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A model for integrating occupational therapy procedures

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A model for integrating occupational therapy procedures

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Content A MODEL FOR INTEGRATING OCCUPATIONAL THERAPY PROCEDURES A Thesis Presented to the Faculty of the Graduate School University of Southern California In Partial Fulfillment of the Requirements for the Degree Master of Arts (Occupational Therapy) by Shirley Eileen Esenther August 1969 UNIVERSITY OF SOUTHERN CALIFORNIA THE GRADUATE SCHOOL UNIVERSITY PARK LOS ANGELES, CALIFORNIA 9000'.' T his thesis, w ritte n by S h ir le y S i l 2art ''serv'-.V r under the directio n o f hnr....Thesis Com m ittee, and app ro ved by a ll its members, has been p re sented to and accepted by the D * a n of T h e G raduate School, in p a rtia l f u lf ill meat o f the requirements f o r the degree o f Dean D a te THESIS COMMITTEE ACKNOWLEDGMENT The author gratefully acknowledges the financial assistance of an Allied Health Professions Traineeship which made this study possible. TABLE OF CONTENTS Page Acknowledgment.................................. ii List of Figures . ............................ ix Chapter I. INTRODUCTION.............................. 1 The Problem............................ 3 Importance............... 3 Assumptions........... 3 Hypotheses ............................ 4 Statement of the problem .............. 5 Definition of Terms .................... 5 Limitations........................... . 6 The Method of the Study................ 7 II. LITERATURE REVIEW....................... 9 A. Introduction B. Historical Review Montessori Method-Occupational Therapy Resemblance.......................... 12 Montessori method .................... 13 Occupational therapy - a task, a plan, and freedom........................ 21 * • * i u Chapter Page Social Psychological Factors .......... 24 Learning - perceptual organization .. . 25 Locomotion - social organization .... 27 Decision - technical organization ... 29 Reconciliation definition ............ 30 Implications .......................... 38 C. Construction of a Model Topological Psychology - Definitions, Structure, and Organization .......... 42 Lewin's topological differentiation . . 42 Implications .......................... 44 A Crystalline System - Iconic Structure and Organization...................... 46 A crystal............................ 49 Process of crystallization ....... 50 Organization and Operation .............. 56 An action principle for locomotion ... 57 An ordering principle for decision . .. 59 An apprehension principle for learning . 59 Implications .......................... 61 iv Chapter Page D. Recapitulation Constraints ..... .................. 67 Spatial relations - structure and growth .......................... . 67 Temporal relations - growth and development......................... 68 Properties - viable system in dynamic organization . . . 68 Variety................................. 72 Summary of Chapter I I .................. 73 III. STRUCTURE AND ORGANIZATION OF THE MODEL . . 74 Structure of the Model.................. 77 Propositions for growth and development . 79 Summary of the structure of the model . 93 Structural Flow Chart of Abstract Level Organization (Derived from Figure 8c) . 93 Mechanics of relationship, awareness, and stratification.................. 95 Dynamics of relationship, awareness, and stratification ..............102 Summary.of Chapter III.....................105 Chapter Page IV. ORGANIZATION AND OPERATION OF THE MODEL . . 106 Integral Operation of the Internal Systemic Properties - a Cultural System ...............................107 General propositions for operation . . . 108 Psychological organization - learning . 110 Sociological organization - locomotion . 112 Technical organization - decision . . . 115 Summary of integral operation of the internal systemic properties .......... 118 Operational Organization of the Internal/ External Systemic Properties ............ 119 General propositions of operational organization of the internal/external system...............................125 Coping range .......................... 126 Adaptation range ...................... 127 Competence range ...................... 129 Summary of operational organization of the internal/external systemic properties . ....................... 132 vi Chapter ' Page Fields of Operation of the Components of the Internal/External Properties . . 133 General propositions for the fields of operation ......... ....... 134 Sensation-affectivity field ......... 139 Perception-socialization field ....... 140 Cognition-personal action field .... 142 Summary of fields of operation of the internal/external properties ........ 144 Operational Flow Chart of the Model's Abstract Level Procedures ........... 145 Propositions for the mechancs of flow chart procedures..................... 145 Propositions for the dynamics of flow chart procedures..................... 148 Summary of the operational flow chart of the model's abstract level procedures........................... 149 Summary of Chapter IV .......... 149 V. IMPLICATIONS OF THE MODEL..................150 Conclusions.............................150 vii Chapter Page Behavioral Approach to Occupational Therapy.............................. 151 Use of ground rules.................... 153 Use of the developmental model.......153 Use of the flow chart of organization . 154 Use of diagrams and propositions of operation........................... 154 Occupational Therapy Theory ......... . 155 Occupational Therapy Research . . . . . . 156 Summary of Chapter V ......................158 BIBLIOGRAPHY .................... 159 viii LIST OF FIGURES Figure Page 1. A configuration representing Montessori*s system . . . ........................... 20 2a. A summary diagram of the ground rule for the learning choice.................... 32 2b. A summary diagram of the ground rule for the locomotion commitment ............. 33 2c. A summary diagram of the ground rule for the technical decision toward adaptation . 34 2d. A summary diagram integrating the ground rules for adaptive competence ........ 35 3a. Factors united in a dynamically closed unity............. 47 3b. Factors contained in a dynamically unclosed unity................................. 48 4a. The structural form of the isometric crys talline characteristic ..... ........ 52 4b. The structural form of the tetragonal crys talline characteristic ................. 53 5a. Flow chart of action for locomotion .... 58 5b. Flow chart of ordering for decision .... 60 ix Fig tire Page 5c. Flow chart of apprehension for learning . . 62 6a. Iconic model - the first level of the organic stage....................... . 78 6b. Iconic model - the second level of the organic stage ......................... 81 6c. Iconic model - the third level of the• organic stage ......................... 82 7a. Iconic model - the first level of the sentient stage ......................... 84 7b. Iconic model - the second level of the sen- tient stage........................... 86 7c. Iconic model - the third level of the sen tient stage S7 8a. Iconic model - the first level of the ab stract stage 89 8b. Iconic model - the second level of the ab stract stage 91 8c. Iconic model - the third level of the ab stract stage 92 x Figure 9a. Flow chart of organization for the stages of the abstract model - the original, homogeneous systemic condition ....... 9b. Flow chart of organization for the stages of the abstract model - the condition of initial systemic awareness ......... 9c. Flow chart of organization for the stages of the abstract model - the apprehension system at the organic stage of function 9d. Flow chart of organization for the stages the abstract model - the ordering system at the sentient stage of function . . . . 