philosophy statement哲学陈述

philosophy statement哲学陈述

DepartmentofOccupationalTherapy&OccupationalSciencePHILOSOPHYSTATEMENTTheOccupationalNatureofHumansandHowTheyLearnOurphilosophyaboutthenatureofhumansandhowtheylearnisinalignmentwiththebasicassumptionsofoccupationalscienceandoccupationaltherapy.AccordingtotheAmericanOccupationalTherapy’s(AOTA)PhilosophicalBaseofOccupationalTherapy“theunderstandinganduseofoccupationsshallbeatthecentralcoreofoccupationaltherapypractice,education,andresearch”(1995,Policy1.11,1026).Accordingly,webelievethat:1.Humansasoccupationalbeings(Clark,Ennevor,&Richardson,1996)learn,evolve,andrealizemeaningandpurposeintheirlivesthroughengagementinoccupations(Wilcock,1998;Zemke&Clark,1996).2.Humansproduce,create,master,andimprovetheirenvironmentstoachievehealthandwell-being(Reilly,1962).Viewedascomplexsystems,humansareinaconstantstateofdynamicchange(Gray,Kennedy,&Zemke,1996).Throughactiveengagementinoccupations,humanslearnaboutanddeveloptheirphysical,social,cognitive,psychological,cultural,andspiritualcapacities.3.Theoccupationshumansneedandchoosetoperformdevelopandchange(Zemke&Clark,1996)acrossvariousperiodsoftheirlives,andareinfluencedbythesocialandphysicalenvironmentsandthecultural,personal,temporal,andvirtualcontextsthatexistwithinandaroundthem(AOTA,2008).Likewise,humansshapetheircontextsandenvironmentsthroughtheoccupationsinwhichtheyengage(CanadianAssociationofOccupationalTherapists,1997).4.Occupationaldisruptionanddeprivationcreatesbarriersforlearningandleadstodiminishedhealthandwell-being.Thus,itisimportantforhumanstoengageindividuallyandcollectivelyinnecessaryandchosenoccupationsthatprovideopportunitiesforthemtoactivelyshapetheirlives,andtoexperienceindependenceorinterdependence,equality,health,andwell-being(Wilcock&Townsend,2008).StatementofPhilosophyofOccupationalTherapyEducationOurphilosophyofeducationisconsistentwithourphilosophyaboutthenatureofhumansandhowtheylearnandisadaptedfromofthePhilosophyofEducationoftheAOTA(2007,678).Accordingly,webelievethatOccupationaltherapy[andoccupationalscience]educationisgroundedinthebeliefthathumansarecomplexbeingsengagedinadynamicprocessofinteractionwiththe6-13-11\nphysical,social,temporal,cultural,psychological,andspiritualenvironments[andcontexts].Throughactiveengagementwithintheinternalandexternalenvironments[andcontexts],humansevolve,change,andadapt.Occupationaltherapy[andoccupationalscience]educators[andscholars]advocatefortheuseofoccupationtofacilitatehealthpromotinggrowth,change,and/oradaptationwiththegoalofparticipationinmeaningfuloccupationthatsupportssurvival,selfactualization,occupationalbalance,[occupationaljustice]andqualityoflife.Theprofessionofoccupationaltherapy[andthedisciplineofoccupationalscience]…[are]…dynamic,groundedincoreprinciplesofoccupation,and…influencedbyemergingknowledgeandtechnologies.Thus,theeducationoffutureoccupationaltherapists…[andoccupationalscientists]mustconsistentlyreinforcethedevelopmentofnewknowledgesupportingtheuseofoccupation,applicationofclinicalreasoning,thenecessityforlife-longlearning,andtheimprovementofprofessional[andscholarly]knowledgeandskills.Occupationaltherapy[andoccupationalscience]educationpromotescompetencethrougheducationalexperiencesthatfostertheoccupationaltherapists’[andoccupationalscientists’]…practicepotential,[advocacycapacity]andscholarshipdevelopment.Occupationaltherapy[andoccupationalscience]educatorsuseactivelearningthatengagesthelearnerinacollaborativeprocessthatbuildsuponpriorknowledgeandexperiences,andintegratesprofessionalacademicknowledge,[scholarshipandresearch],experientiallearning,clinicalreasoning,andself-reflection.Occupationaltherapy[andoccupationalscience]education[andscholarship]promotesintegrationofphilosophicalandtheoreticalknowledge,values,beliefs,ethics,and…skillsforbroadapplicationtopractice,[scholarship,andadvocacy]inordertoimprovehumanparticipationandqualityoflifefor...