Reasoning

CHAPTER 11 Interactive Reasoning

251

Review your concept map and make sure you understand the person’s perspec tive and subjective experiences. Consider how you will use this information to help engage the person in active participation with you. • What life roles does the person have (e.g., family, work/school, community)? • What does the person want and need to do (e.g., daily activities)? What can they do alone? What do they need help with? • How have aspects of the person’s participation changed recently, if at all? • What environments does the person frequent, and what do you need to know about them (e.g., home modifications, transport options in the local community)? • What have they experienced in relation to medical care and therapy in the past? What did they think about those experiences? • How is their current condition or difficulty affecting them? (e.g., how does it affect their activity, their comfort, their quality of life?)

Additional Learning Activities for this chapter can be found on Lippincott Connect.

REFERENCES

Alda, A. (2005). Never have your dog stuffed and other things I’ve learned . Random House. American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and process —Fourth edition. American Journal of Occupational Therapy, 74 (Suppl. 2), 7412410010. https://doi.org/10.5014/ajot.2020.74S2001 Colclough, S., Copley, J., Turpin, M., Justins, E., & De Monte, R. (2015). Occupational therapists’ perceptions of requirements for competent upper limb hypertonicity practice. Disability and Reha bilitation, 37 (16), 1416–1423. https://doi.org/10.3109/09638288.2014.972585 Cole, M. B., & McLean, V. (2003). Therapeutic relationships re-defined. Occupational Therapy in Mental Health, 19 (2) , 33–54. https://doi.org/10.1300/J004v19n02_03 Copley, J. A., & Kuipers, K. (2014). Neurorehabilitation of the upper limb across the lifespan: Managing hypertonicity for optimal function . John Wiley & Sons. Copley, J. A., Turpin, M. J., Brosnan, J., & Nelson, A. (2008). Understanding and negotiating: Rea soning processes used by an occupational therapist to individualize intervention decisions for people with upper limb hypertonicity. Disability and Rehabilitation, 30 (19), 1486–1498. https:// doi.org/10.1080/09638280701654799 Copley, J. A., Turpin, M. J., & King, T. L. (2010). Information used by an expert paediatric occupa tional therapist when making clinical decisions. Canadian Journal of Occupational Therapy, 77 (4), 249–256. https://doi.org/10.2182/cjot.2010.77.4.7 D’Arrigo, R., Ziviani, J., Poulsen, A. A., Copley, J., & King, G. (2017). Child and parent engagement in therapy: What is the key? Australian Occupational Therapy Journal, 64 (4), 340–343. https://doi​ .org/10.1111/1440-1630.12279 Evatt, M., & Scanlan, J. N. (2022). “After Hello”: exploring strategies used by occupational therapist working in mental health settings to initiate positive therapeutic relationships with service us ers. Occupational Therapy in Mental Health, 38 (4), 347–363. https://doi.org/10.1080/0164212X​ .2022.2053635 Fleming, M. H. (1991). The therapist with the three-track mind. American Journal of Occupational Therapy , 45 , 1007–1014. https://doi.org/10.5014/ajot.45.11.1007 Goleman, D. (1996/2015). What makes a leader? In HBR’s 10 must reads on emotional intelligence . Harvard Business School Publishing Corporation 978-1633690196. Hill, A. E., Nelson, A., Copley, J., Quinlan, T., & White, R. (2017). Development of student clinics in Indigenous contexts: What works? Journal of Clinical Practice in Speech-Language Pathology, 19 (1), 40–45.

Copyright © 2023 Wolters Kluwer, Inc. Unauthorized reproduction of the content is prohibited.