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Occupational Profile
1. Client name: Chelsea Morris
2. Age: 22
3. Sex: Female
Briefly discuss each of the following
4. Who is the client?
Chelsea Morris is a 22 year old recent college graduate living in Las Vegas, Nevada. She moved to
Las Vegas from Orange County on a swimming scholarship to the University of Nevada, Las Vegas.
She graduated with a bachelors degree in culinary management and has dreams of opening up her
own pastry and coffee shop. Currently, she works at the local Starbucks where she is working her
way towards a management position.
5. Why is the client seeking services and/or what are the clients concerns relative to engaging in
occupations and in daily life activities?
Chelsea is seeking Occupational Therapy services because she has been having trouble balancing
important things in her life. She really enjoys baking and cooking for family and friends, but
unfortunately her graveyard work schedule has greatly interfered with her ability to spend as much
time as she wants in the kitchen. She also was used to being a morning person, but now has had to
adjust to sleeping during the day in order for her to be rested for work.
6. In what occupations does the client feel successful and what barriers are affecting his or her
success?
Chelsea feels very successful when she performs activities of daily living and instrumental activities
of daily living. One thing she really loves to do is make up her own recipes for meals and desserts as
well as following classic recipes. Unfortunately, her hectic schedule has not allowed her to perform
to her full capacity like helping her roommates clean the apartment or cook in the kitchen. Her busy
schedule has become a huge barrier between her and having time to spend in the kitchen. Another
barrier she mentioned was that she feels more tired now than she used to be. Chelsea said she used to
bake three to four times a week, and now it has dropped to maybe once a week if she has the energy
or time.
7. What aspects of his or her environments or contexts does the client see as supporting
engagement in desired occupations and what aspects are inhibiting engagement?
The physical environment of the kitchen is very large. Chelsea has a lot of room to work, which has
contributed to her skill at cooking a variety of her favorite things at once. There are a lot of tools that
she works with, so she never runs into the problem of not having enough bowls or utensils. There
were not many things that inhibited her from engaging in the activity. She did notice the measuring
cup she wanted to use was still dirty from her roommate using it earlier in the day, so she had to
spend some time cleaning up some tools she wanted to use before actually starting the cake.
Occupational Analysis
1. Occupation: Baking a chocolate cake.
Categorization of occupation for the client:
Subcategory:
1. Activities of daily living
2. Instrumental activities of daily living Meal Preparation & Cleanup
3. Education
4. Work
5. Play
6. Leisure
Leisure Participation
7. Social participation
Supports
Large kitchen space
She lives with two roommates
that she can always bake for.
Cultural
N/A
Personal
Temporal
Virtual
Inhibits
Old appliances
Her roommates are busy as well,
so it is rare that they are both
home to cook for.
N/A
Her busy work schedule does not
allow her to spend as much time
as she used too in the kitchen.
Her days off are during the
week, so her roommates are
either at school or work when
she has the time to bake for
them.
Chelsea does not own an electric
mixer, so she had to mix the
ingredients by hand.
Equipment: Oven
Properties: Smooth countertop surface
5. Social demands:
Not eating the raw cake batter mix
Cleaning up all tools and used materials after baking
Shutting the oven off after using it
Not letting the egg shells fall in the cake batter mix
Using oven mitts to grab the hot cake pan out of the oven
6. Sequence and timing:
1) Walk to kitchen cabinet
2) Open cabinet door
3) Grab a large mixing bowl
4) Grab a 13 x 9 cake pan
5) Close the cabinet
6) Walk to drawers on opposite side of kitchen
7) Open kitchen drawer
8) Get a large spoon
9) Get a knife
10) Close kitchen drawer
11) Walk to second kitchen cabinet
12) Open kitchen cabinet door
13) Collect 2 liquid measuring cups
14) Close kitchen cabinet door
15) Walk to refrigerator
16) Open refrigerator
17) Collect 3 eggs
18) Close refrigerator
19) Walk to pantry
20) Open pantry door
21) Get 1 toothpick
22) Get a bottle of spray Pam
23) Close pantry door
24) Walk over to the countertop
25) Pour 1 cups of water from the sink into measuring cup
26) Pour 1/3 of a cup of vegetable oil into second measuring cup
27) Walk to oven
28) Set the oven preheat setting to 350 degrees Fahrenheit
29) Walk to countertop
30) Grab Pam spray in one hand
31) Press the nozzle down and spray the entire bottom surface of the cake pan
32) Pour cake mix into mixing bowl
33) Pour water from measuring cup into mixing bowl
34) Pour vegetable oil from measuring cup into mixing bowl
35) Pick up an egg in one hand
36) Tap the egg against the edge of the mixing bowl until a crack is formed
37) Bring egg above the mixing bowl
38) Using both of your hands, carefully separate by pulling shell apart, letting the egg fall into the
bowl
39) Repeat steps 35-38 with all 3 eggs
40) Throw egg shells away in garbage
41) Mix ingredients for 3 minutes with large spoon (batter will be lumpy)
42) Pour mixed batter into cake pan
43) Carry cake pan over to the oven
44) Open the oven
45) Put cake on the oven rack
46) Close the oven
47) Bake in oven for 29-34 minutes
48) Listen for oven timer to ding
49) Put oven mits on both hands
50) Open oven
51) Take cake out of the oven
52) Place cake pan on the countertop
53) Close oven
54) Let the cake cool for 10 minutes
55) Pick up toothpick
56) Put toothpick in cake
57) Take toothpick out of the cake
58) Look to see if any of the cake comes off on the toothpick
59) If no cake is on the toothpick - Skip to Step 65
60) If cake is on the toothpick place cake pan back in the oven
61) Set timer for 5 more minutes
62) Take cake out of oven when 5 minutes is completed
63) Place on countertop
64) Close the oven
65) Turn oven off
66) Pick up knife off of the countertop
67) Put knife in frosting can
68) Scoop frosting onto the knife
69) Spread frosting with a knife on top of the cake
70) Continue until the top of the cake is covered with frosting
71) Cake is complete
How It Is Used
Judgment
Chelsea had to
determine whether
or not the cake had
None
Minimally
Challenged
Greatly
Challenged
Concept formation
Metacognition
Cognitive flexibility
Insight/awareness
Concentration
Sustained attention
Selective attention
Divided attention
cooled enough to
eat.
