ENGL10021 Reading Literature:Story of Bruse and Hocking Framework
This report comprises of the Occupational Analysis of an individual who is working as a teacher. The report follows the framework provided by Clare Hocking in her paper related to Occupational Sciences.
2- why chose Hocking framework for analysis and, How?
Answer:
Occupational Analysis
Bruce is a middle-aged individual who lives in Edinburg. He enjoyed teaching since his childhood where he taught his siblings and helped his friends in school to understand difficult concepts in class ((Hocking 2013).). It was easy for him to understand and relate various concepts. He had great passion in most of his subjects which include Accounts, Finance and
Math , English, History and Geography (Frank 2012.). He helped his teachers in class to explain various theories. His peers and family encouraged him for his passion which motivated him to attend public speaking and debate classes to improve his skills as teacher. Bruce studied business management in the university to gain substantial knowledge in all subjects. These past and present experiences encouraged him to take up this Passion as a career (Hocking 2009). After completing his studies, he took up a number of menial jobs and teaching a group of students. He realized his career was a calling and helped him overcome depression and satisfied his economic need. He now teaches a high school in the city of Edinburg ( Mpofu & Hocking 2013).
To understand the greater meaning of Bruce's occupation, the contextual issues involved must be acknowledged as this shape the form and function and Hocking framework perfects that. To engage in teaching, Bruce has invested great social and economic resources in his development.Hocking framework aspect is a medium of analyzing Bruce's occupation of teaching. Hocking framework is relevant to the studies related with occupational science and through this framework all the aspects of an occupation are thoroughly analyzed (Hocking 2017). It analyzes his occupation by defining its components between human and the occupation itself. It mostly concentrates on the scientific occupational aspect (Hocking&Kroksmark 2013). Bruce announces and records tentative exam dates of his students. He also upgrades his intrinsic capabilities a core principal of Hocking Framework. Hocking refers occupation as the everyday chores human being engages with the environment (Hocking,Jones & Reed 2015). Bruce’s occupation as a teacher is defined by rules, objects, resources and norms as cited by Hocking (Angell 2014). His present career or occupation has a link with his past influences and experiences which will perhaps influence the future of his career.( Baum& Bass-Haugen 2014).
References
Angell, A.M., 2014. Occupation-centered analysis of social difference: Contributions to a socially responsive occupational science. Journal of Occupational Science, 21(2), pp.104-116.
Baum, C.M. and Bass-Haugen, J. eds., 2014. Occupational therapy: Performance, participation, and well-being. Slack Incorporated.
Hocking, C. and Kroksmark, U., 2013. Sustainable occupational responses to climate change through lifestyle choices. Scandinavian journal of occupational therapy, 20(2), pp.111-117.
Hocking, C., 2009. The challenge of occupation: Describing the things people do. Journal of Occupational Science, 16(3), pp.140-150.
Hocking, C., 2013. Occupational science. In Encyclopedia of behavioral medicine (pp. 1365- 1370). Springer New York.
Hocking, C., 2017. Occupational justice as social justice: The moral claim for inclusion. Journal of Occupational Science, 24(1), pp.29-42.
Hocking, C., Jones, M. and Reed, K., 2015. Occupational Science Informing Occupational Therapy Interventions. In International Handbook of Occupational Therapy Interventions (pp. 127-134). Springer International Publishing.
Frank, G., 2012. The 2010 Ruth Zemke lecture in occupational science occupational therapy/occupational science/occupational justice: Moral commitments and global assemblages. Journal of Occupational Science.
Mpofu, C. and Hocking, C., 2013. “Not made here”: Occupational deprivation of non-English speaking background immigrant health professionals in New Zealand. Journal of Occupational Science, 20(2), pp.131-145.
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