Dr. Christine Wright developed the Occupational Therapy Professional Education Paradigm (OT-PEP) to identify concepts and elements embedded in occupational therapy education. The OT-PEP outlines six core concepts - adaptive thinking, reflection, creation of meaning, action, organization, and time - that are important for occupational therapy students' internal transformation. It aims to create a framework for occupational therapy education comparable to the Occupational Therapy Practice Framework for clinical practice. The presentation provided an overview of the development of the OT-PEP and how it addresses feedback about making the theoretical proposal more concrete.

1. 11/10/2015
1
Development of the Occupational Therapy
Professional Education Paradigm (OT-PEP)
Christine E. Wright, PhD, LOTR
LSUHealth – Shreveport
2015 AOTA/OTCAS Education Summit
October 18, 2015
Copyright and Reproduction
Any of the information and material inclusive of text,
images, logos is either the property of or used with
permission by Dr. Christine Wright. The information may
not be distributed, modified, displayed, or reproduced – in
whole or in part – without the prior written permission of Dr.
Christine Wright.
COP YRIGHT © 2015 ALL RIGHT S RESERVED BY DR. CHRIST INE WRIGHT
Proposal Reviewer’ Comments
“This is a very theoretical proposal.”
“Further information regarding the outcome of the
analysis i.e., what the OT-PEP ‘looks like’, will be
of benefit to participants”.
These comments have been used to outline my
presentation.
COP YRIGHT © 2015 ALL RIGHT S RESERVED BY DR. CHRIST INE WRIGHT
“A very theoretical proposal”
COP YRIGHT © 2015 ALL RIGHT S RESERVED BY DR. CHRIST INE WRIGHT
Taxonomy of Theories in OT (Cole & Tufano, 2008)
Frames of Reference
Practice Guidelines in Specific Domains
Occupation-Based Models
Overarching Theories
Paradigm
Philosophy,Values and Ethics, Knowledge, OTPF
Yes it is!
COP YRIGHT © 2015 ALL RIGHT S RESERVED BY DR. CHRIST INE W RIGHT
Why a paradigm?
OTPF
 Occupational
Performance
 Prevention
 Health and Wellness
 Quality of life
 Participation
 Role competence
 Well-being
 Occupational Justice
OT-PEP
 Adaptive Thinking
 Action
 Time
 Organization
 Reflection
 Naming and Framing
 Tolerance for Ambiguity
 Building repertoire
 Creation of Meaning
 Plugging into repertoire
 Consciousness of craft
 Narrative
COP YRIGHT © 2015 ALL RIGHT S RESERVED BY DR. CHRIST INE WRIGHT

2. 11/10/2015
2
Why a paradigm?
The OT-PEP is a paradigm just like the OTPF
because it was born out of the literature that guided
our professional philosophy, values, and ethics.
COPYRIGHT © 2015 ALL RIGHTS RESERVED
BY DR. CHRISTINE WRIGHT
“Further information regarding the outcome of
the analysis i.e., what the OT-PEP ‘looks like’,
will be of benefit to participants”.
COP YRIGHT © 2015 ALL RIGHT S RESERVED BY DR. CHRIST INE WRIGHT
Occupational Therapy Professional Education
Paradigm (OT-PEP)
Adaptive Thinking Reflection
Creation of Meaning
Action
OrganizationTime
Naming
and
Framing
Tolerance
for
Ambiguity
Building
Repertoire
Plugging Into
Repertoire
Consciousness
of Craft
Narrative
Learner
Copyright ©2015 All Rights Reservedby Dr. Christine Wright
Core Concept Corresponding Elements
Adaptive Thinking Process
Adaptive Thinking
Action
Time
Organization
Process of doing
Evolution of Acquired
Experiences
Types of Reasoning
COP YRIGHT © 2015 ALL RIGHT S RESERVED BY DR. CHRIST INE WRIGHT
Reflection Process
Reflection Corresponding Elements
Reflection
Naming
and
Framing
Tolerance
for
Ambiguity
Building
Repertoire
How professionals
assess a situation
Every situation has some
degree of uncertainty
Development of a
therapeutic “bag of tricks”
COP YRIGHT © 2015 ALL RIGHT S RESERVED BY DR. CHRIST INE WRIGHT
Creation of Meaning Process
Core Concept
Creation
of
Meaning
Corresponding Elements
Narrative
Consciousness
of Craft
Plugging into
Repertoire Purposeful use of
therapeutic skills
Conscious awareness of why an
OT reacts a certain way
Comparing and contrasting
previous therapeutic stories with
current intervention
COP YRIGHT © 2015 ALL RIGHT S RESERVED BY DR. CHRIST INE WRIGHT

3. 11/10/2015
3
Final Thoughts
The purpose of the OT-PEP was to identify the concepts and
elements embedded in the OT body of knowledge related to
the final outcomes of OT education.
The OT-PEP and OTPF are both paradigms, as defined by
Cole and Tufano, with one being the domain and process of
occupational therapy education and one being the domain
and process of occupational therapy practice.
The OT-PEP could also be considered a paradigm that
explains the internal transformation of an OT student.
The hope is that the OT-PEP will create robust conversation
regarding the outcomes of occupational therapy education.
COP YRIGHT © 2015 ALL RIGHT S RESERVED BY DR. CHRIST INE W RIGHT
References
 Cole, M. B. and Tufano, R. (2008). Applied theories in occupational
therapy: A practical approach. Thorofare, NJ: SLACK
Incorporated.
 Wright, Christine E. (2012). OT-PEP: Development of a Professional
Education Paradigm for Occupational Therapy. The Open Journal
of Occupational Therapy, 1(1)(6), 1-21.
http://scholarworks.wmich.edu/ojot/vol1/iss1/6
COP YRIGHT © 2015 ALL RIGHT S RESERVED BY DR. CHRIST INE WRIGHT

