OCCUPATIONAL THERAPY ESSENTIALS FOR CLINICAL COMPETENCE. 3RD EDITION

Introduction
• Section I Setting the Stage
Chapter 1 The Experience of Flow and Meaningful Occupation
Chapter 2 Cultural Impact on Occupation
Chapter 3 The Dark Side of Occupation
Chapter 4 Interprofessional Education and Practice: A Current Necessity for Best Practice
• Section II Basic Tenets of Occupational Therapy
Chapter 5 History and Philosophy
Chapter 6 The Occupational Therapy Practice Framework: Domain and Process, Third Edition
Chapter 7 Meaning and Dynamic of Occupation and Activity
Chapter 8 Occupational Performance and Health
Chapter 9 Effective Communication
Chapter 10 Therapeutic Use of Self
Chapter 11 Teaching, Learning, and Health Literacy
Chapter 12 Safety and Support
Chapter 13 Occupational Performance in Natural Environments: Dynamic Contexts for Participation
Chapter 14 Clinical Reasoning
• Section III Occupational Therapy Theoretical Perspectives
Chapter 15 Occupational Therapy Theory Development and Organization
Chapter 16 Occupational Therapy Theory Use in the Process of Evaluation and Intervention
• Section IV Screening, Evaluation, and Referral
Chapter 17 Screening, Evaluation, and Referral
Chapter 18 Evaluation of Activities of Daily Living and Instrumental Activities of Daily Living
Chapter 19 Evaluation of Education and Work
Chapter 20 Evaluation of Play and Leisure
Chapter 21 Evaluation of Occupational Performance in Rest and Sleep
Chapter 22 Evaluation of Occupational Performance in Social Participation
Chapter 23 Documentation of Occupational Therapy Services
• Section V Intervention Plan: Formulation and Implementation
Chapter 24 Intervention Planning and Program Development
Chapter 25 Client Factors in Occupational Performance Functioning
Chapter 26 Interventions to Enhance Occupational Performance in Activities of Daily Living and Instrumental Activities of Daily Living
Chapter 27 Interventions to Enhance Occupational Performance in Education and Work
Chapter 28 Interventions of Play and Leisure
Chapter 29 Interventions to Enhance Occupational Performance in Rest and Sleep
Courtney Shufelt, MS, OTR/L
Chapter 30 Interventions to Enhance Occupational Performance in Social Participation
Chapter 31 Environmental Adaptation and Ergonomics
Chapter 32 Assistive Technology
Chapter 33 Occupation-Centered Functional and Community Mobility
Chapter 34 Physical Agent Modalities
Chapter 35 Interventions to Enhance Feeding, Eating, and Swallowing
Chapter 36 Case Management and Coordination
Chapter 37 Consultation, Referral, Monitoring, and Discharge Planning
• Section VI Context of Service Delivery
Chapter 38 Emerging Areas of Practice
Chapter 39 Telehealth
Chapter 40 Occupational Therapy in Primary Care
• Section VII Management of Occupational Therapy Services
Chapter 41 Legislation and Reimbursement of Occupational Therapy Services
Chapter 42 Marketing and Management of Occupational Therapy Services
Chapter 43 Quality Improvement
Chapter 44 Supervision of Occupational Therapy Personnel
Chapter 45 Fieldwork Education
Chapter 46 Leadership
• Section VIII Scholarship
Chapter 47 The Importance of Scholarship and Scholarly Practice for Occupational Therapy
Chapter 48 Grants
Chapter 49 Professional Presentations
• Section IX Professional Ethics, Values, and Responsibilities
Chapter 50 Ethics and Its Application to Occupational Therapy Practice
Chapter 51 Local to Global Resources for the Occupational Therapy Professional
Chapter 52 Promoting Occupational Therapy to the General Public
Chapter 53 Competence and Professional Development: Learning for Complexity
Chapter 54 Roles of Occupational Therapy Practitioners
Chapter 55 Resolution of Ethical Conflict
Chapter 56 Advocacy in Occupational Therapy
Appendix A 2011 Accreditation Council for Occupational Therapy Education Standards and Interpretive Guide
Appendix B Assessment Tool Grid
Appendix C Assessments in Play and Leisure
Appendix D Intervention Plan Outline
Appendix E Sample of an Individualized Education Program by Barbara J. Steva, MS, OTR/L
Appendix F American Occupational Therapy Association Occupational Therapy Code of Ethics (2015)
Appendix G Procedures for the Enforcement of the National Board for Certification in Occupational Therapy
Candidate/Certificant Code of Conduct
Appendix H National Board for Certification in Occupational Therapy Complaint Form
Appendix I World Federation of Occupational Therapists Code of Ethics
Glossary
Financial Disclosures
Index

Occupation, theory-driven, evidence-based, and client-centered practice continue to be the core of the profession and is the central focus of Occupational Therapy Essentials for Clinical Competence, Third Edition. The Third Edition contains updated and enriched chapters which incorporate new perspectives and evidence-based information important to entry-level practitioners. The Third Edition continues to relate each chapter to the newest ACOTE Standards and is evidence-based, while also addressing the guidelines of practice and terms from the AOTA’s Occupational Therapy Practice Framework, Third Edition.