9e. Flow chart of organization for the stages of the abstract model - the action system at the abstract stage of function . 10a. A structure to indicate integral function of the internal systemic properties - learning, decision, and locomotion . . . . 10b. The psychological organization of input by the nervous system - learning ........ Page 96 98 99 100 101 109 111 xi ’ Figure Page 10c. The sociological organization of output 1 by the social system - locomotion .... 113 lOd. The technical organization of output by the cultural system - decision ...... 116 11a. The coping range of the internal/external i ; systemic properties .................... 120 lib. The range of the psychological organi zation's components of learning - sensation, perception, and cognition . . . 122 11c. The range of the sociological organization's components of locomotion - affectivity, socialization, and personal action .... 123 lid. The range of the technical organization's components of decision - the psychological organization, the sociological organi zation, and the technical organization, which is the external, adaptive organi zation of coping, adaptation, competence, and being............................... 124 xii Figure Page 12a. The sensation-affectivity field - the direction and integration of its functional components ........ 135 12b. The perception-socialization field - the directipn and integration of its functional components ................. 136 12c. The cognition-personal action field - the direction and integration of its functional components ................. 137 12d. The integrated fields of operation - the integration of the functional components . 138 13. Flow chart of operation of the model's abstract level procedures. The temporal organization of properties that indicate points at which to isolate and deal with individual problems of a unitary system . 146 14. A paradigm for a theory of work and play . . 157 xiii - A MODEL FOR INTEGRATING OCCUPATIONAL THERAPY PROCEDURES CHAPTER I INTRODUCTION ■ In order to understand and explain information ; about human action, pragmatic sociology wants human ac tion to be given scientifically exact descriptions (Lazarsfeld, 1962; Vernon, 1962). An accurate and clear account of this data can then be publicized so that the general public can grasp its place in the social process of change (Carr and Lynch, 1968). The problems and char acter of our civilization are closely tied to the excep tionally fast rate of change in urban growth, technical complexity, and governmental organization attempting to deal impartially with routine concerns of vast numbers of people (Stein, 1960; Roemer, 1963). However, Park says that the structure of social organization is as much a product of the informal process of personal "struggle 1 2 and efforts" as it is of large-scale formal and technical processes of culture and society (in Stein, 1960). This is as true for the occupational concerns of handicapped people as it is for those of "normal” people. Perhaps the structure of social organization is more dependent on the way people integrate their own life activities than has been suspected (Homans, 1967). In the world today there is an unprecedented uni versal commitment to the idea that all people should be assured the opportunity to make the most of their poten tialities. Their social and cultural patterns have, in fact, derived from slowly accumulated and formalized indi vidual changes over long periods of time (Murphy, 1958; Homans, 1967). Today fast changes are possible. It is the way that people learn to handle the individual per formances for self-change that will be indispensable to them in meeting the unparalleled demands of the organi zational change of pace in social growth (Whitehead, 1962). The resourcefulness of the nuclear family is a wellspring of social strength for human adaptability in a changing society (Lidz, 1963; Homans, 1967). But human action 1 depends ultimately on an individual actor as well as : groups of actors (Parsons and Shils, 1951; Burke, 1955; ; Homans, 1967). The Problem , Importance Bettering the human functional ability of the handicapped person through his mastery of his resources is the objective of occupational therapy (Reilly, 1962). But occupational therapy finds itself helping a popula tion which is represented more and more by members in cluded in the minority and poverty groups (Klavins, 1968). The ability of this population to perform daily tasks and to participate in daily events sustains them, as it sustains all men, as living entities in the world of man. In spite of the diminishing resources of this group, man's behavioral role in response to occupational demands determines the level of functional competence. Assumptions The assumptions upon which this study rests are listed below: 1. What man does in response to an awareness of environ mental relationships, i.e., human action, results in a patterning of the human system. 2. Human behavior derives from the way the human system has been integrated. 3. The occupational therapist makes use of data con cerning the patient so that he may come to understand the patient's particular conditions of function. Hypotheses The guiding hypothesis of this study is as fol lows : 1. Occupational therapy can better assist the patient in patterning his system if it involves him in a program which allows maximum patient participation. The hypotheses of this study to be tested are as follows: 1. The occupational therapist has the knowledge of the patient's conditions of function which can be ap plied to facilitate the organization of the patterns of function. 2. A system can be devised by which the occupational 5 therapist can organize the data gathered to guide treatment planning and working procedure. Statement of the Problem The purposes of this study are listed below: 1. To identify the basic common factors and the con ditioning element of these factors by examining the Montessori method and the occupational therapy ap proach to patient involvement in task performance. 2. To elicit a structural model for guiding the working relationship in occupational therapy programs by examining the working procedures. 3. To indicate the organizational and operational features of the model. 4. To assess the action potential of this configuration of factors. Definition of Terms Action. The manner or mode of the exertion of power will be considered as follows: (1) the performance by any organ of its proper function, (2) the movement of the parts of mechan ism of something, and (3) the result of putting forth power-- the thing done. (Funk and Wagnalls, 1943.) Energy. This will be considered the power by which anything acts effectively to move or change things or accomplish any result. (Ibid.) Human. Occupation. Power Principle. Procedure. Working. This is considered the state or quality characteristic of the species. This is considered as a field of focal pos sibilities for a person's activity and thought. This is considered the property of a sub stance or being that is manifested in effort or action, and by virtue of which that sub stance or being produces change. (Ibid.) That which is inherent In anything, deter mining its nature, will be considered as follows: (1) a settled rule of action sonscien- tiously adopted, (2) a law of nature as illustrated in the mechanical powers, (3) an essential constituent that gives character to it, and (4) a commencement or beginning. (Ibid.) This is considered the method of carrying on a series of actions. This is considered as an act or operation of any person engaged in some employment. Limitations This study is limited to a review of the litera ture of working or theoretical syntheses of selected mod els and the data relevant to