CMOP-E Case Study Example

CMOP-E Case Study ExampleMrs. B is a 54 year old woman diagnosed with schizophrenia. afterwards being stabilized with medication and receiving treatment, she struggled with finding and maintaining employment but eventually found a job as a sales associate. Recently, she was referred to see the OT because she was lineage to feel dissatisfied with her job and wanted to explore other options. In the past, she forgeed 4 or 5 day shifts a week however, currently, her employer was giving her less shifts per week. Her shifts were in the evening, which made it difficult for her to spend time with family. She felt stressed because her employer was expecting her to recognise more tasks but did not give her adequate time to get by them. She was also having interpersonal problems with her co-workers which added to the stress. She also indicated that she wanted to expand her social network as she felt that she had few friends. The OT provided her with resources that would assist with vocati onal readiness. To assist with expanding her social circle, the OT provided Mrs. B with a website that connected people ground on interests.Using the above case study, this paper will discuss how the CMOP-E relates to OT practice. The focus of this paper is on the interaction mingled with occupation and surroundings.CMOP-EModels provide OTs with a example to gather information about the individual and to plan interventions. The Canadian Model of Occupational Performance (CMOP) is based on a set of values and beliefs concerning occupation, person, purlieu, and client-centered practice (Hagedorn, 2001). A central construct of this model is that the client is involved in the process of determining ask and planning action the therapists role is to enable this process and enable clients to engage in occupation (Hagedorn, 2001). The CMOP is an interactive model showing relationships between person, environment, and occupation (See compute 1, part A) (Townsend Polatajko, 2007, p. 23). In the CMOP, the person, re typifyed as a triangle, has three components cognitive, physical and affective, with spirituality at the summation (Townsend Polatajko, 2007). The model shows that occupation connects the person and the environment (Townsend Polatajko, 2007). The get a line components of occupation include self-care, productiveness and leisure (Townsend Polatajko, 2007).A critical review of the CMOP led to the portrayal of a trans-sectional view (see Figure 1, part B) (Townsend Polatajko, 2007, p. 23). The trans-sectional view of the CMOP laughingstock be used to show that occupation is of central interest and delimits the OTs concern with persons and environments. The transverse view with occupation front and centre presents occupation as OTs core domain of interest, showing that OTs are primarily concerned with human occupation, and the connections with the occupational person and the occupational influences of the environment those aspects of person or e nvironment that are not related to occupation are beyond OTs scope (Townsend Polatajko, 2007, p. 23 24). OTs need to consider the actual performance of an occupation and the level of importance it holds or the pointedness of satisfaction it brings to the individual, family, group or organization. OTs also need to consider the potential and possibilities for occupational engagement that is allowed by the occupation-person-environment interactions. CMOP is now CMOP-E with the added word engagement to extend the occupational perspective (Townsend Polatajko, 2007, p. 24, 28).EnvironmentThe environment in the CMOP is the context in which an individual performs occupations and includes physical, social, cultural, and institutional elements (Cole Tufano, 2008). The physical environment includes natural and built factors. This may include home, classroom, workplace, or natural environments (Cole Tufano, 2008).Social environment is composed of social groups such as family, coworker s, and community organizations (Cole Tufano, 2008). The social environment is the source of personal relationships (Duncan, 2006).Cultural environment may overlap with social environment and include religious, ethnic, and political factors which can affect the opportunities for, and barriers to, participation (Cole Tufano, 2008).The institutional environment includes the political and social systems that affect the number of opportunities present and provides rules and limits to an individuals occupations (Cole Tufano, 2008).OccupationThe definition of occupation is (excerpted from Enabling Occupation, CAOT, 1997)Occupation refers to groups of activities and tasks of everyday life, named, organized, and given value and meaning by individuals and a culture. Occupation is everything people do to busy themselves, including looking after themselves (self-care), enjoying life (leisure), and contributing to the social and economic fabric of their communities (productivity). (Townsend Polatajko, 2007, p. 17)The area of self-care encompasses all the tasks an