Theory: Its Development, Definition, and Functions

1. Theory: Its Development, Definition, and Functions Emily K. Schulz, PhD, OTR/L OT 606 - Frameworks Lecture 1, Part 1

2. A Quote From Ann Mosey �Many students and practitioners in the health professions are uncomfortable with theoretical information. They are not sure what it is, where it comes from, or how to go about reading it. Lack of such knowledge may lead to a sense that theoretical information is too complicated for comprehension and to avoidance� (1996, p.145).

3. A Quote From Ann Mosey ��most professional education programs focus on the content of theory only, not on what theory is� Human anatomy, for example, may be considered in great detail, but few students are told or realize that they are studying a theory� (1996, p.145).

4. Traditional Human Anatomy Anatomy is: The science of the shape and structure of organisms and their parts. Science is: The observation, identification, description, experimental investigation, and theoretical explanation of phenomena.

5. Other Perspectives on Human Anatomy

6. Other Perspectives on Human Anatomy

7. Why Do We Need To Know About Theory? Hmm...

8. Theories Are Everywhere... �and are used in everyday life.

9. Helpful Terminology Reification = Regarding something abstract as a material thing www.dictionary.com

10. A Theory is not Reality...

11. A Theory is Only Useful if it Works Once upon a time� There lived a tribe of aborigines who hunted the game in the land in which they lived and cooked their food over the open fire in a clay pot.The food was always delicious, tender and juicy. Over many generations, the climate of the land in which they lived changed�.

12. A Theory is Only Useful if it Works The game that they hunted, searched for food in this new climate and found it part way up a mountain. The aborigines followed the game part way up the mountain, hunted it and cooked the food over the open fire in the clay pot, in the same way they had always done for generations and generations�.

13. A Theory is Only Useful if it Works However, the aborigines became dismayed when they noticed that the food that they ate was no longer tender, but raw, tough and hard to chew. They went to the Shaman, the Wise Woman of the tribe and asked her for advice about what to do to make their food taste the way it used to. The Shaman thought and thought. She then said...

14. A Theory is Only Useful if it Works �There are spirits living on this mountain. They are getting into the clay pot and interfering with the cooking of the food. What you must do is fashion a lid for the pot to prevent the spirits from getting into it while you cook the food.� So, the tribe went and did as she suggested and fashioned a lid for the clay pot. ...

15. A Theory is Only Useful if it Works The tribe found that the lid for the clay pot worked well and that the food was as delicious, tender and juicy as it had been before the trip part way up the mountain. However, the climate was still changing, and once again, the game they hunted moved further up the mountain�

16. A Theory is Only Useful if it Works The tribe followed the game, and cooked the food with the lid on the clay pot, as they had done previously... And then, to their dismay, the tribe found that the food they cooked was once again raw, tough and hard to chew...

17. A Theory is Only Useful if it Works They went back to the Shaman, the Wise Woman of the tribe, to ask for guidance. The Shaman thought and thought for a while. She then said...

18. A Theory is Only Useful if it Works �The spirits here are stronger than the ones lower down on the mountain. You must find a way to seal the lid tight on the clay pot, so that none of them can get in.� The tribe did as she suggested, and found that the food once again tasted as delicious, tender and juicy as before they had climbed the mountain... The End

19. A Schematic of the Hierarchy of the Building Blocks of Theory

20. Definitions of Theory �� Theories are abstract and general ideas that are subject to rules of organization. �Theories are not the facts or data of experiences, but they are connected to those facts or data� (Klein & White, 1996, p.1).

21. Definitions of Theory, Continued �Theorizing is the process of systematically formulating and organizing ideas to understand a particular phenomenon. A theory is the set of interconnected ideas that emerge from this process� ��Phenomenon� means events, activities, situations, structures, and experiences that are subject to study in terms of their characteristics and their relationships with observers� (Boss, Doherty, LaRossa, Schumm, & Steinmetz, 1993, p.20).

22. Definitions of Theory, Continued Theory (Scientific): An integrated assemblage of theoretical postulates that describes a set of physical phenomena by delineating the characteristics of the phenomena contained within the set and the relationship of the phenomena to each other. (Mosey, 1996, p. 372). Postulate: A statement of the relationship between two or more concepts. (Mosey, 1996, p.369). Concept: A category of phenomena delineated by two or more common characteristics. (Mosey, 1996, P. 364). Phenomenon: A single, observable entity that either cannot be subdivided or is treated as if it cannot be subdivided. (Mosey, 1996, p. 368).

23. Definitions of Theory, Continued �Theory explains how some aspect of human behavior or performance is organized, and thus it enables us to make predictions about that behavior. � the major structural components of a theory are concepts, which are ideally well defined, and principles, or postulates, which explain how the concepts are related to one another� (Miller & Walker, 1993, p.1).

24. The Scope of Theory 1. Grand Theories or Comprehensive Theories - �describe sets of phenomena with wide boundaries encompassing a broad range of phenomena� (Mosey, 1996, p.167). 2. Middle Range Theories - �describe sets of phenomena that are more limited in scope; including only a small portion of the physical universe. � They are� the most frequently used as the foundation for sets of guidelines for practice� (Mosey, 1996, p. 167). 3. Abstract Empiricism - �describe sets of phenomena that are narrow in scope and include a very limited number and range of phenomena� [they] often describe phenomena in the here and now� (Mosey, 1996, p.168).

