity meaning (i.e., Csikszentmihalyi, 1990;Kaufman, 1986;Schultz & Heckhausen, 1996). Further, Christiansen 4 (1999) proposed that competence, personal identity, and the social nature of a person's life serve to situate activity meaning within the life course thereby contributing to a sense of life purpose and meaning. Finally, attributing meaning to activity is considered to be dynamic and changeable, necessitating narrative and sociocultural perspectives to explain the complexity of the underlying processes (Jonsson & Josephsson, 2005).By incorporating multiple theories from the fields of occupational therapy, nursing, social work, and psychology King (2004) has proffered a meta-model of meaning i...

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Section: Meaningful Activity and Human Needs Fulfillmentmentioning

confidence: 99%

Convergent Validity of the Engagement in Meaningful Activities Survey in a College Sample

Eakman¹

2010

OTJR: Occupation, Participation and Health

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“…There was here a sense of the patients as a commodity and the numbers of them serviced as a student's output. Yerxa et al (1990) decried the 'assembly line mentality' of healthcare systems where occupational therapists become like 'treatment machines' and patients are 'products' to be 'displayed on a balance sheet' (p. 2).…”

Section: Discussionmentioning

confidence: 99%

‘I'm allowed to experiment’: the role of people with psychiatric disorders in facilitating students' learning

Lyons

Ziviani

1998

Occupation Therapy Intl

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“…In occupational therapy qualitative approaches are appropriate for comprehending the complex and situated nature of occupation 1,2,3 . Consequently, there are increasing numbers of occupational therapists world wide conducting qualitative studies which are contributing to deep understandings of the complex way in which contextual forces interact to influence what people do in their communities.…”

Section: Reflections On a Life History Studymentioning

confidence: 99%

Conceptual and practical issues in qualitative research: Reflections on a life-history study

Wicks

Whiteford

2006

Scandinavian Journal of Occupational Therapy

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Although qualitative research is becoming increasingly popular as a means of understanding not only occupation but also a range of other human health related phenomena, the complex conceptual underpinnings of the paradigm remain relatively unexplored in the literature. This article addresses such a perceived gap. Context specificity, emic perspectives, its iterative nature and power relations are four distinct conceptual dimensions of qualitative research which are discussed. The article also includes reflections on conceptual dimensions and practical issues in relation to a qualitative study which adopted a life history approach. These reflections highlight how the conceptual dimensions underpinning qualitative research guide the process in life history research and shape the experience of life history researchers. The practical considerations which focus on participant qualities, effects on the researcher and the participant-researcher relationship are particularly relevant for potential life history researchers. The article concludes with a discussion on the value of life history as a qualitative research approach for occupational therapy and occupational science.

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An Introduction to Occupational Science, A Foundation for Occupational Therapy in the 21st Century

Cited by 210 publications

References 0 publications

Convergent Validity of the Engagement in Meaningful Activities Survey in a College Sample

Convergent Validity of the Engagement in Meaningful Activities Survey in a College Sample

‘I'm allowed to experiment’: the role of people with psychiatric disorders in facilitating students' learning

Conceptual and practical issues in qualitative research: Reflections on a life-history study

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