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This framework aims to assist occupational therapists in describing aspects of work functioning in work assessments on different situations. There are three separate dimensions of work functioning. Dimension 1 is work participation and society. Work participation is an individual’s ability and opportunity he/she has, to acquire and maintain a work position in the society, and to fulfill a worker role. The complex interaction between personal, environmental, and temporal factors affects a person’s work participation.

The Synthesis of Child, Occupational, Performance, and Environmental-In Time (SCOPE-IT) model aims to enhance children’s occupations and occupational performance. It considers children’s growth and maturity in occupational engagement by the course of development. Through participating in daily activities, children develop their occupations and enhance their performance. The type and time devoted in an occupation differs in one’s life course. As a result, the SCOPE-IT model has six assumptions,

The Person-Environment-Occupation-Performance (PEOP) model is a system model that views the function in the systems a whole and considers the interaction among its components.

The Occupational Performance Process Model is based on the concepts of occupation and client-centered practice; that is, therapists should solve the clients’ occupational performance problems through the client-centered approach. To facilitate clinical decision-making in this model, the first stage is to name, validate, and prioritize occupational performance issues through collaboration with the clients. The Canadian Occupational Performance Measure is an assessment that can be used to identify the clients’ perception of problems and importance in their life.

The Occupational Therapy Intervention Process Model is a model that guides therapists to use top-down, client-centered, and occupational-based approaches to assessment and intervention. In this model, assessment begins with an initial referral or a chart review. Therapists then meet and have an interview with clients in order to build the client-centered performance context and to gather relevant information and identify the clients’ goals. Next, a top-down approach is used to evaluate the situation with considerations of the clients’ diagnosed conditions.

The model of occupational empowerment explicates how living in a disempowering environment can lead to a person’s maladaptive habits and unhealthy living. A disempowering environment includes unfavorable circumstances and problems such as poverty, substance abuse, physical abuse, violence, limited social support, etc. Living in the disempowering environment may lead to problematic factors such as homelessness, joblessness, limited educational opportunities, which further lead to occupational deprivation.

The model of social interaction (MSI) is designed for occupational therapists to guide practice in social interactions within the context of activities of self-care, work, and play/leisure. It views individuals as an open system, who are influenced by actions and events within a variety of social and cultural environments, through a process of intake, throughput, output, and feedback. Each person’s internal makeup consists of three hierarchically arranged systems, including volition, habituation, and social performance.

The Model of Children’s Active Travel (M-CAT) addresses factors that influence parents’ or children’s decision making on the children’s active travel using a simple and comprehensive approach. Active travel is, by walking or riding bicycle, travelling between local destinations, such as school or park. The factors impact decision-making process of the parents and the child of active travel consist of: (1) objective element of the child, parents, family and environment, (2) perceptions of the parents and child around these objective elements, and (3) outcome.

Kawa model is a model that uses the metaphor of a river with different contextual elements to represent human life. The key features of Kawa model include water, river sidewall and bottom, rocks, driftwood, and space between obstructions. Water represents a client’s life flow or life energy. River sidewall and bottom reflects a client’s physical and social contexts which are inseparable with the water flow. Rocks represent the problems or difficult situations that hinder smooth water flow and they are usually difficult to remove.

This integrative framework mainly consists of two elements: (1) the factors influencing clinical reasoning (CR), and (2) the evolving CR process underlying the choice of teaching strategies. First, both internal factors (relate to occupational therapists, such as knowledge and experience, personal habits) and external factors (relate to client, environment, task, and interaction of them, such as emotional/cognitive/physical availability, previous knowledge) influence CR of therapists.