Occupational Profile Report
Occupational therapy is a client-centered health profession concerned with promoting health and wellbeing through occupation. The primary goal of occupational therapy is to enable people to participate in the activities of everyday life. Occupational therapists achieve this outcome by working with people and communities to enhance their ability to engage in the occupations they want to, need to, or are expected to do, or by modifying the occupation or the environment to better support their occupational engagement (WFOT 2012).
In creating an occupational profile, I used the occupational therapy performance model OPM(A), to organize and structure the profile assessing occupational performance of Miss Jessica Clarke. Firstly, I conducted an interview and observed and analyze the occupations in which the person is engaged. I had to consider three primary dimensions of performance:
How well people are able to carry out needed and desired occupations (routines and tasks) in real world contexts where performance would typically occur,
Identifying the person capacity / strategy application reasons for difficulties encountered, and
The influence of the multi-faceted context on performance.
Occupational performance model is categories into routines, tasks and sub-tasks performed by people to fulfil the requirements of occupational performance roles. These categories include:
? Productivity Occupations
? Rest Occupations
? Self-Maintenance Occupations
? Leisure Occupations
Occupational Profile Report: Jessica Clarke Name: Jessica Clarke
Age: 31 Years old
Occupation: School teacher / Co-founder Non-profit orgainsation Medical History:
? Chronic head/ neck pain – from injury sustained 4 years ago
? Diagnosed Mild Traumatic brain injury
? Depression and anxiety
Background Information: Client Jessica Clarke is 31 (date of birth: 5/12/1986). who is a school teacher and co- founder of a non-profit organization. Jessica is one of 7 siblings in her family, who are very catholic orientated. Miss Clarke lives with her boyfriend in the northern suburbs of Sydney NSW.
29th May 2014 Jessica Clarke, had a tragic accident whist teaching at a sports athletic carnival. She was hit in the back of the head with a 2kg discus. She has been diagnosed with Mild Traumatic brain injury.
Mrs Clarke stated that she had been experiencing increasing difficulties with the following tasks:
? Socialising, volunteering and attend community groups
? Learning new things
? Doing particular housework
? Driving a car
Miss Clarke expressed concerns about her future abilities. She reported feeling anxious about this and on occasion became teary when discussing the future. She was very concerned about the thought of being burden of her family and was mindful of the extra pressure recently placed on her boyfriend to assist her.
She also stated that she missed her seeing her friends and attending various community commitments and was starting to feel isolated. She didn’t want to ask her boyfriend or family for any extra help as she felt they were doing enough already.
Miss Clarke reported that maintaining her independence was important to her especially self- care tasks. She would also like to be able to return to some of her volunteer and leisure activities.
Miss Jessica reported that she participates in the following occupations:
– – –
Co- Founder of a non-profit organisation
– Friend and
Are routines, tasks and sub-tasks which are done to enable a person to provide support for self, family or community through the production of goods or provision of services (Reed, 1986, p.499).
Miss Clarke is still recovering she isn’t working as a teacher anymore, but now is running her organisation with her partner. She spends time on the organizations when she doesn’t have chronic headaches which gets her more involved with her local community.
Rest Occupations consist of purposeful pursuit of non- activity including routines, tasks, sub- tasks and rituals undertaken. (Meyer, 1922). Miss Clarke reports she enjoys doing the following activities which help her relax and helps with her mental and physical wellbeing
? watching her favorite tv shows and movies, but the noise level has to be low ? walking
? Going to the beach
? meditations which help her feel grounded and calm
Are routines, tasks and sub-tasks done to preserve a person’s health and well-being in the environment (Reed, 1986, p.499).
Self-maintenance occupations for Miss Clarke are her typical day activities which are: waking up, eating breakfast, taking her daily medications, then going for a walk as is takes her mind of things. Miss Jessica has an occasional nap within her day, as its helps with her head aches, she also has multiple different types of medical appointments and checkups with Royal rehab, Inner west pain center and physio to do with the brain injury and chronic pain.
Are routines, tasks and sub-tasks for purposes of entertainment, creativity and celebration, for example gardening, sewing, games (Meyer, 1922).
Jessica reports she enjoys going to the beach, family and friend gatherings and she is very interested in making an impact on the environment. Other leisure pursuits miss Clarke likes to do includes walking, gardening.
Jessica has reported that she hasn’t been able to participate as much and do certain activities such as dancing and biking riding to since her condition has made it difficult especially /multitasking.
