Occupational Development
*Davis, J.A., & Polatajko, H.J. (2004). Occupational development (pp. 91-120. Chapter 5 in Introduction to Occupation; The Art and Science of Living).
An Occupational Perspective on Development
Perspective on Occupation
· ‘doing’ is central to human life
o “doing is viewed as enabling development and integration of sensory, motor, cognitive and psychological systems serving as a socializing agent, and verifying one’s efficacy as a competent, contributing member of one’s society”
o “crucible in which identities are formed”
· choice of occupation is affected by cognitive, affective, physical and environmental factors.
· one way to classify occupation is by purpose (self-care, contribution to community, family, culture or enjoyment)
· occupations engaged in are influenced by preferences, values, lifestyles, physical, cultural, social, institutional environments
· Occupational Performance = dynamic, interwoven relationship between person, environment and occupation over life span
· competence- achieved when there is a match between abilities of the individual, demands of the occupation and supports of the environment
Perspective on Development
· previously, developmental research only focused on the first 20 yrs of life – now it looks at lifelong process
· development does not equal change; development involves change but not all change is development.
· unlike change development is (1) not easily reversed (2) distinct from prior occurrences (3) occurs over long periods of time (4) influenced by growth and maturation
· there are four major developmental perspectives:
o Preformationist (middle ages to late 1800’s) – little children are miniature adults who acquire all lifetime characteristics at conception.
o Maturationist - heredity alone dictates development
o Environmentalism - environment alone impacts development (John Locke’s idea of tabula rasa)
o Interactionist - individuals are involved in a reciprocal interactive relationship with their environment.
Interactionism: A Framework for Occupational Development
· individual ßà environment
· occupational performance and occupational competence result from this dynamic and bidirectional interaction
· B = f(PoE) (behavior is a function of person, the active process that directs time and attention toward an occupation, and environment)
Principles of Occupational Development
· Occupational Development = gradual change in occupational behaviors over time, resulting from the growth and maturation of the individual in interaction with the environment.
· The principles that govern this interaction are: Continuity, Multiple Determinicity and Multiple Patternicity
Continuity
· occupational development is a life long process involving expansion, culmination and contraction in activities and accomplishments across the life span
· occupations develop at various points in life at different rates, involving different skills
· changes in physical, psychological and cognitive readiness and interest lead to occupational changes
Multiple Determinicity
· occupational development is governed by the following multiple determinants:
Person Determinants
(1) Heredity – a possible hereditary predisposition for occupations
(2) Learning/plasticity – learning governs the interaction between person and environment
– the ability to learn is a function of neural plasticity (plasticity decreases with age)
(3) Active participation – children are active participants in their own development
– in the absence of opportunity for active participation occupational development is stunted
– more motivation à more likely to engage in the occupation
Environment Determinants
(1) Physical and social – older = able to interact with more environments
– environment interacts with maturational stage to determine occupational development
(2) Historical and cultural - environment is constructed by historical and cultural contexts
(Mead, Vygotsky)
- influence of environment changes due to historical developments and cultural shift
- “cultures define what is desirable to be learned, what is to be believed, and how to behave” ie. human occupation
Interaction Determinant
– in “good enough” environment individuals can choose experiences that match their genetic makeup – environment must be varied and allow for opportunities that match genotype (Scarr and Ricciuti)
– Scarr and McCartney; need for a goodness of fit between the individual’s genotype and the environment and the importance of individuals engaging in diverse occupations
Multiple Patternicity
Multiple variation
– growth and development is neither smooth nor unidirectional, involving both decline and growth
– patterns of occupational development parallel the development of elements that support occupational performance and competence (eg. cognitive, affective and physical function)
Changing mastery
– levels of proficiency change over the course of development as a result of maturation and experience with a skill
– emergence and disappearance of mastery of variety of occupational skills over lifespan
– instinct to master – when an individual masters a skill control and power are achieved over a task or situation
The Ages and Stages of Occupational Development
· see TABLE 5-2 (pg. 111)