Keywords: cmope institutional environment
Mrs. B can be a 54 year old woman identified as having schizophrenia. After becoming stabilized with medicine and getting treatment, she struggled with selecting and maintaining career but eventually found a job as a sales associate. Lately, she was described see the OT because she was beginning to come to feel dissatisfied with her job and wished to explore other options. Previously, she worked four or five 5 day shifts weekly; however, currently, her company was offering her fewer shifts weekly. Her shifts were in the evening, which made it problematic for her to spend time with family group. She felt stressed because her employer was expecting her to finished more tasks but didn’t give her adequate period to accomplish them. She was also having interpersonal problems with her co-workers which put into the stress. She likewise indicated that she wished to expand her social network as she sensed that she got few friends. The OT given her with resources that would help with vocational readiness. To aid with expanding her interpersonal circle, the OT given Mrs. B with an online site that connected people predicated on interests.
Using the above research study, this paper will discuss how the CMOP-E pertains to OT practice. The target of this paper is certainly on the conversation between occupation and environment.
Models offer OTs with a framework to assemble information about the average person and to program interventions. The Canadian Style of Occupational Performance (CMOP) is based on a set of ideals and beliefs relating to occupation, person, environment, and client-centered practice (Hagedorn, 2001). A central construct of the model is that your client is mixed up in process of identifying needs and planning action; the therapist’s role is to permit this process and enable clients to activate in occupation (Hagedorn, 2001). The CMOP is an interactive model showing relationships between person, environment, and occupation (See Figure 1, component A) (Townsend & Polatajko, 2007, p. 23). In the CMOP, the individual, represented as a triangle, has three pieces – cognitive, physical and affective, with spirituality at the main (Townsend & Polatajko, 2007). The model implies that occupation connects the person and the environment (Townsend & Polatajko, 2007). The main element components of occupation include self-care, efficiency and leisure (Townsend & Polatajko, 2007).
A critical overview of the CMOP led to the portrayal of a trans-sectional view (see Figure 1, component B) (Townsend & Polatajko, 2007, p. 23). The trans-sectional check out of the CMOP can be used showing that occupation is of central fascination and delimits the OT’s concern with persons and environments. The transverse check out – with occupation front side and centre – presents occupation as OT’s main domain of curiosity, showing that OTs are primarily concerned with individual occupation, and the connections with the occupational person and the occupational influences of the environment; those aspects of person or environment that are how to write an exploratory essay not related to occupation will be beyond OT’s scope (Townsend & Polatajko, 2007, p. 23 – 24). OTs have to consider the actual effectiveness of an occupation and the level of importance it retains or the amount of satisfaction it brings to the average person, family, group or firm. OTs also have to consider the potential and opportunities for occupational engagement that is allowed by the occupation-person-environment interactions. CMOP is now CMOP-E with the added phrase – engagement – to extend the occupational perspective (Townsend & Polatajko, 2007, p. 24, 28).
The environment in the CMOP is the context in which an individual performs occupations and features physical, interpersonal, cultural, and institutional elements (Cole & Tufano, 2008). The physical environment includes natural and built factors. This might include home, classroom, workplace, or natural conditions (Cole & Tufano, 2008).
Social environment is composed of social groups such as family, coworkers, and community organizations (Cole & Tufano, 2008). The social environment may be the source of personal relationships (Duncan, 2006).
Cultural environment may overlap with social environment and include religious, ethnic, and political factors which can affect the options for, and barriers to, participation (Cole & Tufano, 2008).
The institutional environment involves the political and social systems that affect the amount of opportunities present and provides rules and limits to a person’s occupations (Cole & Tufano, 2008).
The classification of occupation is (excerpted from Enabling Occupation, CAOT, 1997):
Occupation refers to groups of activities and tasks of everyday life, named, organized, and presented benefit and meaning by individuals and a lifestyle. Occupation is everything people carry out to occupy https://testmyprep.com/lesson/how-to-write-a-quote-in-an-essay themselves, including looking after themselves (self-care), enjoying existence (leisure), and adding to the social and monetary fabric of their communities (efficiency). (Townsend & Polatajko, 2007, p. 17)
The area of self-care encompasses all of the tasks an individual undergoes in a day to look after oneself. Personal health care includes basic activities of daily living, such as for example bathing, dressing, or personal hygiene. Self-care also contains instrumental activities of everyday living, such as for example budgeting, driving, or grocery shopping (Radomski & Latham, 2008).
