Department of Occupational Therapy and Occupational Science

Fieldwork Educators Resources

Philosophy Statement

The Occupational Nature of Humans and How They Learn

Our philosophy about the nature of humans and how they learn is in alignment with the basic assumptions of occupational science and occupational therapy.  According to the American Occupational Therapy’s (AOTA) Philosophical Base of Occupational Therapy “the understanding and use of occupations shall be at the central core of occupational therapy practice, education, and research” (1995, Policy 1.11, 1026). 

Accordingly, we believe that:

• Humans as occupational beings (Clark, Ennevor, & Richardson, 1996) learn, evolve, and realize meaning and purpose in their lives through engagement in occupations (Wilcock, 1998; Zemke & Clark, 1996). 

• Humans produce, create, master, and improve their environments to achieve health and well-being (Reilly, 1962).  Viewed as complex systems, humans are in a constant state of dynamic change (Gray, Kennedy, & Zemke, 1996). Through active engagement in occupations, humans learn about and develop their physical, social, cognitive, psychological, cultural, and spiritual capacities. 

• The occupations humans need and choose to perform develop and change (Zemke & Clark, 1996) across various periods of their lives, and are influenced by the social and physical environments and the cultural, personal, temporal, and virtual contexts that exist within and around them (AOTA, 2008). Likewise, humans shape their contexts and environments through the occupations in which they engage (Canadian Association of Occupational Therapists, 1997).

• Occupational disruption and deprivation creates barriers for learning and leads to diminished health and well-being. Thus, it is important for humans to engage individually and collectively in necessary and chosen occupations that provide opportunities for them to actively shape their lives, and to experience independence or interdependence, equality, health, and well-being (Wilcock & Townsend, 2008).

Statement of Philosophy of Occupational Therapy Education

Our philosophy of education is consistent with our philosophy about the nature of humans and how they learn and is adapted from of the Philosophy of Education of the AOTA (2007, 678). Accordingly, we believe that

Occupational therapy [and occupational science] education is grounded in the belief that humans are complex beings engaged in a dynamic process of interaction with the physical, social, temporal, cultural, psychological, and spiritual environments [and contexts]. Through active engagement within the internal and external environments [and contexts], humans evolve, change, and adapt. Occupational therapy [and occupational science] educators [and scholars] advocate for the use of occupation to facilitate health promoting growth, change, and/or adaptation with the goal of participation in meaningful occupation that supports survival, self actualization, occupational balance, [occupational justice] and quality of life.

The profession of occupational therapy [and the discipline of occupational science] … [are] … dynamic, grounded in core principles of occupation, and …influenced by emerging knowledge and technologies. Thus, the education of future occupational therapists… [and occupational scientists] must consistently reinforce the development of new knowledge supporting the use of occupation, application of clinical reasoning, the necessity for life-long learning, and the improvement of professional [and scholarly] knowledge and skills.

Occupational therapy [and occupational science] education promotes competence through educational experiences that foster the occupational therapists’ [and occupational scientists’] … practice potential, [advocacy capacity] and scholarship development. Occupational therapy [and occupational science] educators use active learning that engages the learner in a collaborative process that builds upon prior knowledge and experiences, and integrates professional academic knowledge, [scholarship and research], experiential learning, clinical reasoning, and self-reflection. Occupational therapy [and occupational science] education [and scholarship] promotes integration of philosophical and theoretical knowledge, values, beliefs, ethics, and …skills for broad application to practice, [scholarship, and advocacy] in order to improve human participation and quality of life for ... [individuals, organizations, and populations for those occupations in which they need and choose to engage].

The occupational therapy [and occupational science] education process emphasizes continuing critical inquiry in order that occupational therapists... [and occupational scientists] be well prepared to function and thrive in the dynamic environments of a diverse and multi-cultural society, using the power of occupation as the primary method of evaluation, intervention… health promotion, [and occupational justice]. To support this educational philosophy, the scholarship of faculty and students in Towson University Department of Occupational Therapy and Occupational Science centers on the science of human occupation and the occupation of practice.

