Moving beyond the individual: Occupational therapists' multi-layered work with communities
Bibliographic record
Abstract
Introduction Although working with communities using community-centred approaches like community development has been identified as an important occupational therapy domain of practice, occupational therapists continue to struggle to clarify their roles and processes in this area of practice. From a study that aimed to describe the practice process of occupational therapists working in community development, this article presents key findings regarding how occupational therapists described their work with individuals and communities, providing a conceptualization of how to situate their work with individuals within a broad community context. Method Using interpretive description, individual interviews and focus group discussions were conducted via telephone with 12 occupational therapists from across Canada between February 2014 and March 2015. Results There was some uncertainty amongst participants regarding the definition of community development. Four layers of community-centred practice were inductively derived from the data: individual, group, community of interest, and systems. The latter two touch on community development. Conclusion The conceptualization that emerged from this study can assist occupational therapists in reflecting on current practice and furthering an appreciation of how their work with individuals can include a community focus, responding to calls within the profession to look beyond the individual.
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How this classification was reachedexpand
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 | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".