Gillen Lecture Coursework Example

Gillen lecture
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Gillen lecture
In the medical model, care and dedication given to patients and there is no choice to treatment. Patients in the medical model own health are taken into consideration. During treatment concentration is based entirely on the disease, not the person and diagnosis is done on individuals without consideration patient’s feeling and motivations. In the medical model, even the language used becomes judgmental and only detached to clinical terms such that problems are in their clinical language. The medical model is the occupational therapy normalcy which requires patients to be also involved in doing not that the entire job is in the hand of the therapist.
On the other hand, client-centered model obeys so much the normalcy and traditions of occupational therapy and follows the fact that patients and therapists both have a role to play and no that every activity is in the hands of the therapists. Client’s knowledge is essential to improve occupational performance and health, and holistic action is practiced commonly (Gillen, 2013). The client is a human being who deserves care, and in fact, even the language used annihilates stigma from the patient. Problems are written in some real functional language. All the features in client cantered model are contemporaneous with occupational therapy normalcy and traditions.
Identity crisis was blatant when occupational therapists adopted methods that were controversial to the normalcy of OT.

Minimal time to clients and much time was only used to solve problems which are not occupational related and then it reaches a time when professional therapists could not define themselves in line with their roles. Specialisation is essential to an occupational for diligent delivery and for an occupational therapist to obey the rules of the norm they must evolve approaches to cognitive assessment and also to performance limitations (Gillen, 2013). A crisis development is whenever confusion is among occupational therapists in such a way that they assume their roles and a professional blurring in turn developed. More time was spent on pre-functional activities rather than on functional exercises. Therefore to solve the occupational crisis therapists need to re-evaluate the performance they should incorporate meaningful lessons and events in their therapy lessons.

Reference
Gillen, G. (2013). A fork in the road: an occupational hazard?. American Journal of Occupational Therapy, 67(6), 641-652.