Human Occupation

Ted Brown is Professor of Occupational Therapy and Undergraduate Course Director in the Department of Occupational Therapy at Monash University – Peninsula Campus, Australia. Prior to this, he worked as an occupational therapy clinician for 16 years in Canada and Australia, primarily in the area of pediatrics. Stephen Isbel is Professor of Occupational Therapy at the University of Canberra, Australia. He has worked in the USA, the UK, and Australia, primarily in the areas of aged care, community care, and adult neurological rehabilitation. Louise Gustafsson is Professor and Lead of the Occupational Therapy Program at Griffith University, Australia. Her research aims to address occupational issues of older adults and individuals with neurological conditions. Sharon Gutman is a professor at Rutgers University in the Occupational Therapy Doctorate Program. Her body of work has primarily addressed the development and assessment of interventions designed to help sheltered homeless people transition from homelessness to supported housing. Diane Powers Dirette is a professor in the Interdisciplinary Health Sciences PhD Program at Western Michigan University, and her research interests are focused on treatments for people with acquired brain injuries. Bethan Collins is the Head of Occupational Therapy at the University of Salford, UK. Bethan completed her primary degree in Occupational Therapy and her PhD at Trinity College Dublin, Ireland. Tim Barlott is an assistant professor in the Department of Occupational Therapy at the University of Alberta. His work pursues theory, practices, and collective processes that can be liberating for psychiatrized and other marginalized people.

Section One - Overview of Human Occupation Chapter One – Introduction to Human Occupation: Contemporary Concepts and Lifespan Perspectives Chapter Two – Overview of Human Occupation: Concepts and Principles Chapter Three – Overview of Occupation-centered Practice Chapter Four – Person-centered Care in Occupation-based Practice Chapter Five – Models of Practice that Focus on Human Occupation Chapter Six – Participation and (Human) Occupation Chapter Seven – Practice Reasoning in Occupational Therapy: Introducing the Model of Occupational Therapy Reasoning Section Two - Contemporary Perspectives on Human Occupation Chapter Eight – Bringing Critical Perspectives into Occupation-based Practices Chapter Nine – The Situated Nature of Human Occupation Chapter Ten – Equity, Disadvantage, Justice, and Human Occupation Chapter Eleven – Undoing Coloniality: An Indigenous Occupation-based Perspective Chapter Twelve – Critical Disability Studies Perspectives on Human Occupation Chapter Thirteen – Occupation and Social Sanctioning Chapter Fourteen – Creativity, Hope, and Collective Emancipatory Experimentation: Tools for Social Transformation through Occupational Therapy Chapter Fifteen – Social Occupational Therapy: Contributions to Design a Field of Knowledge and Practices Chapter Sixteen – Pragmatism: Current and Future Influence on Occupational Therapy and Occupational Science Chapter Seventeen – Gender and Human Occupation Chapter Eighteen – Technology and Human Occupation Chapter Nineteen – Human Occupation and Environmental Sustainability Section Three - Principal Concepts Chapter Twenty – Key Occupational Concepts: Occupational Engagement, Occupational Balance, Occupational Adaptation, and Participation Chapter Twenty-one – Person Factors: Values, Beliefs, Spirituality, Body Functions, and Body Structures Chapter Twenty-two – Performance Skills: Motor, Process, and Social Interaction Chapter Twenty-three – Performance Patterns: Habits, Routines, Rituals, and Roles Chapter Twenty-four – Evolving and Pluralistic: Understanding the Environment in Occupational Therapy Section Four - Human Occupation across the Lifespan and Life Course Chapter Twenty-five – Human Occupations of Infants, Toddlers, and Preschoolers Chapter Twenty-six – Occupations of School-aged Children Chapter Twenty-seven – Human Occupations of Adolescence and Youth Chapter Twenty-eight – Human Occupations of Early Adulthood Chapter Twenty-nine – Human Occupations of Middle Adulthood (Ages 40–65) Chapter Thirty – Human Occupations of Late Adulthood Chapter Thirty-one – Future Considerations and Conclusion Section Five - Domains/Types of Human Occupation Chapter Thirty-two – Activities of Daily Living and Self-Care as Human Occupation Chapter Thirty-three – Instrumental Activities of Daily Living and Health Management as Human Occupation Chapter Thirty-four – Work, Productivity, and Volunteering as Human Occupation Chapter Thirty-five – Education as Human Occupation Chapter Thirty-six – Play as Human Occupation Chapter Thirty-seven – Leisure and Recreation as Human Occupation Chapter Thirty-eight – Social Participation as Human Occupation Chapter Thirty-nine – Sleep and Rest as Human Occupation Chapter Forty – Sexuality as Human Occupation