[individuals,organizations,andpopulationsforthoseoccupationsinwhichtheyneedandchoosetoengage].Theoccupationaltherapy[andoccupationalscience]educationprocessemphasizescontinuingcriticalinquiryinorderthatoccupationaltherapists...[andoccupationalscientists]bewellpreparedtofunctionandthriveinthedynamicenvironmentsofadiverseandmulti-culturalsociety,usingthepowerofoccupationastheprimarymethodofevaluation,intervention…healthpromotion,[andoccupationaljustice].Tosupportthiseducationalphilosophy,thescholarshipoffacultyandstudentsinTowsonUniversityDepartmentofOccupationalTherapyandOccupationalSciencecentersonthescienceofhumanoccupationandtheoccupationofpractice.ThisphilosophyofeducationandscholarshipfocusareinalignmentwiththemissionstatementandidentityofTowsonUniversitywhichstatesthatTowsonemphasizesexcellenceinteaching,scholarship,andresearchandcommunityengagement.Inadditiontoeducatingstudentsinspecializedknowledgeofdefinedfields,Towson’sacademicprogramsdevelopstudents’capacitiesineffectivecommunication,criticalanalysisandflexiblethought,andcultivateanawarenessofbothdifferenceandcommonalitynecessaryformultifacetedworkenvironmentsandforlocalandglobalcitizenshipandleadership.Towson’scorevaluesreflecthighstandardsof6-13-11\nintegrity,collaborationandservice,contributingtothesustainmentandenrichmentoftheculture,[and]society…theStateofMarylandandbeyond….Towsonfacultymembersactivelypursuescholarshipandcreativitythatcomplementdisciplinaryknowledgeandsuperiorteaching.TheUniversityvaluesandrewardsequallythescholarshipofdiscovery,teaching,integrationandapplication….whichsupport…institutionaloutreachprogramstogovernments,healthcareorganizations,nonprofitgroups,education,business,andthefinearts(TowsonUniversity,2010,p4;2011,¶1,7).ProgramSpecificStatementofPhilosophyofOccupationalTherapyEducationTowsonUniversityDepartmentofOccupationalTherapyandOccupationalScienceofferstwoentrylevelprogramoptions:TheCombinedBS/MSPrograminOccupationalTherapyandtheProfessionalMaster’sDegreeProgramTheProfessionalMaster’sprogramwasrevisedinFall2010inresponsetofeedbackbystudentsintheprogramandfacultywhorequestedhigherlevelofthinkingbeintroducedearlierintothecoursesequenceandthatthelengthoftheprogrambecondensed.BecausethestudentswhoenteredtheProfessionalMaster’sDegreeProgrampriortoFall2010arefinishingtheirlastyearofcourses,theeducationalphilosophyandthecurricularsequenceofthisprogramwillbedescribedafterthecurricularsequenceoftherevisedProfessionalMaster’sprogram.Theformerprogramwillbereferredtoasthepre2010ProfessionalMaster’sprogram..Bothentry-leveloccupationaltherapyprogramsprimarilyutilizeconstructivismasthebasisfordeliveryofeducationalcontent,believingthatlearninganddevelopmentofcoreconceptsandknowledgedependsonexperienceandparticipationthatissituatedinthecontextofoccupationaltherapypracticeandoccupationalscience.Curriculumandinstructionaldesignisinfluencedbythebeliefthatconstructionofmeaningdependsonindividualandgrouplearningprocessesandexperiences,basedonthephilosophy,coreknowledge,andprinciplesoftheprofession.Becausethesetwoentry-levelprogramsaredistinctandrequiredifferentinstructionalmethodstomeetthedevelopmentalneedsofthelearners,specificinstructionalmethodsbasedondifferentconstructivistlearningtheoriesaredescribedmorefullyforeachprogram.UndergraduatePortionoftheCombinedBS/MSProgramWengerandLave(1991)describeamodelofCommunitiesofPracticethatisconsistentwiththecurriculumdesignandphilosophyofthiscombinedundergraduateandgraduateprogram.Asacommunityoflearners,thestudentsintheundergraduateportionofthecombinedBS/MSprogrambuildrelationshipsandengageinsharedlearningexperiencestomoreefficientlyandeffectivelyconstructmeaningintheirworld.Thismodelsupportstheuseoflearningwithincohorts,wherebystudentsmovetogetherthroughthecurricularsequenceandengageinbothindividualandgrouplearningactivities.Ashareddomainofinterestalsoisrequiredinacommunityofpractice,andthephilosophicalbeliefinthevalueandpowerofoccupationalengagement,aswellastheroleoftheoccupationaltherapistinfacilitatingoccupationalperformance,isexplicitlypostulatedthroughtheOccupationalTherapyPracticeFramework(AOTA,2008)andthefoundationaltheoriesexploredthroughouttheprogram.Finally,acommunityofpracticeonlycanexistwherelearnersdeveloptheskillsofpractitioners.Techniquesandskillsthatstudentsdevelopinlabandfieldworkopportunitiesassistintheirdevelopmentofpracticecompetenciesnecessaryfortheethicaldeliveryofoccupationaltherapyservicestoclients.6-13-11\nAsofFall2011,studentsenteringthecombinedBS/MSprogramwillearnbachelor’sdegreeinOccupationandWell-beingbeforeadvancingtothemaster’sportionoftheprogram.Asthesestudentsmovetograduateleveloflearning,theyarerequiredtoembracetheprofessionalresponsibilityoflife-longlearning.Thisisachievedthroughpromotionofadultlearninginstructionalmethodsthatpromotetransformativethinkingtoengagestudentsinadvocacy,research,andadvancedprofessionalskillsanduseofevidencetosupportpractice.GraduatePortionoftheCombinedBS/MSProgramandtheProfessionalMaster’sProgramAdultlearningtheoristssuchasMezirow(2000)suggestthatlearningshouldcauseatransformationinthinkingaboutcertainideas,concepts,theories,andphilosophies.Thistransformationoccursasaresultoftheactiveexploration,discussion,inquiry,andreflectiononpastandcurrentexperiences.Transformationhappenswhenlearnersareprovidedtheopportunitytosharewithotherstoconstructnewmeanings.Becauselearnersinthisprogramalreadyhaveobtainedabachelor’sdegreeandhavecompletedpre-requisitecourserequirements,theyhaveanexperientialbasefromwhichtoconstructtheirknowledgeofoccupationaltherapy.Inthisregard,thegraduateportionoftheCombinedBS/MSProgramandtheProfessionalMaster’sProgramareformulatedtoofferlearnerstheopportunitytoengagewithotherlearnersasacommunitywhoseobjectivesaretodevelopadeepunderstandingofthecorephilosophyofoccupationaltherapy,thevalueandmeaningofoccupationalengagement,andthevalueandprocessesofcreatingandevaluatingevidencefortheprofession.Instructionalmethodsconsistentwithadultlearningtheorythatallowlearnerstoattachnewmeaningstopastandcurrentexperiencesareincluded:discussion,practiceexperiences,andproblem-basedlearningactivitiesandlabexperiences.Theprogramculminateswithtransformedlearnersabletodemonstratetheidealsandcompetenciesthatpromotecontinuedlearningasprofessionals.CurricularSequenceConsistentwiththesephilosophies,thecurricularsequenceforthecombinedBS/MSprogramandtheProfessionalMaster’sprogramdifferfromoneanothertosupportthelearningneedsofthestudentsintherespectiveprograms.Basedonaconstructivistapproach,thecurriculumfortheundergraduateportionoftheCombinedBS/MSprogram(bachelor’sdegreeinOccupationandWellbeing)followsadevelopmentalsequence.Thissequenceallowsthestudentstoconstructfoundationalknowledgeandcompetencesbasedoncoreprinciplesandsharedlearningexperiencesbeforeapplyingandanalyzingthatknowledgeandcompetenceswithintheoccupationaltherapypracticecourses.Incontrast,thecurricularsequencesforthegraduateportionoftheCombinedBS/MSProgramandtheProfessionalMaster’sprogramaredesignedtoguidetransformationalthinkingaboutcoreprinciples,integratingandbuildinguponlearningexperiencesthatwerepartofthestudents’undergraduateeducation