Adolescent

The model explains the ever-changing state of therapeutic interactions along a continuum between a discrete model and occupation-based practice. Occupation-based practice is defined as the use of occupation in assessment and therapeutic intervention approach working toward occupational outcomes. In contrast, discrete models are measurement and intervention approaches that follow an agenda other than health through occupation and could be recognized as a medical, educational, psychological perspectives.

The Canadian Occupational Therapy Inter-relational Practice Process (COTIPP) Framework, drawn from previous Canadian practice frameworks (i.e., the CPPF and CMCE), aims to describe the collaborative, inter-relational, and rights-based practice of occupational therapy. The COTIPP places ‘build and sustain relationship’ in the centre of the framework, indicating as the essential underlying process of occupational therapy practice. The outer edge of the framework contains an additional three foundational process that occupational therapists engage in throughout practice.

The Canadian Model of Occupational Participation (CanMOP) is described as an iteration of the Canadian occupation model, which assists occupational therapists to collaboratively reflect on occupational participation. Defined as having access to, initiating, and sustaining valued occupations within meaningful relationships and contexts, occupational participation is placed as a central focus in the CanMOP, guiding therapists look beyond occupational performance and engagement.

Theories, models, and frameworks provide the foundation for occupational therapy education, research, and clinical practice. While most have a systems approach focus, other factors, such as societal influences and structural inequities, also contribute to health. Using a cross-sectional design, this study identified the gaps in occupational therapy models of practice and presents a novel approach, the PAIRE (Recognize Privilege, Acknowledge Injustice, and Reframe Perspective to Reach Equity) Model.

This model consists of three dynamic interacting dimensions: exacting (experiences of everyday occupation exceeding one’s actual skills), flowing (experiences with a reasonable match between skills and challenges), and calming (experiences of low challenge, relaxation, boredom, or apathy. These dimensions have different relationship with one another. All of them and their relationships are important to achieve balance in occupational life, and to promote health and well-being.

This model comprises of four components including Assistive Computer Technology (ACT) service delivery (evaluation and training), the provision of ACT devices, education, and coordination and collaboration. ACT service delivery includes evaluation, training, and coordination of technology services. A service delivery team includes an occupational therapist, computer specialist, education specialist, and augmentative communication specialist. The team is responsible for conducting assessment and providing training for students who are in needs.

This model consists of a continuum with five steps, each facilitating change for subsequent stages of mental health in families that are socially isolated. The five steps are (1) developmental casework, (2) mutual support, (3) coalitions of mutual interest, (4) pro-active community participation, and (5) social movements. Development casework is an individual therapy focusing on occupational behavior and role acquisition through participating in daily activities.

This model is symbolized as an infinity symbol, which emphasizes that independence is a continuum without a start or an end. An individual’s independence can exist at any point within this continuum. Inside the symbol, there are two sides representing two themes, they are personal factors and environmental factors. The lighter (left) side of the model represents personal factors, which consists of personal attributes.

This model is a service delivery model that aims to provide a framework for occupational therapists to design and evaluate services for people living with HIV. It focuses on designing and evaluating interventions that target outcomes in activity and social participation. It comprises of the following components, prominent features of living with HIV, service delivery principles, promising interventions, and person-environment interactions across micro, meso, and macro levels of the environment.

This model focuses on resilience in daily occupations of the mothers of children with autism spectrum disorder, which consists of four categories: (1) creating and re-creating accepting conditions, (2) finding solutions, (3) striving for balance among daily occupations, and (4) thinking about her child’s future. Resilience serves to help the clients in finding solutions to problems and strive for balance among daily occupations. First, creating and re-creating accepting conditions forms a solid base for the client’s resilience in daily occupations.