The Accountability-Well-being-Ethics (AWE) framework incorporates the humanist and contextualist perspectives to create a balanced foundation of client-centered profession. The conceptual cores include sociocultural, well-being, social/occupational justice, promoting capabilities, accountability, qualitative stories, contingency, hope, solidarity, person directed, coach/partner, and facilitating empowerment, in contrast to different concepts of biomedical health care. This framework is structured for use in education, research, and clinical practice for occupational therapy globally. It provides a philosophical base for the profession, and guides the development of the different areas in occupational therapy. In education, the framework is applicable in curriculum and instructional design. In research, it can be a philosophical foundation to guide the research and to develop evidence-based interventions. In practice, it helps occupational therapists to expand their roles in community-based practices and global approach. The framework also roots the idea that the problems of health disparities, diseases, and disability should be accounted by the whole world instead of individuals. It creates a holistic approach for balancing both science and evidence-based practice, and incorporates the core ideas of occupational therapy, including quality of life and the lived experience of populations.
Domain of occupation
The framework can be applied to occupational therapy practices, research, and education.
Taff, S. D., Bakhshi, P., & Babulal, G. M. (2014). The Accountability-Well-Being-Ethics framework: A new philosophical foundation for occupational therapy. Canadian Journal of Occupational Therapy, 81, 320-329.
This model of the PECO focuses on how children develop their occupations. It describes the process stages in which children go through as they initiate new occupations and continue cease or transfer current ones. Each stage is represented in rectangles. Within the pathway, the arrows indicate the direction of the process, which can go either way depending on children’s behaviors. The pathway starts from exposure and innate drive, then no initiation/initiation, to cessation/continuation, eventually ends with re-initiation/ transformation.
The clinical reasoning framework aims to guide practitioners in selecting strategies in approaching sensory challenges in order to optimize participation of children with autism spectrum disorder. Several clinical reasoning considerations are based on this framework, and these include research evidence, client- and family-centeredness, practice contexts, occupation-centeredness, and risks. This framework emphasizes on the use of mutual information-sharing and coaching to empower families or teachers and develop their own solutions to supporting children’s participation.
The Fidler’s Life Style Performance Model focuses on knowing and understanding a person’s total activity repertoire within the context relevant to his/her life. This model provides practitioners a complete view of the client and his/her environment. It aims to bridge the gaps among the practice, philosophic constructs of holism, personal relevance, and quality of life.
The Framework of Occupational Justice (FOJ) offers an occupational perspective of justice or injustice on everyday occupations. This framework emphasizes on the inclusion of every individual in an occupationally just word (i.e., the environment, such as community and government, in which the individuals can do what they decide to be the most meaningful and useful to themselves, family, communities and nations). It illustrates how the inter-relationships of structural factors and contextual factors support or restrict occupational outcomes and occupational rights.