Karen Jacobs and Nancy MacRae, along with their 60 contributors, introduce every topic necessary for competence as an entry-level practitioner. Varied perspectives are provided in each chapter with consistent references made to the relevance of certified occupational therapy assistant roles and responsibilities.

Additionally, chapters on Primary Care and the Dark Side of Occupation have been added to broaden the foundational scope of knowledge. Each chapter also contains a clinical case used to exemplify relevant content.

New in the Third Edition:
• All chapters have been updated to reflect the AOTA’s Occupational Therapy Practice Framework, Third Edition
• Updated references and evidence-based practice chart for each chapter
• Updated case studies to match the current standards of practice
• References to the AOTA’s Code of Ethics, Third Edition
• New student activities, multiple choice questions, and PowerPoint presentations are included for each chapter

Instructors in educational settings can visit www.efacultylounge.com for additional material to be used for teaching in the classroom.
Occupational Therapy Essentials for Clinical Competence, Third Edition is the perfect multi-use resource to be used as an introduction to the material, while also serving as a review prior to sitting for the certification exam for occupational therapists and occupational therapy assistants.

Authors
• Karen Jacobs, EdD, OTR/L, CPE, FAOTA, is a past president and vice president of the American Occupational Therapy Association (AOTA). She is a 2005 recipient of a Fulbright Scholarship to the University of Akureyri in Akureyri, Iceland; the 2009 recipient of the Award of Merit from the Canadian Association of Occupational Therapists (CAOT); the 2003 recipient of the Award of Merit from the AOTA; and recipient of the 2011 Eleanor Clarke Slagle Lectureship Award. The title of her Slagle lecture was PromOTing Occupational Therapy: Words, Images, and Action.
Dr. Jacobs is a clinical professor of occupational therapy and the Program Director of the online post-professional occupational therapy doctorate in occupational therapy program at Boston University. She has worked at Boston University for 34 years and has expertise in the development and instruction of online graduate courses.
Dr. Jacobs earned a doctoral degree at the University of Massachusetts, a Master of Science in Occupational Therapy at Boston University, and a Bachelor of Arts at Washington University in St. Louis, Missouri.
Dr. Jacobs’ research examines the interface between the environment and human capabilities. In particular, she examines the individual factors and environmental demands associated with increased risk of functional limitations among populations of university- and middle school–aged students, particularly in notebook computing, use of tablets such as iPads (Apple), backpack use, and the use of games such as Wii Fit (Nintendo). Karen is presently part of an interprofessional demonstration project titled, Project Career: Development of an Interprofessional Demonstration to Support the Transition of Students With Traumatic Brain Injuries From Post-Secondary Education to Employment.
In addition to being an occupational therapist, Dr. Jacobs is also a certified professional ergonomist (CPE), the founding editor in chief of the international, interprofessional journal WORK: A Journal of Prevention, Assessment & Rehabilitation (IOS Press, The Netherlands), and a consultant in ergonomics, marketing, and entrepreneurship.
She is the proud mother of three children (Laela, Josh, and Ariel) and Amma (grandmother in Icelandic) to Sophie, Zachary, Liberty, and Zane. Her occupational balance is through travel, photography, kayaking, walking, co-writing children’s books, and spending time with her family at Wakonda Pond.
• Nancy MacRae, MS, OTR/L, FAOTA, is an associate professor at the University of New England (UNE), in Portland, Maine, where she has taught for 27 years. She has begun a 3-year process of phased-in retirement, where she teaches only one semester per school year. She is a past president of the Maine Occupational Therapy Association and a past director of the UNE occupational therapy program.
Nancy’s work experience has been within the field of developmental disabilities, primarily mental retardation, across the lifespan. Her graduate degree is in adult education, with a minor in educational gerontology. Involvement in interprofessional activities at UNE allows her to mentor and learn with and from future health care practitioners and to model the collaboration our health care system needs. Scholarship has centered around aging and sexuality, documentation, professional writing, and interprofessional ventures. She has been a member of the editorial board of WORK: A Journal of Prevention, Assessment & Rehabilitation since its inception.
Nancy is the proud mother of two sons and a 17-year-old granddaughter. Occupational balance is maintained through participation in yoga, reading, walking, baking, and basket making, as well as volunteering within the community at a local school and working with caregivers of people with dementia. Travel plans have accelerated now that work is no longer full time.