Accountability-Well-Being-Ethics (AWE) framework

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.

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.

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 Vona du Toit Model of Creative Ability (VdTMoCA) (Van der Reyden et al. 2019) is founded on the theory of creative ability developed by South African Occupational Therapist, Vona du Toit (du Toit, 1974).   This model's unique contribution to the Occupational Therapy profession is understanding people in terms of sequential levels of creative ability. The term creative refers to one's ability to change in response to life‘s demands (the creation of oneself), as well as creation of tangible things and solutions to problems.

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.