4. Development of the Occupational Therapy
Professional Education Paradigm (OT-PEP)
Christine E. Wright, PhD, LOTR
LSUHealth – Shreveport
2015 AOTA/OTCAS Education Summit
October 18, 2015

5. Copyright and Reproduction
 Any of the information and material inclusive of text,
images, logos is either the property of or used with
permission by Dr. Christine Wright. The information may
not be distributed, modified, displayed, or reproduced – in
whole or in part – without the prior written permission of Dr.
Christine Wright.
COPYRIGHT © 2015 ALL RIGHTS RESERVED BY DR. CHRISTINE WRIGHT

6. Proposal Reviewer’ Comments
“This is a very theoretical proposal.”
“Further information regarding the outcome of the
analysis i.e., what the OT-PEP ‘looks like’, will be
of benefit to participants”.
These comments have been used to outline my
presentation.
COPYRIGHT © 2015 ALL RIGHTS RESERVED BY DR. CHRISTINE WRIGHT

7. “A very theoretical proposal”
COPYRIGHT © 2015 ALL RIGHTS RESERVED BY DR. CHRISTINE WRIGHT

8. Taxonomy of Theories in OT (Cole & Tufano, 2008)
Frames of Reference
Practice Guidelines in Specific Domains
Occupation-Based Models
OverarchingTheories
Paradigm
Philosophy,Values and Ethics, Knowledge, OTPF
Yes it is!
COPYRIGHT © 2015 ALL RIGHTS RESERVED BY DR. CHRISTINE WRIGHT

9. Why a paradigm?
OTPF
 Occupational
Performance
 Prevention
 Health and Wellness
 Quality of life
 Participation
 Role competence
 Well-being
 Occupational Justice
OT-PEP
 Adaptive Thinking
 Action
 Time
 Organization
 Reflection
 Naming and Framing
 Tolerance for Ambiguity
 Building repertoire
 Creation of Meaning
 Plugging into repertoire
 Consciousness of craft
 Narrative
COPYRIGHT © 2015 ALL RIGHTS RESERVED BY DR. CHRISTINE WRIGHT

10. Why a paradigm?
The OT-PEP is a paradigm just like the OTPF
because it was born out of the literature that guided
our professional philosophy, values, and ethics.
COPYRIGHT © 2015 ALL RIGHTS RESERVED
BY DR. CHRISTINE WRIGHT

11. “Further information regarding the outcome of
the analysis i.e., what the OT-PEP ‘looks like’,
will be of benefit to participants”.
COPYRIGHT © 2015 ALL RIGHTS RESERVED BY DR. CHRISTINE WRIGHT

12. Occupational Therapy Professional Education
Paradigm (OT-PEP)
Adaptive Thinking Reflection
Creation of Meaning
Action
OrganizationTime
Naming
and
Framing
Tolerance
for
Ambiguity
Building
Repertoire
Plugging Into
Repertoire
Consciousness
of Craft
Narrative
Learner
Copyright © 2015 All Rights Reserved by Dr. Christine Wright

13. Core Concept Corresponding Elements
Adaptive Thinking Process
Adaptive Thinking
Action
Time
Organization
Process of doing
Evolution of Acquired
Experiences
Types of Reasoning
COPYRIGHT © 2015 ALL RIGHTS RESERVED BY DR. CHRISTINE WRIGHT

14. Reflection Process
Reflection Corresponding Elements
Reflection
Naming
and
Framing
Tolerance
for
Ambiguity
Building
Repertoire
How professionals
assess a situation
Every situation has some
degree of uncertainty
Development of a
therapeutic “bag of tricks”
COPYRIGHT © 2015 ALL RIGHTS RESERVED BY DR. CHRISTINE WRIGHT

15. Creation of Meaning Process
Core Concept
Creation
of
Meaning
Corresponding Elements
Narrative
Consciousness
of Craft
Plugging into
Repertoire Purposeful use of
therapeutic skills
Conscious awareness of why an
OT reacts a certain way
Comparing and contrasting
previous therapeutic stories with
current intervention
COPYRIGHT © 2015 ALL RIGHTS RESERVED BY DR. CHRISTINE WRIGHT

16. Final Thoughts
 The purpose of the OT-PEP was to identify the concepts and
elements embedded in the OT body of knowledge related to
the final outcomes of OT education.
 The OT-PEP and OTPF are both paradigms, as defined by
Cole and Tufano, with one being the domain and process of
occupational therapy education and one being the domain
and process of occupational therapy practice.
 The OT-PEP could also be considered a paradigm that
explains the internal transformation of an OT student.
 The hope is that the OT-PEP will create robust conversation
regarding the outcomes of occupational therapy education.
COPYRIGHT © 2015 ALL RIGHTS RESERVED BY DR. CHRISTINE WRIGHT

17. References
 Cole, M. B. and Tufano, R. (2008). Applied theories in occupational
therapy: A practical approach. Thorofare, NJ: SLACK
Incorporated.
 Wright, Christine E. (2012). OT-PEP: Development of a Professional
Education Paradigm for Occupational Therapy. The Open Journal
of Occupational Therapy, 1(1)(6), 1-21.
http://scholarworks.wmich.edu/ojot/vol1/iss1/6
COPYRIGHT © 2015 ALL RIGHTS RESERVED BY DR. CHRISTINE WRIGHT