the development and dis cussion of the specific element and factors of the study, as located in volumes of the library systems of the i University of Southern California, the University of j California at Los Angeles, the Los Angeles Public Library, and the personal libraries of Dr. Mary Reilly and the author. ! i « i The Method of the Study ; r This is an exploratory study designed to stimu late interest and study in a behavioral approach to oc cupational therapy problems. Chapter II reviews specific and pertinent liter ature in the fields of cosmology, education, occupational therapy, philosophy, physics, psychology, social psycho- j logy, and sociology. It identifies the basic factors and essential element pertinent to the study, explores specifications for working procedures, examines the criteria of a topological system, formulates criteria for an iconic model, and discusses the frame of refer ence for organizing the relationships of the model. Chapter III, according to the constructions and relationships of the data, formulates a structural model as a developmental tool and constructs a flow chart describing its organization. Chapter IV summarizes the operational relation ships of the developmental model in a series of diagrams. Chapter V speculates on the possibilities for the use of the ground rules, the developmental model, the flow chart, and the diagrams of operational rela tionships and their implications for practice, theory, and research. CHAPTER II i ; LITERATURE REVIEW This chapter reviews the relevant literature in : three divisions: a historical review, construction of a i * i ; ■ model, and a recapitulation. After a division of introduction the first main i division of this chapter is a historical review of the i ! factors and unifying element of occupational therapy procedures by means of a comparison with the same factors : and element found in the Montessori method. An exam ination of these factors and their unifying element is made in the light of a social psychological frame of reference. The second division of the chapter introduces the criteria for the construction of a model and flow chart which uses the historically established factors and element as the structural source material. 9 10 Topological psychology, a physics model, and general system theory are used to establish structural, organi zational, and operational relationships. The third division of the chapter is a recapitu lation of the data of the first two divisions. It is presented as constraints and variety of spatial and tem poral relations of the system and of properties of the system. A. Introduction As with all professions offering service to people, occupational therapy must identify the critical factors relevant to the occupational therapy process so that the therapist may, In fact, provide the help he intends to offer. The particular focus of this review of literature is working procedures. It Is an attempt to make clear the factors (learning, locomotion, and decision) involved in the structure and process of pro viding the help which occupational therapy "intends to offer." In occupational therapy it is alleged that it is what the patient does for himself that provides a 11 critical element of treatment (Wade, 1947; Florey, 1969). Occupational therapy attempts to lead a patient into those activities which give him the opportunity to exer cise himself in the pursuit of function (Wade, 1947; AOTA, 1968). The give-and-take of personal interaction is necessary for the development of a working relation ship with the patient (Willard and Spackman, 1947; 1954; 1963). The patient is supported by active assistance until he can maintain himself at some minimal level of self-function. In this sense it could be said that oc cupational therapy provides a service for threshold function. The patient is then assisted to construct his own basis of function in those tasks until he can sustain himself in some measure of adequate function. The sup port by active assistance and the help toward self- support oscillate throughout the therapist's contact with the patient as the therapist attempts to induce more stable self-application and more involved response with activities of increasing and/or varied difficulty. The patient is urged toward a maximum utilization of his potentialities In this process. A self-functioning organism is the objective aim of the treatment process despite the fact that there may be permanent disability or dysfunction which will limit the result of effort (Reilly, 1969). Occupational ther apy has found that permanent disability or dysfunction does no more than inhibit certain activities specific to the particular patient (Goodman, 1968-1969). Therefore, what the patient himself attempts to do is the first step toward doing (Goodman, 1968-1969; Moorhead, 1969). The opening section describes the situation in which the particular configuration of factors and element with which this paper is concerned were first found. B. Historical Review Montessori Method-Occupational Therapy Resemblance The similarity of factors of the Montessori meth od and occupational therapy are described. The infor mation revealed by separate examinations will be general ized to each method by identifying and comparing their mutual properties and systems. 13 1 i Montessori Method : This section will be limited to a report of the I initial Montessori experience (Montessori, 1964) and a ‘ critical, historical review of her system (Boyd, 1917). , The Initial Montessori i Experience r f ! In the first decade of this century Maria ; Montessori, an Italian physician, discovered in her prac tice while caring for the defective children of the Or thophrenia School in Rome, that carefully prepared, ! graded, and demonstrated sensorial and practical life : tasks could be offered beneficially to her charges in a planned atmosphere of mutually protected and regarded personal rights. In this plan these children were given the option of freely choosing those tasks they wished to : pursue; they were painstakingly led through an inte- ; gration of movement and graded task performance; they were permitted the opportunity to practice the tasks undisturbed and undistracted, under unpressured guidance, for as long as they wished; and, they were propelled on ward with the breath of personal interest. They re sponded with a focalization of energy which greatly 14 enhanced their capability and prepared some of them for a .leap out from institutional training and into success ful participation in the activities of a regular school curriculum. This experience launched Montessori (in 1907.) into her career as an educator and developer of the Montessori method of general childhood education. The first United States edition of The Montessori Method appeared in 1912. Until her death in 1952 she con tinued to explicate, interpret, test, modify, and refine the procedures of this method. The Three Factors and the Unifying Element Though Montessori herself wrote extensively, her highly individualized style is not scientifically organ ized, nor is it structured in direct, clear language. William Boyd (1917) and many other early critics and/or exponents of the Montessori method (Harrison, 1914; Kilpatrick, 1914; T. L. Smith, 1912; Stevens, 1913; among others) sought to penetrate the Montessori style with a view toward incorporating the factors and organization of the method into general educational practice. 