CONSTRUCT 2: OCCUPATIONAL PERFORMANCE ROLES

The concept of role is complex, composed of many different components and behaviours. Use of the term ‘role’ in this model is borrowed primarily from sociology literature (Jackson, 1972; Sarbin & Allen, 1968) and is defined as, “a set of behaviours that have some socially agreed upon functions and for which there is an accepted code of norms (Christiansen & Baum, 1991, p. 857). Roles are expressed by an automatic or deliberate assumption of behavioural patterns that are commonly associated with a specific function in society (Delbridge, 1981, p.1496). Roles function as vehicles for social involvement and productive participation and have been described as forming the nucleus of social interaction (Jackson, 1972; Vause-Earland, 1991).

Roles have been divided into broad groups in various ways that include such descriptors as family roles, personal-sexual roles, social roles, cultural roles and occupational roles (Thomas, 1966; Vause-Earland, 1991). Within the boundaries of each role acquired throughout life, expectations of performance of role related tasks are formed by both sociocultural factors in the external environment as well as the person who becomes the role performer. Competence and satisfaction with role performance is therefore based on internal as well as external perceptions of performance (Christiansen, 1991; Jackson, 1972). Role behaviour is viewed as the way people express their place in society, both in terms of their unique and valued contribution and their ability to conform to the code of personal acceptability within a particular sociocultural environment.

Occupational performance roles are those roles that constitute the bulk of daily function and routines (Keilhofner, 1995; Keilhofner & Burke, 1985; Llorens, 1991). There is increasing emphasis in occupational therapy literature that the goals of the profession include the preservation, maintenance and development of valued occupational roles (Christiansen, 1991; Heard, 1977; Jackoway, Rogers & Snow, 1987; Keilhofner, Harlan, Bauer & Maurer, 1986; Matsutsuyu, 1971; Moorhead, 1969; Oakley, Keilhofner, Barris & Reichler, 1986; Vause- Earland, 1991; Versluys, 1980).

The concept of ‘choice’ and ‘need’ that drives people to engage in occupational roles reflects the extent to which any occupational role can be chosen by an individual or assumed as a result of social press. This Model recognises that, as both a construct and a personal/social system of values, individual choice is alien to a number of social groups whose sociocultural identity is Occupational Performance Model (Australia) 5 collectivist (Manstead & Hewstone, 1995). The individual, the social group or combinations of both, can therefore determine occupational role performance.

Occupational performance roles are composed of patterns of occupational performance that are determined by a person’s requirements of daily routines of self-maintenance, productivity, leisure and rest within specific sensory, physical, cultural and social contexts.

Consistent with the person – environment – performance relationships outlined in the model, occupational performance roles can be conceptualised as having three dimensions. One is ‘knowing’. Knowing is having an intuitive or concrete understanding of desired or expected occupational performance roles. This knowing results in a person having ideas about organised patterns of occupational performance that are expected or accepted by the physical-sensorysociocultural environment. The second involves a process of doing and, usually entails the physical action of people within their environment. The third dimension addresses the interpersonal and socioemotional aspects of role identity and acknowledges the notion of ‘being’ as a fulfillment or satisfaction component of occupational performance roles (Rowles, 1991).

It is possible that this dimension is linked to personal meaning, which contributes to valuing one’s occupational role.

People; participate fully or partially in the performance of occupational performance roles. For example, full participation in the occupational performance role of a homemaker (work role) produces occupational behaviour involving the manipulation of physical aspects of the household (doing). This may or may not be carried out within the social context of family members requiring interpersonal interaction (environment), and personal knowledge of their needs (knowing). The role carries with it aspects of satisfaction and fulfillment that are linked both to personal notions of competence in the performance of the role and personal perceptions of its sociocultural worth (being).

Alternatively, an elderly man who requires considerable physical assistance may be deemed to have no occupational performance role as a self-maintainer because he can no longer ‘do’ selfmaintenance routines or tasks. However, he does ‘know’ what he wants done and how he wants it done by his carers, thereby participating in the ‘knowing’ dimensions of role performance. He can also experience satisfaction when routines are carried out to his specifications and experience the ‘being’ dimensions of role function in terms of fulfillment. Others may be able to carry out all the ‘doing’ and ‘knowing’ aspects of occupational performance roles but never achieve the expected feelings of satisfaction and fulfillment from performance. The ‘being’ dimension of this role performance would be missing.

Someone with severe and multiple disabilities may not be able to contribute to the ‘doing’ or ‘knowing’ aspects of an occupational role such as self-maintainer. Personal expectation may be related to ‘being’ cared for in a safe, comfortable situation that provides satisfaction and contentment to the level needed by that person. As stated before, assumption of occupational performance roles are partly determined by a person’s environment. In this instance someone who lacks the ability to organise the ‘doing’ or ‘knowing’ aspects of occupational performance roles are vulnerable to ‘being’ cared for at a level that is deemed appropriate by the sociocultural context. This may or may not be congruent with personal expectation.

Roles depend on changing personal-performance components such as age, ability and physicalsensory- sociocultural circumstance, and most people assume a considerable number of roles simultaneously. The way people balance the configuration of roles at any one time, and the decision about which roles are discarded and which roles are assumed, form transitions in occupational role behaviour that are constantly made throughout the lifespan in response to demands of the internal and external environment.

As part of an interactive system, occupational performance roles have the capacity to simultaneously influence and are influenced by other aspects of the system. For example, in many cultures a person’s occupational performance role as a worker determines the balance of self-maintenance, productivity, leisure and rest areas of occupational performance. These, in turn, determine the component requirements necessary for performing in the April, 1997, Monograph 1 6 productivity area. Alternatively, when circumstance allows a person to choose an occupational performance role, the choice may be based on particular component strengths, such as the outstanding motor coordination of an athlete. Occupational Performance Role is the central organising construct of occupational performance in the Occupational Performance Model (Australia) (Chapparo & Ranka, 1996) (Fig. 2).

 

Figure 2: Position of Occupational Roles in the Occupational Performance Model.

Occupational Performance Roles are patterns of occupational behaviour composed of configurations of self maintenance, productivity, leisure and rest occupations. Occupational Performance Roles are determined by individual person-environment performance relationships. They are established through need and/or choice and are modified with age, ability, experience, circumstance and time

Analysis of Occupational Performance: Occupational Performance Roles
Any analysis of dimensions of occupational role performance relative to this definition would include the following dimensions:

• Identification of chosen and needed occupational performance roles
• Environment – occupational performance role ‘fit’.
• personal notions of the balance of occupational performance roles that are chosen and needed.
• ‘Doing’ – the physical capacity to carry out routines required by an occupational performance role.
• ‘knowing’ – the capacity to create, plan, structure and organise routines required by an occupational performance role.
• ‘being’ – the derived or expected satisfaction, value and fulfillment attributed to perceived occupational role performance.
• perceived appropriateness of identified occupational performance roles by the person and others in their environment with consideration of age, ability, environmental resources and time.
• potential for adaptation or change in occupational role performance.