.Theendgoalofbothprogramsistograduatecompetent,ethical,andempathicoccupationaltherapistswhosupportthehealthandwell-beingofpersons,organizations,andpopulationsthroughtheuseofoccupationalengagementandoccupationaljustice.CombinedBS/MSProgramTheprerequisitephaseoftheprogramisdesignedtofoster6-13-11\n·foundationalknowledgeaboutbodyfunctionsandstructuresthatsupportoccupationalengagement·foundationalskillstopromoteeffectivewrittenandverbalcommunication,criticalanalysisandflexiblethought·awarenessandsensitivitiesabouthumandifferencesandcommonalitiestosupportlocalandglobalcitizenshipandleadershipDuringthefirstyearoftheprogram,emphasisisplacedonconstructionof·knowledgeandcompetencesrelatedtoothemeaning,purposeandanalysisofoccupations,andtheunderstandingofhumansasoccupationalbeings(OCTH211,217,218)ofurtherunderstandingofbodyfunctionsandstructurestosupportthisengagement(BIOL213,214,427)ooccupationalengagementofhumansacrossvariousperiodsoftheirlives,asinfluencedbythesocialandphysicalenvironmentsandthecultural,personal,temporal,andvirtualcontextsthatexistwithinandaroundthem(OCTH213,216)·foundationalvaluesandethics,andprofessionalismguidingoccupationaltherapypractice(OCTH211).Coursesduringthesecondyearandfirsthalfofthethirdyearareorganizedtopromotetheconstructionofmorespecializedknowledge,competencies,values,ethics,andprofessionalismrelatedto·occupationaltherapypracticesthataddressissuesrelatedtomentalhealth,childrenandyouth,adultneurologicalandmusculoskeletalconditions,andtheagingprocess(OCTH221,313,314,317,319,320,323,325,326)·healthcareandoccupationaltherapyorganizationalstructuresandprocesses(HLTH207,OCTH428)·preparatorylevelscholarshipandresearch(OCTH430).LevelIIFieldworkoccursduringthesecondhalfofthethirdyearoftheprogramwithemphasisontheintegrationandapplicationofknowledgecompetencies,professionalism,values,andethicsrelatedtophysicaldisabilitiesandpsychosocialpractice(OCTH435,436)Thefinalyearoftheprogramreflectstransitionfromundergraduatetograduatelevelcoursework.Thecoursecontentandlearningactivitiesaredirectedtowardsadvancingclinicalreasoningandtransformativelearningto·supporttheoreticallygrounded,ethicalpracticethatincorporatesevidencesandoccupationaljustice(OCTH611,613,678)·analyzepolicyissuestoinfluencepractice,andlife-longprofessionalism(OCTH603)·engageincommunitybasedandemergingpracticethatpromoteshealthandqualityoflife(OCTH612)·designandimplementresearchthatcentersonthescienceofhumanoccupationandtheoccupationofpracticetoimproveprofessionalknowledge,scholarship,andcompetences(OCTH610,781,880).6-13-11\nCurricularSequenceofProfessionalMaster’sProgram-beginningFall2010Inadditiontotheacademicpreparationassociatedwithundergraduateeducation,theprerequisitecoursesoftheProfessionalMaster’sProgramaredesignedtopromotefoundationalknowledge,competencies,valuesandethicsrelatedtohumanbehaviorandbodyfunctions,andthedynamicrelationshipofcontextsandenvironmentsonthosebehaviorsandbodyfunctions.Thespecificrequisitesincludeintroductorycoursesinsociology,psychology,abnormalpsychology,statistics,humananatomyandphysiology,physics,andhumangrowthanddevelopment.Duringthefirstyearoftheprogram,coursesbuilduponthisfoundationtopromotedeepreflectionaboutideas,concepts,theories,andphilosophiesthatunderpinoccupationaltherapypractice.Emphasisisplaceontransformingknowledge,competences,professionalism,valuesandethicsrelatedto·theoriesandmodelsofpracticewithparticularemphasisonthedynamicrelationshipbetweenoccupations,andtheoccupationaltherapydomainandprocesstopromote,health,participation,andoccupationaljustice(OCTH600,611)·bodyfunctionsinfluencingengagementinoccupations(OCTH221,BIO427)·groupprocessesandhumaninteractionsasinfluencedbysocial,cultural,andphysicalcontext(OCTH600,601)·scholarlymethodsandprocedurestosupporttheuseevidencebasedresearchforpractice(OCTH610,613).Duringthesecondandthirdsemestersofthefirstyear,thisprocessoftransformativethinkingtodevelopknowledge,competences,professionalism,valuesandethicsisdirectedtooccupationaltherapysystemsandservices.Specificcoursecontentaddresses·occupationaltherapyservicesrelatedtopsychosocialpractice(OCTH314,320)·occupationaltherapyorganizationalstructuresandprocesses(OCTH428)·policiesaffectingoccupationaltherapypracticeandthepromotionofhealth,participation,andlife-longprofessionalism(OCTH603).Theprocessesforpromotingtransformativelearningtoguideoccupationaltherapyservice,researchandscholarshipcontinuetoexpandduringthesecondyearoftheprogram.Coursecontentemphasizestransformativethinkingrelatedtothe·applicationoftheoccupationaltherapyprocesstoochildren,youth,adultsandolderadults(OCTH319,413,417,325,326,678)ocommunity-basedandemergingpracticeareas(OCTH612)·designandimplementationofresearchthatcentersonthescienceofhumanoccupationandtheoccupationofpracticetoimproveprofessionalknowledge,scholarship,andcompetences(OCTH781,880)·integrationofknowledgeandcompetencies,professionalism,values,andethicsthroughclinicalreasoningprocessestoprepareforLevelIIFieldwork(OCTH6XX)TheprogramculminateswithLevelIIFieldworkwithemphasisontheintegrationandapplicationofknowledgecompetencies,professionalism,values,andethicsrelatedphysicaldisabilitiesandpsychosocialpractice.ProjectsassociatedwiththeLevelIIFieldworkexperiencesaredesignedtopromotetheintegrationofresearchintopractice(OCTH635,636).6-13-11\nEducationalPhilosophyandCurricularSequenceofProfessionalMaster’sProgram-pre-2010Theeducationalphilosophyofthepre2010ProfessionalMaster’sprogramcloselyalignedwiththeeducationalphilosophyoftheCombinedBS/MSprograminOccupationalTherapy.Basedonaconstructivistapproach,theundergraduatecourseworkofthepre-2010professionalmaster’sprogramfollowedadevelopmentalsequence.Thestudentsconstructedfoundationalknowledgeandcompetencesbasedoncoreprinciplesandsharedlearningexperiencesbeforeapplyingandanalyzingthatknowledgeandcompetenceswithintheoccupationaltherapypracticecourses.ThegraduateportionoftheCombinedBS/MSProgramandthepre2010ProfessionalMaster’sprogramweredesignedtoguidetransformationalthinkingaboutcoreprinciples,integratingandbuildinguponlearningexperiencesthatwerepartofthestudents’requiredundergraduatecoursework.Theendgoaloftheprogramwastograduatecompetent,ethical,andempathicoccupationaltherapistswhosupportthehealthandwell-beingofpersons,organizations,andpopulationsthroughtheuseofoccupationalengagementandoccupationaljustice.Priortobeingadmittedintothepre-2010ProfessionalMaster’sprogram,studentsneededtoearnabaccalaureatedegreeinafieldotherthanoccupationaltherapyandcompleteprerequisitecourseworkinsociology,psychology,abnormalpsychology,statistics,humananatomyandphysiology,physics,andhumangrowthanddevelopment.Duringthefirstyearoftheprogram,emphasiswasplacedonconstructionof·knowledgeandcompetencesrelatedtoothemeaning,purposeandanalysisofoccupations,andtheunderstandingofhumansasoccupationalbeings(OCTH211,217,218)ofurtherunderstandingofbodyfunctionsandstructurestosupportthisengagement(OCTH221,BIOL427)ooccupationalengagementofhumansacrossvariousperiodsoftheirlives,asinfluencedbythesocialandphysicalenvironmentsandthecultural,personal,temporal,andvirtualcontextsthatexistwithinandaroundthem(OCTH213,216)·foundationalvaluesandethics,andprofessionalismguidingoccupationaltherapypractice(OCTH211).Coursesduringthesecondhalfofthefirstyearandthefirsthalfofthesecondyearwereorganizedtopromotetheconstructionofmorespecializedknowledge,competencies,values,ethics,andprofessionalismrelatedto·occupationaltherapypracticesthataddressissuesrelatedtomentalhealth,childrenandyouth,adultneurologicalandmusculoskeletalconditions,andtheagingprocess(OCTH313,314,317,319,320,323,325,326)·healthcareandoccupationaltherapyorganizationalstructuresandprocesses(HLTH207,OCTH428).Thesecondhalfofthesecondyearreflectedatransitionfromundergraduatetograduatelevelcoursework.Thecoursecontentandlearningactivitiesweredirectedtowardsadvancingclinicalreasoningandtransformativelearningto6-13-11\n·supporttheoreticallygrounded,ethicalpracticethatincorporatesoccupationaljustice(OCTH611)·engageincommunitybasedandemergingpracticethatpromoteshealthandqualityoflife(OCTH612)·establishfoundationalknowledgeaboutresearchmethodsandevidencebasedpractice(OCTH610,613).LevelIIFieldworkoccurredduringtheendofthesecondyearandthefirsthalfofthethirdyearoftheprogramwithemphasisontheintegrationandapplicationofknowledgecompetencies,professionalism,values,andethicsrelatedtophysicaldisabilitiesandpsychosocialpractice(OCTH435,536)ThefinalhalfofthethirdyearoftheprogramAtthetimeoftheACOTEsitevisit,studentswillbeinthisfinalsemesteroftheprogram.isdirectedtofurtheradvancementofclinicalreasoningandtransformativelearningto·enhanceevidencebasedpractice(OCTH678)·analyzepolicyissuestoinfluencepractice,andlife-longprofessionalism(OCTH603)·designandimplementresearchthatcentersonthescienceofhumanoccupationandtheoccupationofpracticetoimproveprofessionalknowledge,scholarship,andcompetences(OCTH781,880).ReferencesAmericanOccupationalTherapyAssociation.(1995).Thephilosophicalbaseofoccupationaltherapy.AmericanJournalofOccupationalTherapy,49(10),1026.AmericanOccupationalTherapyAssociation.(1999).ThedefinitionofoccupationaltherapypracticefortheAOTAmodelpracticeact.AmericanJournalofOccupationalTherapy,53(6),608.AmericanOccupationalTherapyAssociation.(2007).Philosophyofeducation.AmericanJournalofOccupationalTherapy,61,678.AmericanOccupationalTherapyAssociation.(2008).Theoccupationaltherapypracticeframework:Domainandprocess2ndEdition.AmericanJournalofOccupationalTherapy,62,625-6838.6-13-11\nCanadianAssociationofOccupationalTherapists.(1997). Enablingoccupation:Anoccupationaltherapyperspective. Ottawa,Canada. CAOTPublicationsACE.Clark,F.A.,Ennevor,L.E.,&Richardson,P.(1996).Agroundedtheoryoftechniquesoroccupationalstorytellingandoccupationalstorymaking.InR.Zemke&F.Clark(Eds.),Occupationalscience:Theevolvingdiscipline(pp.373-392).Philadelphia:F.A.Davis.Gray,J.M.,Kennedy,B.L.,&Zemke,R.(1996).Applicationofdynamicsystemstheorytooccupation.InR.Zemke&F.Clark(Eds.),Occupationalscience:Theevolvingdiscipline(pp.297-308;309-324).Philadelphia:F.A.Davis.Lave,J.&Wenger,E.(1991).Situatedlearning:Legitimateperipheralparticipation.NewYork:CambridgeUniversityPress.Mezirow,J.&Associates(2000).Learningastransformation:Criticalperspectivesonatheoryinprogress.SanFrancisco,CA:Jossey-Bass. Reilly,M.(1962).Occupationaltherapycanbeoneofthegreatideasof20thcenturymedicine.AmericanJournalofOccupationalTherapy,16,87-105.TowsonUniversity.(2010).TowsonUniversity2016:Buildingwithin-reachingout.RetrievedJanuary5,2011fromhttp://www.towson.edu/tu2016/documents/2016Plan.pdfTowsonUniversity(2011).TowsonUniversityMissionStatement.RetrievedMarch5,2011fromhttp://www.towson.edu/main/abouttu/glance/mission.aspWilcock,A.A.(1998).Anoccupationalperspectiveofhealth.Thorofare,NJ:SLACK.Wilcock,A.,&Townsend,E.T.(2008).Occupationaljustice.InE.B.Crepeau,E.S.Cohn,&B.Schell(Eds.),Willard&Spackman’soccupationaltherapy(11thed.).Philadelphia:Lippincott,Williams,&Wilkins.Zemke,R.,&Clark,F.(1996).Occupationalscience:Theevolvingdiscipline.Philadelphia:6-13-11\nF.A.Davis.6-13-11