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HISTORY OF JAPANESE OCCUPATIONAL THERAPY EDUCATION, 1963-1981.

机译:日本职业治疗教育史,1963年至1981年。

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摘要

The study records the history of Japanese occcupational therapy education. It compares concepts of rehabilitation from representative Western countries and Japan. Occupational therapy education in Japan and the United States was examined. The study identifies therapy models and frames of references.;Successful pioneering activities were undertaken by the Kashiwakura's with handicapped children (1921) and by Dr. F. Kato with the mentally ill (1919). Post World War II Japanese politics and economics under American leadership led to the establishment of the new profession. In 1965, a National Credentialing Law for Physical Therapists and Occupational Therapists was enacted.;The Japanese Association of Occupational Therapists was established in 1966. Seventeen schools, public and private, have been established.;While Japanese rehabilitation was essentially founded on the American concepts of occupational therapy, Japan's unique culture created severe problems for the full assimilation of these concepts. Japanese occupational therapy is fully controlled, including service fees, by the National Government whereas in the United States the American Occupational Therapy Association has a dominant role.;A comprehensive study was made of relevant literature in Japan and America. Interviews were held with 12 Japanese government and academic persons who had significant roles in initiating and developing occupational therapy in Japan. A questionnaire survey was conducted with the 17 Japanese Occupational Therapy schools to determine their philosophies and contributions to the profession.;Japanese occupational therapy is based principally on the "Kinesiological Model" while in the United States occupational therapy employs a variety of models.;Japanese occupational therapy education is fixed at the three-year college level, whereas the United States has bachelor, master and doctoral degree programs.;Japanese occupational therapy with its unique history is a developing, sound profession except in the field of psychiatric treatment. Opposing ethics of "Tatemae" and "Honne" have channeled its development.
机译:该研究记录了日本职业治疗教育的历史。它比较了具有代表性的西方国家和日本的康复概念。考察了日本和美国的职业治疗教育。该研究确定了治疗模型和参考框架。成功的开拓活动是由Kashiwakura氏病残障儿童(1921)和F. Kato博士与精神病患者(1919)进行的。第二次世界大战后,在美国的领导下,日本的政治和经济导致了新职业的建立。 1965年,制定了《全国物理治疗师和职业治疗师资格证书法》。1966年成立了日本职业治疗师协会,并建立了17所公立和私立学校。在职业治疗方面,日本独特的文化给这些概念的充分吸收带来了严重的问题。日本的职业治疗由国民政府完全控制,包括服务费,而在美国,美国职业治疗协会起主导作用。;对日本和美国的相关文献进行了全面研究。与在日本发起和发展职业治疗方面具有重要作用的12名日本政府和学者进行了访谈。对日本的17家职业治疗学校进行了问卷调查,以确定他们的理念和对该专业的贡献。日本职业治疗主要基于“运动学模型”,而在美国,职业治疗采用了多种模型。职业治疗教育固定在三年制大学水平,而美国拥有学士,硕士和博士学位课程。;日本的职业治疗具有独特的历史,除了在精神病治疗领域外,它是一个正在发展的健全的职业。反对“ Tatemae”和“ Honne”的伦理已经引导了它的发展。

著录项

  • 作者

    SUZUKI, AKIKO KAMIYAMA.;

  • 作者单位

    Wayne State University.;

  • 授予单位 Wayne State University.;
  • 学科 Health Sciences Education.
  • 学位 Ph.D.
  • 年度 1982
  • 页码 333 p.
  • 总页数 333
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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