She had to
understand how to
bake a cake and
how to apply that
knowledge when
making it.
She thought about
what kind of cake
to make for her
roommates
birthday.
When she noticed
the measuring cup
was dirty, Chelsea
knew to clean it
before pouring any
liquid in it.
She set the oven
timer to a specific
number because
she knew she
wouldnt be able to
keep track of the
amount of time that
passed by for the
cake to bake.
She focused on
how much oil she
had to pour in,
making sure not to
over pour.
She focused on the
egg that she
cracked into the
mixing bowl.
She ignored her
cellphone when it
rang while mixing
the cake batter.
She scooped the
batter out of the
bowl with a spoon
and poured it into
the cake pan while
holding the mixing
bowl. She had to
divide her attention
between scooping
the batter and
holding the bowl.
Short-term memory
Working memory
Long-term memory
Multisensory processing
Sensory Memory
Spatial relationships
Temporal relationships
Recognition
Categorization
Generalization
Awareness of reality
Logical/coherent thought
X
X
X
X
Coping
Behavioral regulation
Body image
Self-concept
Self-esteem
Arousal
Consciousness
Orientation to self
Orientation to place
Orientation to time
Orientation to others
Energy level
Function
How It Is Used
Motivation
Impulse control
Appetite
Sleep
X
X
X
X
X
X
X
X
X
X
None
Minimally
Challenged
X
X
Greatly
Challenged
Detection/registration
Visual modulation
Integration of senses
Awareness at distances
Taste
Smell
Body in space
X
X
X
X
X
X
Joint stability/alignment
Muscle power
Muscle tone
Muscle endurance
Stretch reflex
ATNR
STNR
Righting and supporting reflex
Eye-hand coordination
Bilateral coordination
Crossing midline
her upper
extremities to stir
the contents in the
mixing bowl for
three minutes.
She aligned herself
in front of the bowl
to mix the cake
batter.
Muscle power was
needed for her to
stir the cake batter
mixture.
She needed normal
muscle tone to
perform the
activity of baking.
Muscle endurance
was needed for her
to mix the batter
continuously until
it was blended
completely.
None.
None.
None.
She stood the entire
time she baked the
cake, so her
righting reflex
helped prevent her
from falling over.
She used eye-hand
coordination to
pour the cake batter
from the bowl that
was in her hands
directly into the
cake pan.
She carried the
mixing bowl with
both hands to
where the cake pan
was on the counter.
She crossed her
midline when
reaching for the big
spoon on the
counter to mix the
batter with.
She pinched a
toothpick in
X
X
X
X
Blood pressure
Heart rate
Respiratory rate
Respiratory rhythm
Respiratory depth
Physical endurance, aerobic capacity
Voice functions
Voice rhythm and fluency
Alternative vocalization
Digestive system
Metabolic system
Endocrine system
Function
How It Is Used
Urinary functions
Genital and reproductive function
Protective functions of the skin
Repair functions of the skin
None.
None.
None.
None.
Oculomotor control
Gait patterns
X
X
X
X
X
X
X
X
X
X
X
X
None
Minimally
Challenged
Greatly
Challenged
X
X
X
X
Not used
Minimally
challenged
X
Greatly challenged
X
X
X
X
X
X
X
X
X
Wrist flexion
Wrist extension
Thumb flexion
Thumb abduction
Finger flexion
Finger extension
Trunk flexion
Trunk extension
Trunk rotation
Lower extremities
X
X
X
X
X
X
X
X
X
X
Skill- Motor
How It Is Used
Aligns
She aligned
herself in front of
the mixing bowl
on the counter.
She stabilized her
hands on the
measuring cup
when pouring in
the vegetable oil.
She positioned
herself close to
counter to mix
the ingredients.
She reached for
the knife to
spread the
frosting on the
cake.