15 This study accepts Boyd as a classic author be cause besides performing the service of singling out, identifying, and tracing the historical roots of the bas ic factors in the Montessori system, he analyzed and assessed it in relation to the infant classes in several different settings and in terms of Montessori's theoret ical construction. Boyd's critical, historical review of the ideas and empirical background of Montessori's work identifies the components of the method: (1) the basic factors-- ihdividual effort, freedom, and independent ordering of learning; and (2) Montessori's unique element— the qual ity of the "loose relationships" among the three factors. Boyd's inquiry introduces a legacy of earlier contri butions to the concepts of adaptation, learning, play, decision, sense data, and the social context of the adaptive processes. Historical roots. Boyd traces to John Locke (1632-1704) the first explicit statements about all three factors. Locke conceived adaptation as a distinctive component of individual effort. Throughout the history of 16 mankind the factor of individual effort is recognized as an essential characteristic leading to a modification of behavior. Locke explicitly brings out the fact that children, when they are free to choose their own activity and act of themselves in accordance with their own deci sion, achieve the distinct advantage of independently ordering themselves so that "learning anything they should be taught might be made as much a recreation to their play as their play is to their learning" (Locke in Boyd, p. 29). Within these comments Boyd finds the sec ond and third factors: freedom--a decision based on freedom of choice; and an independent ordering of learn- ing--achieved through the exercise of free choices of activity. With this identification of the three factors Boyd follows them in their unfolding through Condillac (1715-1780), who recognized the foundation of learning as the development of the senses through social exchange, and Pereira (1715-1780), who established "the central ideas of a physiological education based on sense- training" (p. 40). Rousseau (1712-1778) was a neighbor and friend of Pereira and, according to Boyd, directed attention more specifically to the processes of knowledge and emphasized the development of "self-determined action (p. 49). Xtard's (1775-1838) work with the Savage of Aveyron dealt with elemental sense-experience. Then Boyd quotes Seguiri (1812-1880), who stated, that the funda mental problem of education is as follows: "Given an individual or a people (it matters not which), to develop all that pertains to him or it in such a fashion that the functions acquire their maximum activity, speed, extent, and precision--cerebral functions, muscular functions, sensorial functions, organs of thought, of movement, and of sensation" (p. 95). Boyd's analysis. It is specifically to Seguin's practice and to Montessori's own studies in experimental psychology that Boyd credits the direct sources of her method. Montessori acknowledged her debt to predeces sors for the ideas from which she built her system but she never clearly delineates it. Boyd, after identifying and tracing the roots of the three factors, credits Montessori, not with : originality, but with pragmatic innovation in "an aggre gation . . . loosely related in her own mind, and capable ; of being employed in detachment from each other without ! any serious loss of the virtue of any one of them" (p. 138). Thus he finds in the quality of relationship I that unites the three factors the significant Montessori ; contribution. Inseparably bound with this quality jMontessori insists that "for the educator as for the biologist the one reality is the living individual (in Boyd, p. 136). Montessori as a pre-system thinker. Boyd dis- I cusses the configuration of factors in terms of the pres entation Montessori made. The description of its func tions and operations acknowledge a psychological orien tation in her plan. To understand what she did, a grasp of her data in the context of her presentation is essen tial as her system is a forerunner of a general system approach to childhood education. This correlates with general system theory which is interested in "the way . . . components are organized (interrelated)" and in the way "a whole . . . functions as a whole by virtue of the interdependence of its parts" (Rapoport, 1968, p. xvii). Montessori's configuration of factors and the unifying element are summarized in a pre-system diagram (Figure 1) according to the foregoing descriptions. For the purposes of the model the three factors will be called by the following terms: 1. learning (for independent ordering of input); 2. locomotion (for output of individual effort); and 3. decision (for freedom of choice leading to independ ent ordering). The unifying quality of "loose relationship" is represented as follows: 1. by dots to designate the quality "loose;" and 2. by triangles and solid lines to signify the struc tural "relationship." Hereafter all additional data will also appear in summarized diagrams. In all subsequent illustrations triangles and solid lines will indicate "structured relationship" and dots, dotted lines, broken lines, and arrows will indicate an open or "loose relationship." 20 CHOICE OPTIONS FOR DECISION Figure 1. A configuration representing Montessori's system. 21 Occupational Therapy - a Task, a Plan, and Freedom Occupational therapy is more familiar with the description of activity in the factorial terms tendered by Wade. The task may be recreational, occupational or educa tional in nature and should be purposeful and seri ously accepted by the patient who assumes responsi bility for it and carries it through to completion with a minimal amount of assistance. The task of activity should fit into a plan involving co-operation with others if resocialization is desired. If the patient is unable to participate actively in the plan, its existence should be kept in his conscious ness as a justification for the task. A maximum of freedom encouraging spontaneity, expression of initi ative and originality should be the final essential for a planned activity. This freedom may, in certain stages of illness, require guidance and direction but it never should be completely absent. (1947, p. 90.) The technical system of these procedures, which is offered as a guide to occupational therapy students, contains the essentials of the factors and unifying ele ment in a sociological context. Wade treats the task (learning factor) as a social phenomenon and she talks of the plan (locomotion factor) as a method of sustain ing transactions between people. A task may be selected from a variety of possibilities. The activity is to be accepted by the patient as his responsibility. The task 22 becomes his occupation when these conditions are met. Freedom (decision factor) is related to personal creative action in the environment and is the third essential of planned activity. A Task A task as the learning and change agent is care fully linked in this statement of procedure to the self function of the patient. Malinowski also stipulates that change is primarily "in accordance with an increasingly definite function" (1930, p. 624). Individual effort, it may be noted, is the keystone of organization toward possible change. A Plan The task is also integrally related to a plan of socialization. A plan is presented as a guarantee of the patient's awareness of a social purpose of the task even though the task itself may not be specifically designed as a socializing agent. An occupational role is learned by means of task performance and with it appropriate oc cupational behavior (Reilly, 1969; Moorhead, 1969). The patient's participation, i.e., locomotion, in the social plan of a treatment activity, preferably active but at 23 least knowledgeably passive, is stressed as a condition of environmental function. Freedom Freedom, in the Wade statement, is intimated as biologically inherent and individually guided. Murphy in a similar context speaks of the creative thrust of a personal kind of understanding in breaking through the mold of an established pattern. He goes on to say that "nothing ever really becomes finally