Adaptation through occupation (Reed & Sanderson)

Adaptation through occupation (Reed & Sanderson)

1. ADAPTATION THROUGH OCCUPATION

   • a person can adapt themselves to shape their future through the use of occupations. An individual has the capacity to adapt or alter themselves and/or the environment in which he or she carries out occupations in order to achieve health, well-being and fulfilment (Gail & Alison’s book)
   • Reed and Sanderson (1999) stated that occupations support life and promote adaptation to environments which facilitates growth and development through learning and mastery.
   • When an individual has a sense of accomplishment, autonomy (functional independence), and actualisation in performing their occupations they can be considered to be adapted.
     • Accomplishment (belief in possibilities)
     • Autonomy (functional independence)
     • Actualisation (well-being)
   • IS ACHIEVED if a person is able to perform their occupations adequately to meet the physical, biopsychological and sociocultural environmental demands, whilst retaining individual satisfaction and balance (Reed 1984, p. 495).

2. OCCUPATIONS

   • Self-maintenance
     • fulfil primarily physiological, security, and belonging needs
   • Productivity
     • fulfil belonging and esteem needs
   • Leisure
     • fulfil esteem and self-actualisation needs
   • Occupationas fulfill individual & group needs
   • Occupations are determined by environmental needs & demands
   • Through performance of occupations, person may adapt to the environment or adapt environment to him or herself
     • A person is affected by and can change the environment. The environment is affected by and can cause change in a person

3. ENVIRONMENT

   • Physical
     • Includes - inorganic or nonhuman aspects of the environment - “objects, space, weather and other elements” (1984, p. 499).
   • Psychobiological
     • Includes - organic or individual aspects of the environment - the “individual self or being” (1984, p. 499). Human being as a whole, both body and mind. Can be adapted in a similar way to the physical environment. e.g. encouraging a change of attitude, motivation, or outlook.
   • Sociocultural
     • Includes - super organic or collective being aspects of environment (Reed and Sanderson 1999). Social norms, customs and laws that exist within societies (Reed 1984, p. 499).

4. PERFORMANCE SKILLS

   • Sensorimotor
     • Include all things related to the input and integration of sensory phenomena, and the control and movement of the body.
     • Influenced by biological factors .
   • Cognitive-perceptual
     • Includes attention, decision making, and problem solving.
     • Influenced by psychological and biological factors .
   • Psychosocial
     • Intra-personal - includes emotions, interests, will, self-esteem, self-identity
     • Inter-personal - includes community, roles, values, and beliefs.
     • Influenced by psychological, sociological, and spiritual factors, and in some cases biological as well.
   • Skills, along with knowledge and attitudes, form foundations for performance. Perfomance will suffer, if problem with foundations