She bent over to
put the cake pan
in the oven.
She gripped the
spoon in her right
hand when
mixing the
ingredients.
She manipulated
her fingers on the
eggs to crack
them precisely so
the shells
wouldnt break
and fall into the
mix.
Stabilizes
Positions
Reaches
Bends
Grips
Manipulates
None
Minimally
Challenged
Greatly
Challenged
Coordinates
Moves
Lifts
Walks
Transports
Calibrates
Flows
Endures
Paces
She coordinated
her upper and
lower extremity
movements when
moving around
the kitchen to
bake the cake.
She closed the
refrigerator door
after she grabbed
the eggs.
She lifted up the
measuring cup to
pour the
vegetable oil in
the mix.
She walked from
the oven to the
opposite
countertop.
She transported
the cake mix box
from the cabinet
to the countertop.
Not crushing the
egg shells in her
hand when
cracking the eggs
on the side of the
bowl.
She used fluid
arm movements
to mix the
ingredients
together in the
bowl.
She stirred the
entire mixture of
ingredients
together without
taking a break.
She utilized the
entire three
minutes of
stirring time in
order to prevent
her arm from
tiring out while
mixing the batter.
Skill- Process
How It Is Used
Paces
None
Minimally
Challenged
Greatly
Challenged
Attends
Heeds
Chooses
Uses
Handles
Inquires
Initiates
Continues
Sequences
Terminates
X
X
Searches/locates
Gathers
Organizes
Restores
Navigates
Notices/responds
Adjusts
Accommodates
Benefits
How It Is Used
Approaches/starts
None.
None
Minimally
Challenged
Greatly
Challenged
Produces speech
Gesticulates
Speaks fluently
Turns Toward
Looks
Places self
Touches
Regulates
Questions
Replies
Discloses
Expresses emotion
Disagrees
Thanks
Transitions
Times response
Times duration
Takes turns
Matches language
Clarifies
Acknowledges and encourages
Empathizes
Heeds
Accommodates
Benefits
None.
None.
None.
None.
None.
None.
None.
None.
None.
None.
None.
None.
None.
None.
None.
None.
None.
None.
None.
None.
None.
None.
None.
None.
None.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Pattern
Useful habit
X
Dominating habit
Routine
Ritual
Role
Describe
Chelsea never takes the first bite of her baked goods. She always makes
sure that someone, like her roommate, has the first taste.
Intervention Plan
1. Identify 1 objective and measurable goal of the intervention:
Chelsea will take a one hour nap in her room after each work shift within one month.
a. According to OTPF what type of outcome is this?
This outcome would be categorized as quality of life because if Chelsea improves her
ability to sleep by taking a nap during the day, she will give herself more energy and time
to perform and participate in the leisurely activities she enjoys such as baking. Her life
will then be well-balanced and she may become a lot happier.
2. Intervention approach:
Approach
Create/promote
Describe
Establish/restore
The practitioner will collaborate with the client and help her construct a
structured sleep schedule, which will improve her ability to perform other
forms of occupations outside of work.
Maintain
Modify
Prevent
3. Activity selection
a. Activity selection: Identify 1 example of each for the intervention plan
Activity
Occupation
Describe
Setting up Chelseas nap routine for the days she works a graveyard shift and
implementing it in her schedule.
Activity
Sitting down and writing out the exact nap schedule in accordance with her
work schedule.
Preparatory method
She will read a chapter of a book from her collection before going to sleep.
Preparatory task
She will breathe calmly for one minute to promote relaxation before falling
asleep for her nap.
b. Discuss how activity selection relates back to occupational profile and occupational
analysis.
Chelsea has always been extremely passionate about cooking and it is something she
really wants to implement back into her weekly schedule. Ever since she began working
graveyard she has had trouble balancing her occupation of work and her favorite leisure
activities, so she wants to learn how to manage her sleep schedule better in order to
accommodate everything she wants to do.
c. Discuss how activity selection will support achievement of client identified goals and
goal of the intervention plan.
Since Chelsea is very passionate about cooking I believe she will really be motivated to
work on bettering her sleep schedule. In order for her to bake and cook the things she
wants to, Chelsea knows she needs to manage her sleep schedule better so she has the
energy.
4. Describe how intervention can be graded or adapted and why
The sleep intervention plan can be graded up by having Chelsea pick a new preparatory method
to perform before taking one of her daily naps. It can be graded down by having one of her
roommates wake her up after an hour has passed. The sleep intervention plan can also be easily
adapted. It is preferred that Chelsea first starts off by sleeping in her room where she can block
the sunlight with her window shades and curtains, so it feels like night when taking her nap.
This would allow her to possibly fall asleep easier during the day. Once she is consistently taking
her scheduled daily naps she can change it up by taking a nap in the living room where it is
lighter. If she is not able to fall asleep with the light shining in she can easily get up and go back
to the room setting where she is most comfortable.
not the methods and tasks being used help or hinder her ability to fall asleep. Chelsea is also
expected to communicate with the therapist throughout the process of the intervention in order to
find the right fit for her.