Occupational Therapy Division University of Cape Town Matumo Ramafikeng
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Transcript of Occupational Therapy Division University of Cape Town Matumo Ramafikeng
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The Ecology of Human Performance
Dunn, Brown & McGuigan, 1994 Dunn, McClain, Brown & Youngstrom, 2003.
Occupational Therapy DivisionUniversity of Cape Town
Matumo Ramafikeng
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Introduction Developed to address a need for recognising
and understanding the complex role of context in human performance
Provides structure for incorporating context as a key factor in intervention
The focus in on the relationship between the person and the environment and how this affects performance
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Assumptions The relationship between the person and
context (environment) is interdependent.Human performance and behaviour are
affected by this relationship. Person and context are unique and dynamic.Performance can only be studied and
understood within context.Contexts differ in nature: contrived vs.
natural.
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Components of EHPPerson- sensori-motor psychosocial ContextTaskPerformance
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Depiction of Framework
Figure 1. Schemata for the Ecology of Human Performance. Persons are embedded in their contexts. An infinite variety of tasks exists around every person. Performance results when the person interacts with the context to engage in tasks. (Used with permission from the American Occupational Therapy Association)
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Implications for practiceIntervention is a collaborative process.Aim is to facilitate occupational performance.Five intervention strategies proposed by
framework:1. Establish/ Restore2. Alter3. Adapt4. Prevent5. Create
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1. Establish/RestoreOccurs at the level of the person.Barriers to performance that originate within
the person are identified.Sensori-motor, cognitive and psychosocial
skills and abilities are the focus of intervention.
Skills and abilities are restored or improved to enable performance within context.
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2. AlterMatching the person’s current skills and
abilities to a context to enable performance. By choosing a suitable context rather than
changing the present context to meet abilities.
Not changing the person.
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3. AdaptFeatures of the context are structured to
support performance.A supportive environment is designed
specifically to meet the person’s abilities.Task demands can also be adapted to enable
performance within context.
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4. PreventPrevention is the main focus of intervention. Occurrence or evolution of maladaptive
performance is prevented. The person, task and context variables are
dealt with to prevent occurrence or evolution of maladaptive performance.
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5. CreateCircumstances that promote more adaptable
or complex performance within context are created.
Towards overall promotion of functional performance without the assumption that disabilities could occur or interfere.
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Function-dysfunction continuumDysfunction:Performance range can denote function or
dysfunction.A limited range could indicate dysfunction,
therefore need for intervention.Contextual barriers such as limited resources
could limit performance range.Mismatch between person variables, task
demands and/or contextual features= dysfunction.
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Function-dysfunction continuum contd.Function:A wide performance range depicts optimal
performance therefore function.When task demands match person’s abilities
in a supportive context performance is optimal.
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References Dunn, W., Brown, C. & McGuigan, A. 1994.
The Ecology of Human Performance: A Framework for considering the effect of context. The American Journal of Occupational Therapy. 48(7):595-607.
Dunn, W., McClain, L.H., Brown, C. & Youngstrom, M.J. 2003. The ecology of human performance. In E.B. Crepeau, E.S. Cohn & B.A.B. Schell, Eds. Willard and Spackman’s Occupational Therapy. 10th ed. Philadelphia: Lippincott, Williams & Wilkins. 223-227.
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