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The dark side of occupation
Published in Rebecca Twinley, Illuminating the Dark Side of Occupation, 2020
Core concepts of occupational science are occupational justice and injustice. Occupational injustice refers to situations beyond the control of individuals, groups, or communities that inhibit participation in meaningful occupations conducive to health and wellbeing, and this can prevail in various ways (Townsend & Wilcock, 2004). “Occupational deprivation” is defined as “a state of prolonged preclusion from engagement in occupations of necessity and/or meaning due to factors that stand outside the control of the individual” (Whiteford, 2003, p. 222). “Occupational marginalisation” is the inhibition of the right to exercise autonomous choices regarding participation in occupations (Townsend & Wilcock, 2004). “Occupational imbalance” is being over- or under-occupied, specifically related to the privilege of participation in diverse occupations. “Occupational alienation” is when individuals or communities participate in occupations that are not perceived as meaningful, enriching, or fulfilling to them (Townsend & Wilcock, 2004).
Developing understandings of occupational (in)justice with occupational therapy students in a transnational project
Published in Journal of Occupational Science, 2021
Juliette L. Truman, Jackie Fox, Sinead M. Hynes, Caroline Hills, Sarah L. McGinley, Lisa Ekstam, Agnes Shiel, Kristina Orban
Occupational science has been defined as both a disciplinary social science and a multidisciplinary science integrating viewpoints that enhance individual disciplinary understanding (Hocking, 2000; Larson et al., 2003; Lunt, 1997; Pierce et al., 2010; Yerxa, 1991; Zemke & Clark, 1996). An occupational perspective of social justice focuses on people’s rights to participate to their potential. Therefore, occupational science is a particularly important knowledge source in occupational therapy practice, education, and research. Occupational justice stems from the concept of social justice and focuses on identifying opportunities and freedoms for people to engage in occupations that have meaning and promote health (Bailliard et al., 2020). According to the World Federation of Occupational Therapists’ (WFOT) human rights position statement, all people have occupational rights to participate in a range of occupations supporting survival, health, and well-being, to choose without pressure of unfair limits on their choice, and to engage freely and without risk (WFOT, 2019; Wilcock & Hocking, 2015). Awareness of occupational injustice within the profession, especially among pre-service professionals, must be increased in order to address occupation-focused population health (WFOT, 2016).
Children’s perceptions of playing on inclusive playgrounds: A qualitative study
Published in Scandinavian Journal of Occupational Therapy, 2021
Ines Wenger, Christina Schulze, Ulrica Lundström, Maria Prellwitz
Play is recognized as a central occupation of children and essentially contributes to the development of social, cognitive, and physical skills, as well as to children’s overall well-being and mental health [13,14]. A central assumption of occupational therapy is the positive impact of occupations on health and well-being [15,16]. If children are not allowed to engage in meaningful occupations, such as play, this can be considered a challenge to the occupational right of developing ‘through participation in occupations for health and social inclusion’ [17, p. 81]. It then becomes a matter of occupational injustice, with the risk of leading to occupational deprivation. According to Stadnyk [18], occupational therapists are in the ideal position to advocate for children’s right to play and to address matters of occupational injustice, as occupational therapists have knowledge about human occupations, such as play, disabilities, and the environment.
The Impact of Sexual Assault on College Students’ Daily Occupations: A Phenomenological Approach
Published in Occupational Therapy in Mental Health, 2020
The disruption to participation and performance in college that sexual assault survivors experience could be described as a form of occupational injustice. Occupational injustice occurs when participation in occupation is “barred, confined, restricted, segregated, prohibited, underdeveloped, disrupted, alienated, marginalized, exploited, excluded or otherwise restricted” (Townsend & Wilcock, 2004). While Ann completed a degree, she stated she “barely” made it through her freshman year. In Susan’s case, she changed colleges, struggling to improve her grades and complete college within the timeframe she had expected, delaying her graduation. The participants’ in this study experienced disruption across valued occupations while in college, which resulted in reduced participation and satisfaction.