crystallized, . . . . There is lawfulness in this process, and it is the proc ess of orderly selection from among lawful potentialities that completes the conception of man's discovery of his own potentialities" (1958, p. 19). Wade goes further and insists that freedom be a component of planned activity. There is a subtle impli cation here that has by-and-large escaped the attention of exponents of social, and particularly political, ac tion. Chardin marks the point of equivocation acutely: "The social aspirations of man cannot attain full origi nality and full value, except in a society which respects man's personal integrity" (1965, p. 25). The qualification with the inclusion of freedom 24 : as a component of planned activity requires mutuality and reciprocity in guarding the personal interests of each participant in the cultural milieu. Each partici- ; pant is a responsible party in occupational therapy practice (Florey, 1969; Line, 1969) in guaranteeing mutual and reciprocal regard for every other person's personal integrity. According to Murphy (1958) the central problem in such a situation is the reconciliation’ of the inter relationships. f Social Psychological Factors The similarity of occupational therapy and the Montessori method is found in the congruence of their working procedures. The situation of the initial Montessori experience (previously reported on p. 13) is typical of those found in occupational therapy settings. Each is a plan of. a complexly interrelated system dealing with an extensive repertoire of activity. Both desire independence on the part of the subject and his freedom to act of himself at his level of function. The correspondence between the working procedures 25 of the Montessori method and occupational therapy will be discussed in three sets with each factor described, constrained, and modified in its own set by the other two factors (Homans, 1950). An action as an operational organisation within each set may be expressed properly in a relation between an actor as a unitary or unified system and a situation (Parsons, 1961). Allport notes as a criteria of an open system that "there is extensive transactional commerce with the environment” (1960, p.43). Learning - Perceptual Organization An independent ordering of learning changes en tails a decision from among choices and the individual effort of locomotion needed to support the choice. An independent ordering of changes also demands an alertness to the events that occur and to an appropriate use of things that are the tools of learning. Bruner situates the idea of tools and tool-using in a broad perspective with regard to learning (1966; White, 1960). He classifies one group of tools in a "per ceptual field" (Bruner, 1966, p. 28) with the actor as the integrating agent. The perceptual tools require a 26 choice of sensory input which is then organized in the perceptual process. Tools of locomotion are referred to in a mani pulative and active system of a social character. This is an affective response to the perceptual organization of input and is itself organized in the social process. Tools of decision, which include perceptual choice and social commitment, are referred to in a symbolic or technical system. This is a summation of perceptual choice and social commitment which is organized in the adaptation process. Piaget places the input of tool data in a context of assimilation into the perceptual organization. Then an accomodation of the input through an acceptance of modifications within the perceptual organization occurs. Adaptation is the summation of the process of tool-using in an event (a real result) (Flavell, 1963). The process of learning permits a sensorial and cognitive re-ordering of changes through perceptual organization. These changes then feed back to restruc ture the unitary system. For this reason the actor must be presented the opportunity to involve himself in the 27 process so that his own principles of integration are taken into account. Wade (1947) recognises the broad connotations of task orientations in a comprehension of interrelational specifications. Florey notes that "Occupational Therapy has always placed high value upon and has been depen dent upon the patient's participation in his treatment" / (1969, p. 51). Montessori (1964) provides extensively programed instructions for tasks; and she bases the organization of her infant class environment on the inclusion of a broad range of sensorial and practical life tasks. The actor can approach autonomy when he chooses for himself and constructs his own pattern of independent ordering according to his choice (Allport, 1960). Locomotion - Social Org ani z at i on Individual effort that is expended in personal movements within and among the areas of perceptual, social, and technical organizations of learning, loco motion, and decision supports self-esteem. It is both 28 perceived and felt (Parsons, 1961). Parsons notes that at the base of all social organization there is this human response because of the meaning the situation holds i i . for an actor. Locomotions are social action since they are made with reference to others (ibid.). Thus self- ‘ esteem is not only a function of individual effort but ; is also a part of a social context. Locomotion becomes | a mutuality of concern for affective interchanges among ! cultural events involving social and personal action ; (Murphy, 1958). The environment must be protective : of the field of operation for these exchanges (ibid.). Each actor in an environment is entitled to the oppor- . tunity for individual effort in an atmosphere of mutual ity and reciprocity among members of a group. Murphy speaks of this as an opportunity for "breaking through the mold” (p. 18) of cultural conformism. Wade and Montessori both require responsible individual effort among actors. Florey reports that the literature of intrinsic motivation suggests as one of the critical variables of task mastery that "the environ ment must make the individual responsible for the out come of the task" (1969, p. 60). Opportunities for 29 i individual effort should be planned, permitted, and en couraged in order that each individual may acquire self- : esteem and develop his own integrity. Decision-Technical Organization The decisions that are made in a planned environ ment must be within the realm of possibility for individ ual effort (Montessori, 1964; Wade, 1947). Both Wade and Montessori insist on freedom as the medium in which spon taneity, initiative, and originality may grow. Murphy places decision in the continuum of the creative process: There is first a sensitization and affection for the ac tivity- -coping; then over a period of time there is an accumulation of experiences--choices and commitments; next, an incubation process of continued involvement in the activity repeats and enriches the delight of the actor in his enlarging storehouse of experiences until a sudden decision point of inspiration is reached--adap- tation; and, in the final commitment period, there is a critical shaping of the creation which results in inter nal and external satisfaction--competence (1958). The decision points are thus reached through a process of technical action. Decisions may be made in the perceptual and 30 social areas of personal organization for choice and commitment as well as in the technical adaptive area of the three systems at issue--learning, locomotion, and technical decision. Guiding a person in the selection of a workable choice so that his decision will actually permit his self-ordering toward a commitment goal assures him (in the systems of the Montessori method and oc cupational therapy) of an opportunity for effective integral function. Goal-setting as a commitment to action is the agreed-upon objective of all action (Allport, 1960; Parsons, 1961). Westphal