Several theories are used by occupational therapists to describe development. These theories differ in form. Some are stage-descriptive; some are characterized by the unity of change and continuity Stage-descriptive theories are described as prejudicial and antithetical to occupational therapy's philosophy and practice. Theories offering change as adaptive-descriptive are deemed more suitable, as they are consistent with occupational therapy philosophy and can serve as structures for generating data on adaptive change in clinical situations.
BreinesE. (1986). Origins and adaptations: A philosophy of practice. Lebanon, NJ: Geri-Rehab.
4.
BreinesE. (1988). The Functional Assessment Scale as an instrument for measuring changes in levels of function in nursing home residents following occupational therapy. Canadian Journal of Occupational Therapy55135–140.
5.
BronowskiJ. (1973). The ascent of man. Boston: Little, Brown.
6.
DarwinC. (1914). Origins of species by natural selection. Philadelphia: R. West. (Original work published in 1859.)
7.
DeweyJ. (1916). Democracy and education: An introduction to the philosophy of education. Toronto, ON: Collier-MacMillan.
8.
EriksonE.H. (1963). Childhood and society (2nd ed.). New York: W.W. Norton.
9.
FefferM. (1978). Lectures on developmental theories. Institute for Cognitive Studies. New Jersey: Rutgers University.
10.
FefferM. (1981). The structure of Freudian thought. New York: International Universities Press.
11.
FreudS. (1959). Beyond the pleasure principle. New York: Bantam.
12.
FreudS. (1965). The ego and the id: New introductory lectures on psychoanalysis. StracheyJames (Trans. & Ed.). New York: W.W. Norton.
13.
FreudS. (1975). A general introduction to psychoanalysis. RiviereJoan (Trans. & Ed.). New York: Pocket Books.
14.
GilfoyleE.M.GradyA.P. & MooreJ.C. (1981). Children adapt. Thorofare, NJ: Slack.
15.
GolemanD. (1988, June 14). Erikson in his own old age expands his view of life; in partnership with his wife the psychoanalyst describes how wisdom of the elderly is born. New York Times p. C1, col. 3.
16.
GruberH.E. & VonecheJ.J. (Eds.). (1977). The essential Piaget. New York: Basic Books.
17.
KielhofnerG. & BurkeJ. (1980). A model of human occupation, part 1, conceptual framework. American Journal of Occupational Therapy34572–581.
18.
KingL.J. (1978). Toward a science of adaptive responses. American Journal of Occupational Therapy32429–437.
19.
Kubler-RossE. (1970). On death and dying. New York: MacMillan.
20.
MaslowA.H. (1966). The psychology of science. Chicago: Henry Regnery.
21.
MeyerA. (1952). Collected works of Adolf Meyer. WintersE.E. (Ed.). Baltimore: Johns Hopkins Press.
22.
MillerG.A.GalanterE. & PribramK.H. (1960). Plans and the structure of behavior. New York: Holt, Rinehart and Winston.
23.
MoseyA.C. (1981). Occupational therapy: Configuration of a profession. New York: Raven Press.
24.
PiagetJ. (1966). The origins of intelligence in children. CookMargaret (Trans.). New York: International Universities Press.
25.
PiagetJ. (1972). Intellectual evaluation from adolescence to adulthood. Human Development1511–12.
26.
PiagetJ. (1978). Behavior and evolution. New York: Pantheon.
27.
ReillyM. (1974). Play as exploratory learning. Beverly Hills: Sage.
28.
von BertalanffyL. (1962). General systems theory. New York: George Braziller.
