Model (practice)

The Model of Occupational Self Efficacy describes a process in accepting the consequences and occupational limitations for the individuals that suffer from traumatic brain injury. It consists of four stages. At stage 1 (a strong personal belief in functional abilities), clients usually develop feelings of frustration, demotivation, and anger due to the loss of daily life function after brain injury. Therapists will provide encouragement for the clients by creating a specific environment that can improve and develop the feeling of acceptance.

The Partnership for Change (P4C) model emphasizes the therapists’ partnership with the educators and parents to change the life and environment of a child who has motor difficulties (or developmental difficulties). The partnership focuses on the collaboration of building capacities for the teachers and parents in enhancing daily environment for the child. The core activities of occupational therapists under the P4C model are relationship building and knowledge translation with the school and parents. It consists of three steps. The first step is universal design for learning.

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 Lived Environment Life Quality Model (LELQ) aims to explicate the ecological complexities in using occupations to optimize quality of life of institutionalized people with dementia. This model focuses on factors that affect clients’ opportunity in occupational engagement, mainly on the social and physical environmental supports and barriers. It has two main domains, including the lived-environment domain (specifically for assessment and intervention) and the Quality of Life (QoL) domain (specifically for intervention goals and outcome).

The Life Needs Model of Pediatric Service Delivery is a practice model that values the intrinsic worth, dignity, and strengths of individuals. This model focuses on the concept of need, emphasizes the values of family-centered services, and recognizes strengths and capacities of the child and family. It is used to guide pediatric service delivery to meet the long-range goals for promoting community participation and quality of life of children and youth with disabilities.

The dynamic interactional model of cognitive rehabilitation emphasizes that cognition is a continuous product of the dynamic interaction between the individual, task, and environment. Individual factor includes structural capacity (including physical limitation), strategies (including organized approach/routine/tactics), metacognitive processes (knowledge and regulation of own cognitive processes and capacities) and learner characteristics such as motivation and knowledge. These individual factors interact with other factors during information processing and learning.

The Client-Centred Model for Equipment Prescription is a model that guides the use and efficacy of equipment that therapists prescribe for individuals with physical dysfunction.