indicates that consciousness of behavior gives man the capability of "guiding and planning actions for his own self-realization" (1967, p. 8). The capability for an effective learning choice is revealed very quickly when a decision is put to the test of the individual effort of a locomotion commitment. The organizations of the three factors will be specified in the next section. Reconciliation Definition In this section a reconciliation state is defined 31 for the data of the Montessori method— occupational therapy resemblance. The adherence of occupational therapy and the Montessori method to an optimal con ditioning of relationships among the systems of factors— learning, locomotion, and decision--is revealed in their literature as a highly complex organization. The dia grams on the following pages (Figures 2a, 2b, 2c, and 2d) have been designed by the author as summaries of the structure and function of each of these systems of factors The ground rules of relationship as established in the Montessori method and occupational therapy have been pic- torially represented. As noted on p. 19 and following the same proce dure summary diagrams are constructed from the material of this historical review. The ground rule for the learning choice is Figure 2a; the ground rule for the locomotion commitment is Figure 2b; the ground rule incorporating Figures 2a and 2b into the organization for technical decision toward adaptation is Figure 2c; and the ground rule incorporating Figures 2a, 2b, and 2c into the organization for adaptive competence is Figure 2d. 32 CHOICE DECISION KEY RAW MPUT MID OUTPUT DIRECTED INPUT AND OUTPUT ORGANIZED INPUT AND OUTPUT BALANCE POINT OF ORGANIZATION / LEARNING FACTORS PERCEPTUAL ORGANIZATION Figure 2a. A summary diagram of the ground rule for the learning choice. 33 COMMITMENT DECISION KEY ■ • RAW INPUT A N D OUTPUT — DIRECTED INPUT AND OUTPUT ORGANIZED INPUT AN D OUTPUT BALANCE POINT ^ OF ORGANIZATION / LOCOMOTION FACTORS SOCIAL ORGANIZATION Figure 2b. A summary diagram of the ground rule for the locomotion commitment. 34 ADAPTATION ICE.Y DIRECTED INPUT A N D OUTPUT ORGANIZED INPUT AND OUTPUT BALANCE POINT OF ORGANIZATION / DEC I $ ION FA C TOSS TECHNICAL ORGANIZATION FOR ADAPTATION Figure 2c. A summary diagram of the ground rule for the technical decision toward adaptation. 35 COMPETENCE INTERNAL AND EXTERNAL SATISFACTION KEY RAW INPUT AND OUTPUT DIRECTED INPUT AND OUTPUT ORGANIZED INPUT AN D OUTPUT BALANCE POINT , OF ORGANIZATION / ADAPT AT ION \ COMMITMENT DECISION CHOICE DECISION TECHNICAL DECISION DEC I SI OM FACTORS TECHNICAL ORGANIZATION FOR COMPETENCE Figure 2d. A summary diagram integrating the ground rules for adaptive competence. 36 The ground rules refer to the way in which the combinations of the three factors— learning, locomotion, and decision--are used in the three sets of relationship: (1) perceptual organization; (2) social organization; and (3) technical organization. The interrelationships have been explored and certain fundamental properties of the environmental milieu that can lead to optimal functioning of a unitary system (the actor-patient-pupil) are seen to be required. Internally each factor of the system has its own set of interacting operations that makes use of the data of the other factorial components to modify its own pattern for external adaptation. The sets are to be self-integrated for an optimal unitary system of external competent performance. A definition of ground rules by means of their internal and external organi zation follows. Internal Organization Learning ground rule (Figure 2a). In the learn ing ground rule the learning data of an event enter the system by means of sensations (primary input) and cog nitions (secondary input). The sensations and subsequent cognitions are perceptually organized to provide the 37 summation of the data for a decision of choice (see Learning - Perceptual Organization, p. 25-27). Locomotion ground rule (Figure 2b). In the loco motion ground rule the locomotion data of an event enter the system by means of an affective and personal action response to sensations (primary input) and affective and personal action response to cognitions (secondary input). The affective feelings and subsequent personal actions are socially organized to provide the summation of the data for a decision of commitment to action (see p. 26 and Locomotion - Social Organization, p. 27-29). External Organization Decision ground rule (Figure 2c). In the deci sion ground rule the learning factors--sensations, cog nitions, and choice decisions--and the locomotion fac- tors--affective responses, personal actions, and commit ment decisions--are technically organized to provide the summation of the data for systemic adaptation (see p. 26 and Decision - Technical Organization, p. 29-30). Integration of the ground rules (Figure 2d). An integration of the ground rules by means of an incorpo ration of the perceptual, social, and technical organizations is portrayed by Murphy (1958). The per ceptual organization and the social organization summate to an adaptation capability by means of the technical decision process. The utilization of adaptation capa bility summates to the technical organization for the internal and external satisfaction of competence. Because of the necessary ’’ other” in systemic organization an external plan of operational organization is needed to assure the unitary system of awareness of its own options for function. Therefore, a plan must in clude provisions for self-responsibility in selecting and carrying out a task as well as self-responsibility for maintaining the operational opportunities in a system of communication with the other actors in the environmental milieu. Implications Satisfaction of internal and external organiza tional needs assures the unitary system of a competent operational organization (Murphy, 1958). White proposes that an actor's competence includes dealings with "manip ulation, locomotion, language, the building of cognitive 39 maps and skilled actions, and the growth of effective behavior in relation to other people" (1960, p. 137). But Maslow is not content with the achievement of competence. It "leaves out something arid therefore is a partial blindness" (1962, p. 173). He wants a development of the next choice--for the actor "to per ceive the object in its own nature with its own objective, intrinsic characteristics rather than abstracting it down to 'what is useful,1 'what is threatening,' etc.” (ibid). Maslow would project a sense of being for the unitary system. Thus a hierarchical organization of internal and external systemic function achieved through interdepend ent activity focalizes the energy of the entire system (White, 1967). C. Construction of a Model The factors and relational element of the preced ing discussion are in this section placed in the theo retical contexts of topological psychology, a physics model, and general system theory. In their complexity the essential data of occupational therapy and the 40> Montessori method pose many communication difficulties. Therefore, a model will be proposed by which their struc- tural organization can be better comprehended. Marx (1963a), Homans (1950), arid Kaplan (1964) agree that in order to achieve clarity it is advisable to formulate : data derived from sound empirical sources. The iconic model, which is similar to Lewin's field theory paradigm, is a way of looking at the system | itself in sufficient detachment to become aware of the system's levels of structure and modes of operation (Murphy, 1958; Homans, 1950; Kaplan, 1964). All the diagrams of this study are also paradigms in this sense. With them occupational therapy may put questions to its operational problems in the more scientifically rigor ous form which Bridgman recommends (in Marx, 1963b). Buckley also