An analytical approach to teaching theory at the postprofessional level.

Tbis anicle was accepledJor publicalion !Viay 15, 1993. I n 1947 the first postprofessional programs leading to graduate degrees were established for registered occupational therapists. At that time, undergraduate courses in occupational therapy consisted primarily of techni4ues for patient treatmery[, Consequently, knowledge of and application of the theolybase for occupational therapy was an appropriate outcome for graduate students of that era, Currently, the objectives of theory knowledge and application are being met in entrylevel, primarily undergraduate, occupational therapy programs. This situation prompted an undergraduate occupational therapy instructor to express concern regarding what could now be taught in postprofessional occupational therapy theory courses. There are several possible approaches. Before discussion of these approaches, key terms must be defined, As delineated in the occupational therapy literature (Mosey, 1992; Reed, 1984; Sieg, 1988b), the term theOly has many meanings. Likewise, the terms proposition and concept may be understood by therapists in different ways, A~ used in this paper, these three terms are defined as follows. A concept is a word or collection of words expressing mental images of phenomena, Examples of concepts are "green," "table," "hope," and "intrinsic motivation." Aproposition is a statement about one or more concepts. An example of a proposition is "Occupational performance is related to mental health." A theory is an ordering of propositions to facilitate explanations and predictions about phenomena, The sensory integration rationale cleveloped by the 13te A. Jean Ayres (Sieg, 1988a) is as close to a theOly as currently exists in occupational therapy. Three potential approaches to teaching theoly in postprofessional occupational therapy courses might be called in-depth, developmental, and analytical.