models

Name
Course
Tutor
Date
Models of Occupational Therapy
The Person-Environment-Occupation (PEO)
The PEO therapy aims at the dynamic relationships between environments, occupations, and people. The relationship between the three helps in understanding the quality of occupation performance, and the design process must always be aimed to maximize the fit of all the components of the model to optimize functionality. Give environments are easy to alter and that Ms. C wants to live independently, the best intervention would ensure occupation is achieved by allowing Ms. C to attend school. Intervention regarding the “person” component would recommend Ms. C living independently around the school. Lastly, for the “environment,” the recommendation is to revolve close monitoring of the brother who could be allowed to visit frequently.
Canadian Model of Occupational Performance and Engagement (CMOP-E)
The CMOP-E model is theoretical and demonstrates the evolution of occupational performance based on interactions between people, occupation, and environment. This model is required to give occupational therapists a conceptual framework that ensures an individual is kept in mind throughout the occupational process. As CMOP-E demands a client-centered approach, Ms. C must be given all the space she desires but keeping in mind what else would improve her occupation, which in this case is college grades. Ms. C is, therefore, to attend college and find a place to live solely. To ensure maximum results, the elder brother should also be enrolled in some college so that Ms.

C still finds him successful while also maintain close monitoring and contact with his sister.
Model of Human Occupation (MOHO)
The MOHO model illustrates how people create and transform their occupations as they interact with the environment. The environment constitutes a dynamic cycle of actions from which feedback is obtained and taken into an internal side of the system; which constitutes the volition, habituation, and performance. Volition involves voluntary involvement; habituation maintains behavior; and performance gives the system’s action. Ms. C’s volition, as in the case, emerges from the brother’s success comparisons; habituation aspect is evident in fear of Ms. C when she learns she would be more successful than brother and away from his disturbance; and lastly, the aspect of performance, which would, therefore, be enabled by enrolling the brother in a college and ensuring communication is maintained.