1961- Bachelor’s in OT from University of Minnesota Timeline of Accomplishments 1961- Glenwood Hills Hospital in Minneapolis 1961-1966 – New York state Psychiatric Unit 1965- Master’s in OT from NYU 1966-1967- Faculty member of AOTA Regional Institutes 1966-1968 – OT instructor at Columbia University Developed and wrote Three Frames of Reference for Mental Health 1968- Doctorate in Human Relations and Community Studies from NYU 1969- Faculty of OT Department at NYU 1972-1980 – NYU Second Chair/Department Chairperson 1973- AOTA Fellow 1975- Distinguished Service Award from National Association of Activity Therapy 1977- Acting Head of the Division of Health at NYU 1984-1988 – Member of Panel of Experts of the AOTA Continuing Education Programs in Mental Health 1985 – Presents Slagle Lecturship 1988-1991 - Member of the Scholars Group for the Directions for the Future Project of AOTA/American Occupational Therapy Foundation 2002- Retires as a OT professor at NYU 2004- Ann Cronin Mosey Lectureship at NYU 2007- Professor Emeritus Status from NYU Developmental Frame of Reference • Inspired by Freud and Erikson • Psychosexual Development & 8 Stages • In growth-facilitating environments, children will develop skills of interdependence, qualitative and stage-specific • Development of basic skills build upon each other at each stage • Skills must be developed in proper order to create mature skills • Age-appropriate sub-skills, when not properly acquired, result in dysfunction and symptom formation • Function-dysfunction continuums for each substage • Participation between the individual and environment promote sequential development of mature skill 7 Basic Beliefs about the Individual 1. Each individual has the right to a meaningful existence; to an existence that allows one to be productive; to experience pleasure and joy; to love and be loved; and to live in surroundings that are safe, supportive, and comfortable. 2. Each individual is influenced by stage-specific maturation of the species, the social nature of the species, and the cognitive structure of the species 3. Each individual has inherent needs for work, play, and rest that must be satisfied in a relatively equal balance. 4. Each individual has the right to seek his or her potential through personal choice within the context of some social constraints 5. Each individual is only able to reach his or her potential through purposeful interaction with the human and nonhuman environment 6. Each individual is only able to be understood within the context of his or her environment of family, community, and cultural group 7. Occupational therapy is concerned with promoting functional independence through intervention directed toward facilitating participation in major social roles (occupational performances) and the development of the physical, cognitive, psychological, and social skills (performance components) that are fundamental to these roles. The extent to which intervention is focused on occupational performances or performance components is dependent on the needs of a particular client at any point in time.