This philosophy of education and scholarship focus are in alignment with the mission statement and identity of Towson University which states that

Towson emphasizes excellence in teaching, scholarship, and research and community engagement.  In addition to educating students in specialized knowledge of defined fields, Towson’s academic programs develop students’ capacities in effective communication, critical analysis and flexible thought, and cultivate an awareness of both difference and    commonality necessary for multifaceted work environments and for local and global citizenship and leadership. Towson’s core values reflect high standards of integrity, collaboration and service, contributing to the sustainment and enrichment of the culture, [and] society… the State of Maryland and beyond….Towson faculty members actively pursue scholarship and creativity that complement disciplinary knowledge and superior teaching. The University values and rewards equally the scholarship of discovery, teaching, integration and application ….which support …institutional outreach programs to governments, health care organizations, nonprofit groups, education, business, and the fine arts (Towson University, 2010, p 4; 2011, ¶ 1,7).

Program Specific Statement of Philosophy of Occupational Therapy Education

Towson University Department of Occupational Therapy and Occupational Science offers two entry level program options: The Combined BS/MS Program in Occupational Therapy and the Professional Master’s Degree Program . Both entry-level occupational therapy programs primarily utilize constructivism as the basis for delivery of educational content, believing that learning and development of core concepts and knowledge depends on experience and participation that is situated in the context of occupational therapy practice and occupational science. Curriculum and instructional design is influenced by the belief that construction of meaning depends on individual and group learning processes and experiences, based on the philosophy, core knowledge, and principles of the profession. Because   these two entry-level programs are distinct and require different instructional methods to meet the developmental needs of the learners, specific instructional methods based on different constructivist learning theories are described more fully for each program.

Undergraduate Portion of the Combined BS/MS Program

Wenger and Lave (1991) describe a model of Communities of Practice that is consistent with the curriculum design and philosophy of this combined undergraduate and graduate program. As a community of learners, the students in the undergraduate portion of the combined BS/MS program build relationships and engage in shared learning experiences to more efficiently and effectively construct meaning in their world.  This model supports the use of learning within cohorts, whereby students move together through the curricular sequence and engage in both individual and group learning activities.  A shared domain of interest also is required in a community of practice, and the philosophical belief in the value and power of occupational engagement, as well as the role of the occupational therapist in facilitating occupational performance, is explicitly postulated through the Occupational Therapy Practice Framework (AOTA, 2008) and the foundational theories explored throughout the program.  Finally, a community of practice only can exist where learners develop the skills of practitioners.  Techniques and skills that students develop in lab and fieldwork opportunities assist in their development of practice competencies necessary for the ethical delivery of occupational therapy services to clients.

As of Fall 2011, students entering the combined BS/MS program will earn bachelor’s degree

in Occupation and Well-being before advancing to the master’s portion of the program.  As these students move  to graduate level of learning, they are required to embrace the professional responsibility of life-long learning. This is achieved through promotion of adult learning instructional methods that promote transformative thinking to engage students in advocacy, research, and advanced professional skills and use of evidence to support practice.     

Graduate Portion of the Combined BS/MS Program and the Professional Master’s Program

Adult learning theorists such as Mezirow (2000) suggest that learning should cause a transformation in thinking about certain ideas, concepts, theories, and philosophies. This transformation occurs as a result of the active exploration, discussion, inquiry, and reflection on past and current experiences. Transformation happens when learners are provided the opportunity to share with others to construct new meanings. Because learners in this program already have obtained a bachelor’s degree and have completed pre-requisite course requirements, they have an experiential base from which to construct their knowledge of occupational therapy.  In this regard, the graduate portion of the Combined BS/MS Program and the Professional Master’s Program are formulated to offer learners the opportunity to engage with other learners as a community whose objectives are to develop a deep understanding of the core philosophy of occupational therapy, the value and meaning of occupational engagement, and the value and processes of creating and evaluating evidence for the profession. Instructional methods consistent with adult learning theory that allow learners to attach new meanings to past and current experiences are included: discussion, practice experiences, and problem-based learning activities and lab experiences. The program culminates with transformed learners able to demonstrate the ideals and competencies that promote continued learning as professionals.

Curricular Sequence

Consistent with these philosophies, the curricular sequence for the combined BS/MS program and the Professional Master’s program differ from one another to support the learning needs of the students in the respective programs. Based on a constructivist approach, the curriculum for the undergraduate portion of the Combined BS/MS program (bachelor’s degree in Occupation and Well being) follows a developmental sequence. This sequence allows the students to construct foundational knowledge and competences based on core principles and shared learning experiences before applying and analyzing that knowledge and competences within the occupational therapy practice courses. In contrast, the curricular sequences for the graduate portion of the Combined BS/MS Program and the Professional Master’s program are designed to guide transformational thinking about core principles, integrating and building upon learning experiences that were part of the students’ undergraduate education.  The end goal of both programs is to graduate competent, ethical, and empathic occupational therapists who support the health and well-being of persons, organizations, and populations through the use of occupational engagement and occupational justice.