opts for a model that will facilitate analy sis of the processes of an adaptive system (1968b). Lo cating the structural components and their complex actions and interactions will help occupational therapy investi gate both the functional and structural features of its service. The definitions from Lewin's psychological 41 specifications (1966) for the structure and organization of the factorial concepts of learning, locomotion, and decision and the varieties of relationship are presented first.. Homans (1967) indicates that psychological structure-and-organization is the foundation of all social sciences. Rapoport offers concept definitions comparable to Lewin's (1968). However, Rapoport is more explicit re garding the operation of the factors. Instead of learning, locomotion, and decision he speaks of evolution, struc ture, and function. Lewin's structural definitions are used because they lend themselves to the construction of an iconic model. In the following pages the criteria advised by these authors will be considered under the following classifications: definitions, structure, organization, and operation. The definitions will be given first in the con text of the structure and organization of Lewin's topo logical psychology (1966). In the succeeding section on a crystalline system an iconic presentation of structure and organization is made. In the section on organization and operation general system theory is used to portray 42 ‘ the complex interrelationships in a set-order for each : of the factors (learning, locomotion, and decision). Topological Psychology - Definitions, Structure, and Organization In Principles of Topological Psychology, which ; was first published in 1936, Kurt Lewin records the : occasion of his realization that the character of the : illustrations that he was making on the blackboard before a group "might after all, be . . . representations of real concepts ... of time ... of space1 1 (p. vii).. Lewin’s Topological Differentiation Lewin later specified: ”An essential character istic of this physical space is that it is thought of as a single coherent space which includes the totality of all physical facts that exist at a certain time . . . and which includes only physical facts'1 (p. 66). He says further that the singleness of structure in the physical world is a "dynamically closed unity” while, at the same time, the plurality of structure in the psychological worlds is indicative of "dynamically unclosed unities” (Chap. VIII). 43 When dealing with these regions as a unified system within the person the configuration "appears as a 'stratified1 system which has a definite structure . . . . Furthermore . . . certain systems and regions within the person are 'connected' or 'separated' " (p- 50). They suggest a system of locomotion. The free dom of movement of a particular person is contained in a very limited psychological life space. With reference to movement in this life space, the concern is with locomotion of physical position--affective and personal action responses as well as the biological entity of the organism, of conceptual position, of social position, and of a field, which may be conceived as analogous to incorporation of the whole system into a cultural pattern. In his view the connectedness and separateness of peripheral and the more central regions contribute significantly in the solution to problems. The choice one makes in structuring these regions would be a crucial factor in the resultant impact of the organization that is achieved. Decision becomes the key to the struc turing processes: the structuring processes of the 44 positions of locomotion; and the structuring processes of the changes of learning. Structuring and restructuring involve learning and Lewin stresses that it is different in character from locomotion though incorporating the same factors. Learning is contained in the changes of structure taking place in the togetherness or apartness; while locomotion is contained in the quality of positioning effected in the togetherness or apartness of the structuring as each region stands in relation to the position of other struc tures. "Changes in the connectedness of the systems within the person are real and demonstrable" (p. 50). Lewin's discussion of life space is summarized in a recurrent reference to "relationships of a specific spacial character" (p. 51). "Only certain relationships and the possibility of certain operations are relevant. It is these which finally define space" (p. 52). Implications The topological psychology of Lewin is open then to a formulation which indicates the dynamism of a struc ture composed of the factors of locomotion, decision, and learning united by the element of loose relationship. This is summarized: Lewin sees locomotion in a cultural field composed of physical, conceptual, and social sys tems; he sees decision in the choice of structuring; he sees learning in the changes of structure; and he sees loose relationship in a system of a closed spatial unity combined with unclosed spatial unities. He indicates in addition the appearance of stratification in the struc ture and an awareness that it could be real. However, a spatial scheme such as Lewin's tends to snap a view of the pattern of structure at a particu lar time. Brunswik has suggested the incorporation of a temporal scheme (1963) which will promote the tracing of the pattern through time. The potentiality of an ongoing stratified system is characterized by Murphy in a provoking discussion of 11. * . . Kinds of Human Nature" (1958, p. 15). In it he professes that the examination of man and his environment is being penetrated by instruments which have culminated in a comprehensiveness of knowledge never before attained (also Bagrit, 1966; Bertalanffy, 1968). The original obscure difference between "living" and "nonliving" 46 systems (Rapoport, 1968) has evolved Into a human field of vast scope, progression, and complexity of organi zation. Murphy (1958) bases the ’ ’ unities” of structure ‘on the general biochemical and nervous organization on one hand and the processes of individuation on the other. Following the procedure of the previous sections the additional data of Lewin’s field system is summarized in diagrams (Figures 3a and 3b). Movement within the I system is represented by centrally connected radiating arrows that are contained within a triangular structure whose boundaries move. This unification signifies an association of the three factors--locomotion, decision, and learning--which must be contained in a dynamically closed unity (Figure 3a) that has dynamically unclosed possibilities (Figure 3b). This data together with the idea of stratification suggests a crystallization process. A Crystalline System - Iconic Structure and Organization From the intuition of lewin it follows that some thing that "might . . . be . . . real” (see p. 42) could actually exist. The possibilities in the process of crystallization meet the structural and organizational * DECISION Figure 3a. Factors united in a dynamically closed unity. 48 DECISION Figure 3b. Factors contained in a dynamically unclosed unity. 