individual goes through in a day to fool away care of oneself. Personal care includes basic activities of daily living, such as bathing, dressing, or personal hygiene. Self-care also includes instrumental activities of daily living, such as budgeting, driving, or grocery shopping (Radomski Latham, 2008).Productivity refers to an individuals economic contribution to society through paid and unpaid work. Some examples of productivity include paid employment, volunteer work, childcare, and homemaking (Radomski Latham, 2008). void is activities that are completed voluntarily, intrinsically motivating and for enjoyment (Radomski Latham, 2008). Leisure activities may include quiet activities, such as reading, or active leisure such as sports, and socialization. (Randomski Latham, 2008).Application in PracticeIn the case study, the interaction between the occupations of productivity and leisure and the environm ent is evident. Mrs. Bs satisfaction in her productivity was influenced by the social environment of her job. Her strained relationship with her co-worker affected her job satisfaction and stress level. Having time constraints fit(p) on her by her employer to complete certain tasks also increased her stress. Sparks and Cooper (1999) conducted a study to investigate the influence of seven job characteristics on mental and physical health. Results of the study showed that the caliber of the social environment in the workplace is associated with stress.Mrs. B.s leisure was also affected by her productivity and social environment. Mrs. B. had limited time to spend with her family when she was scheduled to work evening shifts. Working in the evenings limited her opportunities to meet new people and expand her social network. Leisure is important because it allows an individual to have a balance life. Research has shown that a balance between work and family predicts well-being and over all quality of life. (Greenhaus, Collins, Shaw, 2003)The cultural environment also affected Mrs. Bs productivity. Schizophrenia or mental illnesses by their nature lack visibility therefore, encouraging the stigmatization of individuals with a mental illness (Copeland, 2009). In addition, society expects these individuals to work. This affected Mrs. B. because the expectation placed on her from society was that she should be working.The impact of the institutional environment on Mrs. Bs productivity is that the Government of Alberta requires individuals to meet certain conditions in order to be eligible for financial and health-related assistance programs, such as Assured Income for the Severely Handicapped (AISH) and Alberta Works. Some of the eligibility criteria for AISH are must have a severe hinder that is permanent and substantially limits ability to earn a living, and income or income of cohabiting partner must not exceed the limits allowed under the program (Assured Income for the Severely Handicapped, AISH, n.d.). The institutional environment required Mrs. B to work because she did not qualify for AISH or Alberta Works.Mrs. B.s physical work environment was not addressed however, looking at the work environment would be beneficial because it affects a persons job satisfaction. Some elements that may affect job satisfaction include the act of lighting, noise levels, and floor configuration and piece of furniture layout (Vischer, 2007). Leather, Pyrgas, Beale, and Lawrence (1998) conducted a study that examined the steer and indirect effects of windows in the workplace on job satisfaction, intention to quit, and general well-being. Results from the study showed a significant direct effect for sunlight penetration on all three factors.Self-care was also not addressed by the OT however, it could be concluded that it did not have an effect on Mrs. Bs productivity. She was observed to have dressed appropriately and was well kept. It could be assumed t hat it was not an explicitly stated criterion for Mrs. B to prove proper self-care before engaging in productivity with the OT. Self-care is a component that is important to address in productivity because an individual is usually interacting with others when working or volunteering. Being able to maintain proper self-care allows the individual to be socially accepted. Proper self-care also allows the individual to make a good first fancy during job interviews and throughout his or her time as an employee.ConclusionThe CMOP-E is a theoretical model that illustrates how occupational performance evolves from the interactions among the person, environment, and occupation. It provides OTs with a clear conceptual framework for thinking about the person throughout the occupational process. The CMOP-E with a person at its centre, demonstrates OTs client-centered practice. The application of the CMOP-E to Mrs. Bs case study demonstrates the dynamic and interdependent relationships between all aspects of environment and occupation. Through applying this model to Mrs. Bs case study, it is evident that practice is strongly based in theory.