Combined BS/MS Program

The prerequisite phase of the program is designed to foster  

• foundational knowledge about body functions and structures that support occupational engagement
• foundational skills to promote effective written and verbal communication, critical analysis and flexible thought
• awareness and sensitivities about human differences and commonalities to support local and global citizenship and leadership

During the first year of the program, emphasis is placed on construction of

• knowledge and competences related to
• the meaning, purpose and analysis of occupations, and the understanding of humans as occupational beings (OCTH 211, 217, 218)
• further understanding of body functions and structures to support this engagement (BIOL 213, 214, 427)
• occupational engagement of humans across various periods of their lives, as influenced by the social and physical environments and the cultural, personal, temporal, and virtual contexts that exist within and around them (OCTH 213, 216)
• foundational values and ethics, and professionalism guiding occupational therapy practice (OCTH 211).

Courses during the second year and first half of the third year are organized to promote the construction of more specialized knowledge, competencies, values, ethics, and professionalism related to

• occupational therapy practices that address issues related to mental health, children and youth, adult neurological and musculoskeletal conditions, and the aging process  (OCTH  221, 313, 314, 317, 319, 320, 323, 325, 326)
• health care and occupational therapy organizational structures and processes (HLTH            207, OCTH 428)
• preparatory level scholarship and research (OCTH 430).

Level II Fieldwork occurs during the second half of the third year of the program with emphasis on the integration and application of knowledge competencies, professionalism, values, and ethics related to physical disabilities and psychosocial practice (OCTH 435, 436)

The final year of the program reflects transition from undergraduate to graduate level coursework. The course content and learning activities are directed towards advancing clinical reasoning and transformative learning to

• support theoretically grounded, ethical practice that incorporates evidences and occupational justice (OCTH 611, 613, 678)
• analyze policy issues to influence practice, and  life-long professionalism (OCTH 603)
• engage in community based and emerging practice that promotes health and quality of life (OCTH 612)
• design and implement research that centers on the science of human occupation and the occupation of practice to improve professional knowledge, scholarship, and competences (OCTH 610, 781, 880).

Curricular Sequence of Professional Master’s Program- beginning Fall 2010

In addition to the academic preparation associated with undergraduate education, the prerequisite

courses of the Professional Master’s Program are designed to promote foundational knowledge, competencies, values and ethics  related to human behavior and body functions, and the dynamic relationship of contexts and environments on those behaviors and body functions. The specific requisites include introductory courses in sociology, psychology, abnormal psychology, statistics, human anatomy and physiology, physics, and human growth and development.

During the first year of the program, courses build upon this foundation to promote deep reflection about ideas, concepts, theories, and philosophies that underpin occupational therapy practice.  Emphasis is place on transforming knowledge, competences, professionalism, values and ethics related to

• theories and models of practice with particular emphasis on the dynamic relationship between occupations, and the occupational therapy domain and process to promote, health, participation, and occupational justice (OCTH 600, 611)
• body functions influencing engagement in occupations (OCTH 221, BIO 427)
• group processes and human interactions as influenced by social, cultural, and physical context  (OCTH 600, 601)
• scholarly methods and procedures to support the use evidence based research for practice  (OCTH 610, 613).

During the second and third semesters of the first year, this process of transformative thinking to develop knowledge, competences, professionalism, values and ethics is directed to occupational therapy systems and services.  Specific course content addresses

• occupational therapy services related to psychosocial practice (OCTH 314, 320)
• occupational therapy organizational structures and processes (OCTH 428)
• policies affecting occupational therapy practice and the promotion of health, participation, and life-long professionalism (OCTH 603).

The processes for promoting transformative learning to guide occupational therapy service, research and scholarship continue to expand during the second year of the program. Course content emphasizes transformative thinking related to the

• application of the occupational therapy process to
• children, youth, adults and older adults (OCTH 319, 413, 417, 325, 326, 678)
• community-based and emerging practice areas (OCTH 612)
• design and implementation of research that centers on the science of human occupation and the occupation of practice to improve professional knowledge, scholarship, and competences (OCTH 781, 880)
• integration of knowledge and competencies, professionalism, values, and ethics through clinical reasoning processes to prepare for Level II Fieldwork (OCTH 6XX)

The program culminates with Level II Fieldwork with emphasis on the integration and application of knowledge competencies, professionalism, values, and ethics related physical disabilities and psychosocial practice. Projects associated with the Level II Fieldwork experiences are designed to promote the integration of research into practice (OCTH 635, 636).

