Reflections on Power and Justice in Enabling Occupation
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
BACKGROUND: This descriptive paper offers reflections on power and justice associated with occupational therapy's client-centred practice, now described as the practice of enabling occupation. Framed as a contribution to the sociology of professions, the questions addressed are: How do power and justice work in occupational therapy today? What vision of power and justice guides the profession in implementing the client-centred practice of enabling occupation? METHOD: The paper opens with an overview of the analytic framework for reflections. Two sources for reflections are highlighted: the development of the Canadian guidelines and, client/consumer and occupational therapy perspectives. To illustrate the discussion of power and justice, two contrasting diagrams are presented, one on late 20th century power relations and the other on potential power relations. RESULTS: Recommendations for research, education, practice, and guidelines development are offered prior to a conclusion that acknowledges the dissonance facing occupational therapists who struggle to focus on occupations in client-centred practice. PRACTICE IMPLICATIONS: The paper offers insights and strategies for addressing power and justice as issues in implementing the client-centred practice of enabling occupation. The analysis may be used in raising awareness and guiding the strategic development of institutional change toward social inclusion and enabling occupation.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it