4720 Montgomery Lane
P.O. Box 31220
Bethesda, MD 20824-1220
Phone number for AOTA is: 301-652-AOTA
Graduates of the program will be eligible to take the certification examination implemented by the National Board of Certification in Occupational Therapy (NBCOT) located at:
800 South Frederick Avenue
Gaithersburg, MD 20877
After successful completion of this exam, the individual will be an Occupational Therapist, Registered (OTR). Most states require a license in order to practice; however, state licenses are usually based in part on the results of the NBCOT Certification Examination. Some states might not license, nor fieldwork sites accept individuals with prior criminal records. A criminal background check will be required of all students in the second professional year of the program. It is the applicant's responsibility to inquire about licensing and fieldwork requirements prior to enrolling in the MOT program.
The University of Findlay's mission statement is: to equip students for meaningful lives and productive careers.
mission of the Occupational Therapy Programs is to prepare occupational
therapists who understand and value a community-focused and occupation-based
approach to practice, are leaders in a variety of professional roles, and
participate in ongoing professional development in preparation for service in
occupational therapy curriculum is organized around the concepts of humans as
occupational beings, the daily performance of occupations, and an understanding
of the contextual complexities that are necessary for meaningful occupational
performance. Meyer (1922) suggests that
the essence of human functioning includes being active and that active
engagement serves to ground humans in reality.
Kielhofner (1995) has defined human occupation as "doing culturally
meaningful work, play or daily living tasks in the stream of time and in the
contexts of one’s physical and social world" (p.3). These occupations are the foundation for
productive living. Dunn, Brown, and
McGuigan (1994) extend this concept by suggesting that occupational performance
may be understood by examining the phenomenology of the interactions between
the person, the task, and the environmental experiences of the individual who
is engaged in occupations. The use of
occupation as a therapeutic tool is grounded in the historical and theoretical
foundations of the profession.
individual may combine occupations in a variety of ways to support and satisfy
the occupational demands of his/her unique life roles and activities of daily
living that may include: self-care, work
and productive activities, education, play, leisure, rest, and relaxation. Occupational therapists are concerned with
the ability of individuals of all ages to perform occupations that allow them
to live satisfying and productive lives.
In addition, occupational therapists ensure client-centered practice by
involving individuals in the process of determining which performance areas
receive attention in the therapeutic process.
Occupational therapists believe that occupational performance is
enhanced through a holistic approach that includes attending to and respecting
the physical, mental, social, cultural, and spiritual dimensions of the
individual. The occupational therapy
process also includes cooperation and collaboration among clients, caregivers,
family members, and other professionals.
The practice of occupational therapy requires a continually developing
base of clinical reasoning and technical competencies for effective
interaction, evaluation, and implementation of intervention strategies.
are many diverse direct and indirect service delivery contexts in which
occupational therapists practice. These
settings and areas of practice may include:
school systems, long-term care facilities, acute care settings, physical
rehabilitation settings, mental health programs, home care opportunities, early
intervention programs, industrial rehabilitation programs, case management,
community-based programs, consultation, education, research, disease prevention
and health promotion. Occupational
therapists must understand that society and health care are dynamic
institutions impacted by individual, local, national, and global growth and
change. The practice of occupational
therapy also includes innovative, creative thinking necessary for the
advancement of the individual and the profession to meet the ever-changing
demands of occupational therapy, health care, and society.
is essential that occupational therapists understand, internalize, and live the
ethical principles and values of the profession.
curriculum design for the Occupational Therapy Programs at the University of
Findlay is based upon concepts of the Model of Human Occupation (Kielhofner
& Burke, 1980), the Ecology of Human Performance framework (Dunn &
McGuigan, 1994), and the application of Schön’s (1983) Reflection-in-Action
theory as described in Clinical Reasoning
by Mattingly and Fleming (1994). In
addition, the curriculum is designed to comply with the Standards for an
Accredited Educational Program for the Occupational Therapist (Standards)
adopted in 2008 by the Accreditation Council for Occupational Therapy Education
(ACOTE) of the American Occupational Therapy Association, Inc. (AOTA).
Conceptual Foundations for
Model of Human Occupation (MOHO) outlines three major subsystems that attempt
to explain and account for all human behavior.
At the most basic level, the mind-brain-body performance level, new
skills and the rules for using these skills are developed. At the next level, the habituation level,
skills are practiced until they become internalized as components of various
life roles and habits. At the highest
level, the volitional level, a person makes decisions to act based on values,
motivations, and beliefs in order to engage in occupations in an effective and
satisfying manner. The model of human
occupation also suggests that learning may occur interactively, at multiple
subsystem levels, and relies on feedback from the environment to modify human
Ecology of Human Performance (EHP) framework extends the emphasis of the
significance of the environmental context within which human beings perform
daily occupations. Human occupational
performance can be best understood with knowledge of the unique contextual
complexities that each individual includes in the performance of daily
occupations. By emphasizing the
importance of environmental factors, an occupational therapist demonstrates an
awareness that extends beyond a holistic and technical evaluation of an
individual’s occupational performance.
The contextual complexities that are a part of daily living, serve to
organize volitional, habituation, and performance level functioning into a
unique and meaningful occupational profile.
