A case study of professional role transition for occupational therapists in specialised education in post-apartheid South Africa : a critical narrative perspective

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dc.contributor.advisorRamugondo, Elelwanien_ZA
dc.contributor.advisorKathard, Harshaen_ZA
dc.contributor.authorSonday, Amshudaen_ZA
dc.date.accessioned2016-07-26T12:19:27Z
dc.date.available2016-07-26T12:19:27Z
dc.date.issued2016en_ZA
dc.description.abstractBackground: This study is a critical description and explanation of the situated nature of the professional role transition process experienced by occupational therapists working in specialised education in post-apartheid South Africa. The study posed the research question: How do occupational therapists experience the process of professional role transition within specialised education in the Western Cape? The study was framed conceptually within critical social theory and occupational science. Aim: The study aimed to describe and analyse a single instrumental case of professional role transition experienced by five occupational therapists currently working at special school resource centres in two education districts in the Western Cape, South Africa Objectives: The objectives of the study were to: Describe and explain the process of professional role transition as experienced by occupational therapists along a trajectory from 1994 to 2013; Provide insights into the occupational therapists' perceptions, thoughts, feelings and attitudes on their professional role transition experience; Determine whether there are any role changes present and the possible impact this might have on the role and scope and development of occupational therapy practice within specialised education; and Outline the influences the socio political context has on the role of occupational therapists working in special school resource centres in the Western Cape.en_ZA
dc.identifier.apacitationSonday, A. (2016). <i>A case study of professional role transition for occupational therapists in specialised education in post-apartheid South Africa : a critical narrative perspective</i>. (Thesis). University of Cape Town ,Faculty of Health Sciences ,Department of Health and Rehabilitation Sciences. Retrieved from http://hdl.handle.net/11427/20786en_ZA
dc.identifier.chicagocitationSonday, Amshuda. <i>"A case study of professional role transition for occupational therapists in specialised education in post-apartheid South Africa : a critical narrative perspective."</i> Thesis., University of Cape Town ,Faculty of Health Sciences ,Department of Health and Rehabilitation Sciences, 2016. http://hdl.handle.net/11427/20786en_ZA
dc.identifier.citationSonday, A. 2016. A case study of professional role transition for occupational therapists in specialised education in post-apartheid South Africa : a critical narrative perspective. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Sonday, Amshuda AB - Background: This study is a critical description and explanation of the situated nature of the professional role transition process experienced by occupational therapists working in specialised education in post-apartheid South Africa. The study posed the research question: How do occupational therapists experience the process of professional role transition within specialised education in the Western Cape? The study was framed conceptually within critical social theory and occupational science. Aim: The study aimed to describe and analyse a single instrumental case of professional role transition experienced by five occupational therapists currently working at special school resource centres in two education districts in the Western Cape, South Africa Objectives: The objectives of the study were to: Describe and explain the process of professional role transition as experienced by occupational therapists along a trajectory from 1994 to 2013; Provide insights into the occupational therapists' perceptions, thoughts, feelings and attitudes on their professional role transition experience; Determine whether there are any role changes present and the possible impact this might have on the role and scope and development of occupational therapy practice within specialised education; and Outline the influences the socio political context has on the role of occupational therapists working in special school resource centres in the Western Cape. DA - 2016 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2016 T1 - A case study of professional role transition for occupational therapists in specialised education in post-apartheid South Africa : a critical narrative perspective TI - A case study of professional role transition for occupational therapists in specialised education in post-apartheid South Africa : a critical narrative perspective UR - http://hdl.handle.net/11427/20786 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/20786
dc.identifier.vancouvercitationSonday A. A case study of professional role transition for occupational therapists in specialised education in post-apartheid South Africa : a critical narrative perspective. [Thesis]. University of Cape Town ,Faculty of Health Sciences ,Department of Health and Rehabilitation Sciences, 2016 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/20786en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Health and Rehabilitation Sciencesen_ZA
dc.publisher.facultyFaculty of Health Sciencesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherOccupational Therapyen_ZA
dc.titleA case study of professional role transition for occupational therapists in specialised education in post-apartheid South Africa : a critical narrative perspectiveen_ZA
dc.typeDoctoral Thesis
dc.type.qualificationlevelDoctoral
dc.type.qualificationnamePhDen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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