Educational Philosophy and Curricular Sequence of Professional Master’s Program-  pre -2010

The educational philosophy of the pre 2010 Professional Master’s program closely aligned with the educational philosophy of the Combined BS/MS program in Occupational Therapy.   Based on a constructivist approach, the undergraduate course work of the pre- 2010 professional master’s program followed a developmental sequence. The students constructed foundational knowledge and competences based on core principles and shared learning experiences before applying and analyzing that knowledge and competences within the occupational therapy practice courses. The graduate portion of the Combined BS/MS Program and the pre 2010 Professional Master’s program were designed to guide transformational thinking about core principles, integrating and building upon learning experiences that were part of the students’ required undergraduate course work.  The end goal of the program was to graduate competent, ethical, and empathic occupational therapists who support the health and well-being of persons, organizations, and populations through the use of occupational engagement and occupational justice.

Prior to being admitted into the pre- 2010 Professional Master’s program, students needed to earn a baccalaureate degree  in a field other than occupational therapy and complete prerequisite course work in sociology, psychology, abnormal psychology, statistics, human anatomy and physiology, physics, and human growth and development.

During the first year of the program, emphasis was placed on construction of

• knowledge and competences related to
• the meaning, purpose and analysis of occupations, and the understanding of humans as occupational beings (OCTH 211, 217, 218)
• further understanding of body functions and structures to support this engagement (OCTH 221, BIOL 427)
• occupational engagement of humans across various periods of their lives, as influenced by the social and physical environments and the cultural, personal, temporal, and virtual contexts that exist within and around them (OCTH 213, 216)
• foundational values and ethics, and professionalism guiding occupational therapy practice (OCTH 211).

Courses during the second half of the first year and the first half of the second year were organized to promote the construction of more specialized knowledge, competencies, values, ethics, and professionalism related to

• occupational therapy practices that address issues related to mental health, children and youth, adult neurological and musculoskeletal conditions, and the aging process  (OCTH   313, 314, 317, 319, 320, 323, 325, 326)
• health care and occupational therapy organizational structures and processes (HLTH            207, OCTH 428).

The second half of the second year reflected a transition from undergraduate to graduate level coursework. The course content and learning activities were directed towards advancing clinical reasoning and transformative learning to

• support theoretically grounded, ethical practice that incorporates occupational justice (OCTH 611)
• engage in community based and emerging practice that promotes health and quality of life (OCTH 612)
• establish foundational knowledge about research methods and evidence based practice (OCTH 610, 613).

Level II Fieldwork occurred during the end of the second year and the first half of the third year of the program with emphasis on the integration and application of knowledge competencies, professionalism, values, and ethics related to physical disabilities and psychosocial practice (OCTH 435, 536)

The final half of the third year of the program  is directed to further advancement of clinical reasoning and transformative learning to

• enhance evidence based practice (OCTH 678)
• analyze policy issues to influence practice, and  life-long professionalism (OCTH 603)
• design and implement research that centers on the science of human occupation and the occupation of practice to improve professional knowledge, scholarship, and competences (OCTH 781, 880).

References

American Occupational Therapy Association. (1995). The philosophical base of occupational

therapy. American Journal of Occupational Therapy, 49(10), 1026.

American Occupational Therapy Association. (1999). The definition of occupational therapy

practice for the AOTA model practice act. American Journal of Occupational Therapy,

53(6), 608.

American Occupational Therapy Association. (2007). Philosophy of education. American

              Journal of Occupational Therapy, 61, 678.

American Occupational Therapy Association. (2008). The occupational therapy practice

              framework: Domain and process 2nd Edition. American Journal of Occupational

              Therapy, 62, 625-6838.

The Professional Master’s program was revised in Fall 2010 in response to feedback by students in the program and faculty who requested higher level of thinking be introduced earlier into the course sequence and that the length of the program be condensed. Because the students who entered the Professional Master’s Degree Program prior to Fall 2010 are finishing their last year of courses, the educational philosophy and the curricular sequence of this program will be described after the curricular sequence of the revised Professional Master’s  program. The former program will be referred to as the pre 2010 Professional Master’s program.

At the time of the ACOTE site visit, students will be in this final semester of the program.