By understanding an individual’s occupational performance within the
context of unique life circumstances, an occupational therapist is able to
offer appropriate and meaningful interventions.
Reflection-in-Action theory developed by Schön, serves to complement the tenets
of MOHO and EHP. Schön emphasizes the
process of critical thinking, or reflection, in the everyday life of the
professional. Critical thinking allows a
competently trained professional to recognize phenomena sets, such as symptoms
associated with a particular disease, for which an understanding has been
gained primarily through hands-on experiences.
The process of critical thinking goes beyond an accumulation of
professional skills and knowledge, and requires individual practitioners to
respond critically to uncertainty, instability, uniqueness, and values
conflicts. In daily practice, a
professional makes innumerable qualitative judgments for which he/she rarely
states the rules or procedures; the professional simply "knows" what
to do through experience based on prior learning. Even when the professional consciously uses
research-based theories and techniques, he/she is dependent on implicit
recognitions, judgments, and skillful performances that require critical
thinking. Critical thinking, or clinical
reasoning as identified by Mattingly and Fleming (1994), recognizes and values
the individual strengths, judgment, and levels of competence of the
occupational therapy practitioner.
and Fleming (1994) have identified four levels of clinical reasoning that each
occupational therapist is likely to progress through as he/she gains experience
through clinical practice. As the
occupational therapist gains knowledge through experience, he/she is able to look
beyond the technical aspects of a client’s occupational performance needs and
develop an understanding of the context surrounding a client’s unique life
situation. This contextual understanding
allows the occupational therapist to develop more effective interventions that
address a client’s occupational performance needs in a meaningful,
The oil derrick has been
chosen as a graphic representation of the UF Occupational Therapy Program
curriculum design. All of the concepts
of the guiding theories discussed here can be seen reflected in the various
parts of the derrick. Refer to the
curriculum graphic model on the page preceding this section. The curriculum design is essentially a plan for selecting and
sequencing the program content. This
curriculum design reflects the program’s philosophy regarding occupational
therapy as a profession and the ACOTE Standards of a professional education for
an occupational therapist. In addition,
this curriculum design describes a process and does not intend to limit the
scope of theories and models of occupational therapy practice addressed and
included in the program.
sequence of courses in the curriculum reflects the philosophical base of the
curriculum design that includes MOHO and EHP.
In many ways, MOHO is a developmental model that describes how
individuals acquire skills, develop them in their daily roles and habits, and
subsequently make choices necessary to function on a daily basis. EHP places additional emphasis on the recognition
and understanding of the contextual aspects of each individual’s life, and
suggests that the occupational therapist include these important considerations
when developing a plan to enhance occupational performance. The ability to recognize the contextual
implications and understand an individual’s occupational performance needs is
the essence of clinical reasoning for occupational therapists.
courses in this curriculum serve to build the knowledge and skills of a student
in a developmental manner as he/she progresses through the program. As the level of the professional courses
increases, there is an assumption that these higher-level courses are based
upon the courses previously offered in the prerequisite and professional
coursework. As the student moves from
the academic setting to the clinical setting during fieldwork, skills and
techniques become more familiar and integrated as the student continues to
develop toward the future role as an occupational therapist. As the student nears the completion of the
fieldwork, he or she obtains entry-level competence and functions at a level
that incorporates motivation and an understanding of the role of the
development parallels the subsystems outlined by the model of human occupation
and emphasizes the importance of contextual learning experiences outlined by
the ecology of human performance framework.
The entire sequence of a student’s pre-professional and professional
education is based on learning the skills, roles, motivations, and values of
the profession through a carefully considered curriculum outline. In addition, students learn to use clinical
reasoning to guide their professional decisions and practice occupational
therapy using occupation-based methods.
Students are encouraged to be self-directed, life-long learners; agents
for change; and leaders in the profession and the community in a manner
consistent with the mission of the Occupational Therapy Program, The University
of Findlay, and The American Occupational Therapy Association.
Professional Curriculum - Curricular Themes
The professional program
sequence is organized to integrate information from the pre-professional
coursework and build upon this knowledge in a manner that is consistent with
basic tenets of the curriculum design.
The courses progress logically, reflecting MOHO while considering the
importance of occupational contexts as outlined by the EHP framework described
earlier in this document.
The following curricular themes reflect the faculty
perspective on what students need to value for practice and are reflected
across all courses in the professional curriculum:
occupational therapy incorporates the construct that humans find meaning in
their lives through occupations.
Meaningful occupations are unique to an individual and must be freely
chosen by the individual.
Effective practitioners recognize that
occupations are culturally imbedded, and reflect an individual’s cultural
roles, beliefs, values, and traditions. An
appreciation of diverse cultural perspectives is essential for effective
occupational therapy practice.
Client–Centered and Evidenced Based
is based on critical reasoning, the evidence and focused on the individual
client’s needs and goals. For
occupational therapy to survive in the rapidly changing health care system of
today, the occupational therapist must practice being client centered and
provide intervention based on the evidence coupled with sound clinical
reasoning every day.
of Community and Socio-Political Contexts of Occupation
and their occupations are shaped by the opportunities afforded or denied them
in socio-political contexts. Occupational therapists look for opportunities
to expand practice to community-based settings in which they can facilitate
social justice to increase occupational choice and promote community
integration for all individuals.