Strengths and weaknesses
I have gathered the information below from Miss Clarke and information from her doctor reports and family members. Jessica’s strengths that she tries to think positive and even though she has struggled and finding it hard to cope with everything that has happen emotionally and physically she is able to keep fighting.
Major concern that there is a difference of her cognitive and physical behavior changes, these factors have a heavy impact on caucusing the barriers that Miss Clarke has on being able to do her daily tasks and activities.
People with TBI may have changes to their personality, trouble with memory, confusion, or poor judgment. They may be tired, depressed, or anxious. The changes to the brain after TBI can affect people’s ability to do daily activities and or occupations (Marsha Neville, 2014).
The effects of a mild brain injury associates difficulties both physical and / or cognitive.
? Short-term memory problems
? Poor concentration and attention
? Slowed responses
? Sensory overload and fatigue
? Poor planning and problem-solving
? Inflexibility and self-centered behavior
? Impulsive behavior and irritability
? Emotional changes
Jessica’s Physical difficulties
? Dizziness and balance problems
? Headaches/ Migraines
? Chronic sharp pains in head area
? Coordination and proprioception
(Neville, M., & Golisz, K, 2014)
The Role of an Occupational Therapies
The role of an occupational therapist is to have an understanding of the client’s goals and ways to help overcome the barriers that are stopping everyday tasks and activities. Working closely with client Miss Clarke and her family and identify the areas of difficulty and how these are going to impact on their daily routine.
Jessica goals that she would like to achieve are working on her mental and physical health, be able to get back to teaching, also to do normal daily tasks and activities and normal routine. She is wanting to be able to walk every day and do daily exercises. Through setting realistic and achievable goals, working with the together through the rehabilitation plan towards achieving the highest level of independence and ability possible. Below are some practical ways that an occupational therapist can help Jessica with her medical condition of Mild Traumatic Brain Injury.
? Fatigue management plans to ensure that miss Clarke paces achieve their goals
? Memory strategies – using apps on phones and reminders
? Routine planning so she doesn’t overdo and push herself to exhaustion
? Community access support
? Return to work support or volunteering
? Help with returning to social activities and sports / hobbies
? Sleep routine
? Motivation and planning strategies
? Anger and behavior management
? Moving & handling assessments, plans and training
? Home adaptations and housing assessments
? Facilitated discharges
? Family education and training
? Techniques and activities around independence in daily activities
Address problems with memory, attention span, and organisation. Activities
? Keep track of headaches in a journal. Note the time of day, the activity, and intensity of the pain.
? Use alarms to remind yourself of things you need to do throughout the day, such as taking your medications.
? Play games that use memory and problem solving. These include cards, dominoes, checkers, chess, word search puzzles, and board games.
? Have specific places for things for example like house keys.
? Keep calendars where they are easy to see. Review them and update them every day.
? Create daily schedules. Check things off after you do them.
? Assist in developing effective schedules and routines
? Provide cognitive retraining exercises to address specific cognitive skills, such as
attention, memory, and executive functioning (e.g., using computer-based programs)
? Teach the use of memory compensation techniques such as daily planners, technological devices, checklists, and cueing systems
? Evaluate skills and what Jessica would like to achieve her daily activities, then create a daily plan to help her to succeed.
? Help select the best tools for Jessica that fit her lifestyle and skills. Examples include a smartphone, tablet, computer, paper notebook, small voice recorder, etc. then teach and train you in how to use these tools.
Feel more in control of your emotions and behavior. Activities
? Try to avoid things that make her angry or frustrated.
? allocating time to do the things you enjoy, such as hobbies or being with friends.
? Allow her to grieve losses.
? Accept help from people you trust.
? Get enough sleep and rest. Being tired and in pain can make it harder to cope.
? provides support group for her to share her experiences and learn from others.
? Determine what triggers Miss Clarkes anger or frustration and create ways for her to address it before she feels out of control.
? Teach Miss Clarke ways to relax, manage her anger, and think more positively.
? Teach Miss Clarke with new ways and modifying of doing the things that are important to her, like cooking or buying groceries, and help her meet her goals
In conclusion Occupational therapy practitioners assess functional activity demands against the performance abilities of clients and identifying and addressing deficits; therefore, they are key members of the community reintegration team. Through task analysis, environmental modifications, and functional activities, they can help individuals with brain injuries re-learn skills or compensate for impairments. Community-based occupational therapy can help individuals with brain injury improve the quality of their lives and regain their maximal level of independence.