The link above actually brings you to the AJOT website where you can click on and download the full PDF version of the article for free.
In this particular article, the author maintains that if OT truly wish to understand disability from a client's perspective, then we need to use something called the phenomenological approach to gaining crucial, more intuitive information about said clients. This means learning about the social, psychological, and anthropological sciences in addition to the bio mechanical sciences including in-depth courses in anatomy and physiology. Unfortunately, however, these courses are taught more in an unscripted, clinical environment where the fundamental understanding of "disabilities" may not be well understood in the abstract sense before working with patients/clients. The author maintains that knowledge of such intuitions should be supplemented in the classroom using more pedagogy in order to heighten the OT student's level of clinical intuition, or clinical reasoning before being subjected to fieldwork. Perhaps then the OT student may gather a true understanding of what it means to be disabled from the patient's point of view not only through the clinical lens but also the lens of the compassionate professional.
started by maglianop on 24 Jul 17
The link above actually brings you to the AJOT website where you can click on and download the full PDF version of the article for free.
In this particular article, the author maintains that if OT truly wish to understand disability from a client's perspective, then we need to use something called the phenomenological approach to gaining crucial, more intuitive information about said clients. This means learning about the social, psychological, and anthropological sciences in addition to the bio mechanical sciences including in-depth courses in anatomy and physiology. Unfortunately, however, these courses are taught more in an unscripted, clinical environment where the fundamental understanding of "disabilities" may not be well understood in the abstract sense before working with patients/clients. The author maintains that knowledge of such intuitions should be supplemented in the classroom using more pedagogy in order to heighten the OT student's level of clinical intuition, or clinical reasoning before being subjected to fieldwork. Perhaps then the OT student may gather a true understanding of what it means to be disabled from the patient's point of view not only through the clinical lens but also the lens of the compassionate professional.