25. Connecting Theory to Research -Three Types of Scientific Inquiry Basic Applied Type I Applied Type II

26. Basic Scientific Inquiry Basic - �a form of investigation involving use of the methods of science and, when appropriate, research designs, for the purpose of developing valid theories about the physical universe� (Mosey,1996, p.364).

27. Applied Type I Scientific Inquiry Applied Type I - �a form of investigation that uses the methods of science and theoretical information to formulate theoretically based sets of guidelines for action� (Mosey, 1996, p.363).

28. Applied Type II Scientific Inquiry Applied Type II - �a form of investigation that uses the methods of science and research designs to address specific practical questions; typically concerned with quantitative and/or qualitative information related to questions regarding such factors as safety, effectiveness, efficiency, demographics, worth, opinion; two major foci are sets of guidelines for action and topical issues� (Mosey, 1996, p. 363 - 364).

29. Types of Scientific Inquiry and Their Outcomes

30. Development, Use and Benefits of Theory

31. Disciplines and Professions Definition of Discipline: �An occupational group recognized by society as having expertise in and responsibility for developing valid theories regarding the physical phenomena within its sphere of study� (Mosey, 1996, p.365). Definition of Profession: �An occupational group recognized by society as having expertise in and responsibility for (a) developing and maintaining an applied body of knowledge, based on the most valid theoretical information available, regarding the areas of human experience within its domain of concern, and (b) using that knowledge in such a way as to directly benefit society� (Mosey, 1996, p.370).

32. Frame of Reference Frame of Reference: The kind of set of guidelines for practice used in occupational therapy (Mosey, 1996, p.366). Set of Guidelines For Practice: A set of guidelines for action that provides directions for doing - for assisting individuals in problem identification and problem remediation in relationship to a specified element of a profession�s concern (Mosey, 1996, p. 371).

33. A Set of Guidelines for Action - Definition A Set of Guidelines for Action : �An internally consistent assemblage of information that provides direction for making for making or doing; typically theoretically based but may be atheoretical� (Mosey, 1996, p.370).

34. The Four Parts of a Frame of Reference 1. Theoretical Base 2. Function-Dysfunction Continuum/Continuua 3. Indicators of Function/Dysfunction 4. Postulates Regarding Change

35. The Four Parts of a Frame of Reference, Continued 1. Theoretical Base - �an integrated system of theoretical postulates that describes the element of the profession�s domain of concern, components of that element (if any), and environmental factors that positively influence it� (Mosey, 1996, p. 88-89).

36. The Four Parts of a Frame of Reference, Continued 2. Function-Dysfunction Continuum/Continuua - �a statement of the element of the domain of concern addressed (continuum) or a listing of the components element of the domain of concern addressed (continuua)� (Mosey, 1996, p.89). [Example: Continuum = memory; continuua =- short term memory, long term memory, etc.]

37. The Four Parts of a Frame of Reference, continued 3. Indicators of Function/Dysfunction - �those behaviors and physical signs specific to each continuum that are used as the basis for problem identification with an individual. They are primarily derived from the theoretical base, but they may also include clinical observations� (Mosey, 1996, p.90).

38. The Four Parts of a Frame of Reference, continued 4. Postulates Regarding Change - �statements that describe the sequence of problem remediation, and the characteristics of, and interactions between, the human and nonhuman environment that, according to the theoretical base, will lead to problem remediation in the area addressed� (Mosey, 1996, p.91).

39. Have you noticed... That the three terms - Postulate Principle Proposition � all mean the same thing? It is very important to be consistent with terminology when writing about or discussing things of theoretical nature. Choose your terms, define them, and be consistent. For this class, we will use the word principle.

40. Functions of Theory 1. Accumulation - of research findings. 2. Precision - of communication. 3. Guidance - for the testing of hypotheses 4. Connectedness - of ideas and between theories. 5. Interpretation - of phenomena, both descriptive and explanatory. 6. Prediction - of what could happen in the future. 7. Explanation - of how things work. (Klein & White, 1996).

41. References Boss, P.G., Doherty, W.J., LaRossa, R. Schumm, W.R. & Steinmetz, S.K. (eds.) (1993). Sourcebook of family theories and methods: A contextual approach. New York: Plenum Press. Klein, D.M., & White, J.M. (1996). Family theories: An introduction. Thousand Oaks: Sage Publications. Kuhn, T. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press. McColl, M.A., et al., (2002). Theoretical basis of occupational therapy, 2nd ed. Thorofare: SLACK. Miller, R. J., & Walker, K. F. (2nd ed.). (1995). Perspectives on theory for the practice of occupational therapy. Austin: Pro-ed. Mosey, A.C. (1996). Applied scientific inquiry in the health professions: An epistemological orientation, 2nd ed. Bethesda: American Occupational Therapy Association, Inc. Reed, K.L., & Sanderson, S.N. (1999). Concepts of occupational therapy. (4th edition).Philadelphia: Lippincott Williams & Wilkins. Stevenson, L. & Haberman, D.L. (1998). Ten theories of human nature. New York: Oxford University Press.