Productivity refers to a person’s economic contribution to world through paid and unpaid work. Some examples of productivity include paid occupation, volunteer job, childcare, and homemaking (Radomski & Latham, 2008).
Leisure is activities that are finished voluntarily, intrinsically motivating and for fun (Radomski & Latham, 2008). Leisure activities may include quiet activities, such as for example reading, or dynamic leisure such as sports, and socialization. (Randomski & Latham, 2008).
Application in Practice
In the research study, the interaction between your occupations of efficiency and leisure and the environment is evident. Mrs. B’s fulfillment in her efficiency was influenced by the sociable environment of her task. Her strained romantic relationship with her co-worker influenced her job fulfillment and pressure level. Having time constraints placed on her behalf by her employer to complete certain responsibilities also increased her tension. Sparks and Cooper (1999) conducted a report to investigate the influence of seven job characteristics on mental and physical health. Results of the study showed that the grade of the social environment at work is associated with stress.
Mrs. B.’s leisure was also affected by her productivity and public environment. Mrs. B. got limited time to spend with her relatives when she was scheduled to work night time shifts. Employed in the evenings limited her options to meet new people and expand her social network. Leisure is important since it allows an individual to get a balanced life. Research has shown a balance between do the job and friends and family predicts well-being and general quality of life. (Greenhaus, Collins, & Shaw, 2003)
The cultural environment likewise affected Mrs. B’s efficiency. Schizophrenia or mental ailments by their nature lack visibility; so, encouraging the stigmatization of individuals with a mental illness (Copeland, 2009). In addition, society expects these individuals to work. This damaged Mrs. B. for the reason that expectation placed on her behalf from society was that she should be working.
The impact of the institutional environment on Mrs. B’s efficiency is that the federal government of Alberta requires persons to meet certain conditions in order to be qualified to receive financial and health-related assistance courses, such as Assured Salary for the Severely Handicapped (AISH) and Alberta Functions. Some of the eligibility criteria for AISH are: will need to have a severe handicap that’s everlasting and substantially limits capability to earn a living, and income or salary of cohabiting partner must not exceed the limitations allowed beneath the program (Assured Salary for the Severely Handicapped, AISH, n.d.). The institutional environment expected Mrs. B to job because she did not qualify for AISH or Alberta Functions.
Mrs. B.’s physical work environment was not addressed; however, looking at the work environment would be beneficial because it influences someone’s job satisfaction. Some elements that may affect job satisfaction include the aftereffect of lighting, noise levels, and floor configuration and furniture design (Vischer, 2007). Leather, Pyrgas, Beale, and Lawrence (1998) conducted a study that examined the direct and indirect effects of windows at work on job satisfaction, objective to quit, and general well-being. Results from the analysis showed a substantial direct effect for sunlight penetration on all three factors.
Self-care was also not addressed by the OT; however, it could be concluded that it did not impact Mrs. B’s efficiency. She was observed to have dressed properly and was well kept. It may be assumed that it was not an explicitly stated criterion for Mrs. B to show proper self-care before participating in efficiency with the OT. Self-care is an element that is important to address in efficiency because an individual is usually getting together with others when operating or volunteering. Being able to maintain proper self-health care and attention allows the individual to be socially accepted. Proper self-care also enables the individual to make a good first of all impression during task interviews and throughout her or his time as a worker.
The CMOP-E is a theoretical style that illustrates how occupational performance evolves from the interactions among the person, environment, and occupation. It offers OTs with a apparent conceptual framework for taking into consideration the person through the entire occupational procedure. The CMOP-E with a person at its centre, demonstrates OT’s client-centered practice. The application of the CMOP-E to Mrs. B’s research study demonstrates the powerful and interdependent romantic relationships between all aspects of environment and occupation. Through making use of this unit to Mrs. B’s case study, it is obvious that practice is highly located in theory.