Occupational Behavior (Mary Reilly’s Model) ● Takata’s Play History Questionnaire (1974).
Introduction ● Shannon’s Inventory of Occupational Choice Skills (1974).
● Mary Reilly’s Vision: Emphasized theory-driven practice in occupational ● Method: Use occupational profiles to evaluate interests, values, skills, and
therapy (OT), introduced the Occupational Behavior Model in 1969. disruptions.
● Core Belief: "Man, through the use of his hands as they are energized by Intervention Process
his mind and will, can influence the state of his own health" (Reilly, 1962). ● Goal: Enhance life satisfaction by promoting occupational performance
● Paradigm Shift: Catalyzed a return to occupation-based practice, moving and preventing/reducing incapacities.
away from the reductionistic medical model prevalent in the 1960s-70s. ● Guidelines:
● Impact: Influenced professional identity, inspired models like the Model of ● Build on client strengths to promote competence and achievement.
Human Occupation (MOHO) by Kielhofner & Burke (1980), and ● Incorporate interests to encourage exploration.
contributed to the development of occupational science. ● Use play to develop sensory-motor skills, self-concept, and
Key Concepts self-expression in children.
● Occupational Behavior: Activities that occupy time, involve achievement, ● Support adults in exploring capacities through play/leisure.
and address economic realities (Reilly, 1962, 1966). ● Use varied media to identify satisfying occupations and roles.
● Focus: Prevent and reduce disruptions in occupational behavior due to ● Promote adaptation to meet role and occupational demands.
injury or illness (Reed & Sanderson, 1999). ● Develop coping skills for daily living, work, and leisure challenges.
● Occupational Competence: Mastery developed through exploration, ● Foster collaborative relationships for active client participation.
competency, and achievement. Research
● Exploration: Seeking new experiences to develop skills. ● Nature: Process-oriented, theoretical model; challenging to apply directly.
● Competence: Adequate behavior to meet situational demands. ● Evidence: Primarily case studies (e.g., Line, 1969; Reilly, 1969).
● Achievement: Proficiency beyond competency. ● Influence: Inspired MOHO, OTPF3 concepts (habits, roles, balance), and
● Occupational Roles: Roles (e.g., worker, student, retiree) express occupational science.
occupational behavior with societal expectations. ● Impact: Strengthened OT’s professional identity and distinct value.
● Play-to-Work Continuum: Childhood play is a precursor to adult work and Summary
productive activity, influencing health and well-being. ● Reilly’s Legacy: Unified OT around occupation as a health-promoting
Theoretical Foundations process, inspiring research and practice.
● Influences: ● Relevance: Theoretical principles remain central to OT, emphasizing
● Developmental Theory: Play-to-work continuum. meaningful occupations for well-being and role functioning.
● Achievement Theory: Exploration and competence. Learning Activity Notes
● Role Theory: Occupational role learning and choice. ● Key Terms:
● Assumptions: ● Occupation: Engages time, energy, and resources.
● Humans have an innate need to master and improve their ● Occupational Behavior: Activities occupying time, involving
environment (Maslow, 1943). achievement and economic realities.
● Application: OT should identify meaningful activities to ● Habits: Structures ordering daily behavior.
motivate clients. ● Roles: Expressions of occupational behavior with societal
● Occupation is intrinsically motivating, fostering learning and expectations.
mastery. ● Occupational Competence: Adequate behavior to meet demands.
● Application: Select tasks that align with client capacity and ● Occupational Achievement: Proficiency beyond competency.
meaning. ● Occupational Balance: Managing demands of work, play, and rest.
● Lack of occupation leads to suffering; occupation is essential for ● Occupational Exploration: Seeking new experiences for skill
time use, meaning, and societal contribution. development.
● Application: Disruptions in roles cause distress; OT ● Quote Reflection:
addresses these. ● Personal/Professional Meaning: Highlights human agency in
● Normal development progresses from play (exploration) to work health through purposeful activity; OT empowers clients to shape
(mastery). their well-being.
● Application: Assess occupational history to identify ● Relevance to Healthcare: Encourages holistic, client-centered care
patterns. beyond medical deficits.
● Society and culture influence occupational choices. ● Professional Impact: Shifted OT focus to occupation, enhancing its
● Application: Consider cultural and societal contexts in OT unique role in promoting health and well-being.
profiles. ● Theory Analysis Template:
● Occupational behavior includes work, play, and rest within ● Title: Occupational Behavior Model
environmental contexts. ● Focus: Prevent/reduce disruptions in occupational behavior.
● Application: Routines and habits structure daily life. ● Theorists: Reilly, Kielhofner, Burke, Shannon, Matsusuyu.
● Occupations foster coping and adaptation to societal expectations. ● Function: Balanced engagement in roles meeting personal/societal
● Application: OT promotes flexibility and adaptation. needs.
● Health requires a balance of activity and rest, supported by habits. ● Dysfunction: Disruptions in exploration, competency, or
● Application: Healthy behaviors balance personal and achievement.
societal demands. ● Change: Enhance intrinsic drive for mastery via meaningful
● Occupational behavior has both visible (physical) and subjective occupations.
(emotional) components. ● Motivation: Align therapy with client values and needs.
● Application: Use observation and client narratives to ● Assessment: Occupational profiles, MOHO tools, interest
assess. checklists.
● Learning occurs by aligning internal values with external realities. ● Intervention: Promote competence, exploration, and adaptation.
● Application: Healthy performance balances internal ● Research: Case studies; influenced MOHO and OTPF3.
motivation and external demands.
Function and Dysfunction
● Function: Ability to engage in occupations that meet personal and societal
needs, with balance in self-care, play, and work roles.
● Dysfunction: Disruptions in occupational behaviors due to illness,
disability, or environmental barriers, leading to reduced exploration,
competency, or achievement, and impaired role functioning.
● Impact of Dysfunction: Psychological distress, diminished
self-competency, and social role impairment.
Change and Motivation
● Change Process: Complex, driven by internal (intrinsic drive for mastery)
and external (rewards, barriers) factors.
● Motivation: Rooted in Maslow’s hierarchy of needs; clients are motivated
by meaningful, rewarding activities that foster exploration, competency,
and achievement.
● OT Role: Identify intrinsic needs and align therapy goals with client values
to enhance engagement.
Evaluation Process
● Focus: Assess occupational behaviors and role functioning in self-care,
play/leisure, and work.
● Contexts: Cultural, personal, physical, social, temporal (aligned with
AOTA’s OTPF3, except virtual).
● Tools: No specific assessments by Reilly, but compatible with:
● MOHO assessments (Kielhofner & Burke, 1980).
● Matsusuyu’s Interest Checklist (1969).