49 criteria for the construction of a model. Inductive logic which is now accepted as inherent in a theory of probability allows this conjecture with the restriction that the conclusions be limited by the data available (Homans, 1950; Kaplan, 1964). In keeping with the practical intent of this paper all terminology and definition in this section, which describes the potentiality of the crystallization process, can be found in Funk and Wagnalls College Standard Dictionary (1943). A Crystal A crystal is described: CIt isD extremely clear. ... CIt is] the solid mathematical form assumed by many minerals. . . . CIt has] a chemically homogenous body which, in the absence of internal or external stress, is aniso tropic and possesses the property of growing in a supersaturated solution. (Funk and Wagnalls, 1943, . p. 289.) Crystalline form with a unified chemical identity of kind or structure can, then, under the noted condi tions, react toward polarized light--anisotropic pro perty. That is, radiant energy exerts some of its properties in different directions when acting on a 50 crystal, which responds with varying capacity for trans mission and reflection. Anisotropic response of a crys tal, furthermore, also exhibits unequal reactions to external influences (as, for instance, plant organs in their acute sensitivity to light). The crystalline form considered here is doubly refracting and has only a single optical axis. The im portance of this information regarding the focus is marked by Sommerhof: "The peculiar property of any focal condition is that the directive correlation with which it is associated imparts to it a special kind of independence from the effects of events which have entered into its history" (1968, p. 291). When the crystal contains "more of a dissolved substance than can be held under normal conditions" (Funk and Wagnalls, 1943, p. 1130), it is no longer in equilibrium with the substance dissolved and at this point "possesses the property of growing"(ibid., p. 289). Process of Crystallization In examining the process of forming crystals, which is that process which brings matter to "definite 51 and permanent form" (ibid.), there are two methods of characterization that meet the criteria found in the previous sections, i.e., those sections containing ideas of Montessori, Wade and Lewin. (1) [The isometric method pertains] to that system of crystallization in which the three axes are equal in length and at right angles to each other. (Ibid., p. 615). (Figure 4a.) (2) [The tetragonal method possesses] four angles [enclosing space]. (Ibid., p. 1160.) (Figure 4b. ) The energizing agent of the crystalline system is found in the velocity of light which "is a maximum unattainable by the velocity of any material body’ 1 (ibid., p. 959). In addition to this energizing agent there is an implication of unusual interest in the special emphasis that Sommerhof places on the range of variation of a focal condition of a system. He notes that the focal condition is limited but has a definite range of variation when coupled with a "given instance of directive cor relation" (1968, p. 291). This concept of an event "is a defining property of the characteristic objective correlation which is found between organic activities 52 A RAY OF L IG H T Figure 4a. The structural form of the isometric crystalline characteristic. Figure 4b. The structural form of the tetragonal crystalline characteristic. 54 and the environments they work inM (ibid., p. 294). It i I might, therefore, account for the concept of goal as aim, i purpose, striving, etc. in a generalization of the bio logical concept of adaptation (ibid.). The concentration of light energy in a focal system possessing a limited I but definite range of variation suggests just that suf ficient amount of play to allow for the direction of an open system with constraints (Buckley, 1968b). t t Figures 4a and 4b illustrate the structural The theory of relativity asserts that all knowl- velocity is relative: The velocity of light is a constant independent (a) of its source, (b) of the system with res pect to which it is measured, and (c) of the observer save for its motion in relation to other systems. (Funk and Wagnalls, 1943, p. 959. ) ■ In the mechanics of relativity, the mass of a particle is determined by assuming that the actions of a system or particles do not change the total momentum with respect to a given system. The mass is not constant but dependent on its velocity. (Ibid.) of this relativity in its energizing principle and the range of variation of a focal condition a compre hension of complex relationship becomes paramount in forms. edge of (1) ( 2) Because 55 studying an adaptive system. A dynamic crystal form as an adaptive system would meet the condition of "the cosmological theory that accounts for the universe and its contents by the combination of separate and diffused atoms existing originally in a condition of absolute homogeneity" (ibid., p. 407). "The doctrine of the derivation of all forms of life by gradual modification from . . . one rudimentary form" (ibid.) opens this system to develop ment. The "gradual modification" would be a function of the action of the system. Cannon comments regarding the stability of the living organism in that it has "learned the trick of maintaining stability" in an evo lutionary process of inbuilt systemic modifiability (1968, p. 257). With respect to "the concept of the system itself" Buckley makes the following statement: [It] cannot be identified with the more or less stable structure it may take on at any particular time. As a fundamental principle, it can be stated that a condition for maintenance of a viable adap tive system may be a change in its particular struc ture . Both stability and change are a function of the same set of variables, which must include both the internal state of the system and the state of its significant environment, along with the nature 56 of the interchange between the two. (1968b, p. 510.) i This interpolates well with the theory of epi- t I genesis concerning "the formation and differentiation of parts of an organism" (Funk and Wagnalls, 1943, p. 394). However, Jessor (1963) cautions us that in a ' hypothetical reduction of such a process the complexity of relationship, which is implicit-specific in the or ganization of an organism-in-field system, would neces- I sarily dissolve. A simple reconstitution will not restore the system. As each reduction takes place one j discusses something other than what was initially pro jected. The organism-in-field system, therefore, must logically be presented and discussed as an integral system. I Organization and Operation Buckley "suggests that we are . . . beginning to take seriously, and as not incompatible, the principles of the continuity of nature on the one hand, and the emergence of qualitatively different wholes on the other" (1968a, p. xxiii; Bertalanffy, 1968). A developmental 57 crystal would seem to be an appropriate form for schema tizing this idea. Rapoport writes as follows in an introduction to general system theory: General system theory seeks to classify systems by the way their components are organized (interre lated) and to derive the "laws," or typical patterns of behavior, for the different classes of systems. (1968, p. xvii.) He characterizes an open system as one whose properties are determined by the relationships within the system itself. An Action Principle for Locomotion An information-flow model of action is postu lated on "goal-guided activity" by Mackay (1968, p. 360). Mackay lists the minimum requirements for a flow model of behavior: an "active agent," that is, a being in •locomotion; "governed by the control system," which uses decision; and whose "function . . . is to select from moment to moment . . . out of the range of possi bilities open to it," that is, learning inputs (ibid.). See Figure 5a for the flow chart of action for locomotion. 58 Q START ) ACTION LOCOMOTION DE.CIS I ON L E A R N IN G KEY 3 ) TERMtNM. ^ 7 \NPUT/OUTPUT 1 PROCESSING DECISION COMM UNtCfiT ION LINK. O CONNECTOR Figure 5a. Flow chart of action for locomotion. An Ordering Principle for Decision A self-correcting system such as Shibutani (1968) discusses would integrate these same factors in a modi fied order. He finds in G. H. Mead's description of behavior the earliest psychological organization of ordering on the basis of temporality. A decision to act is made; it, "once under way, tends to persist" (p. 352) in locomotion; and "an individual's line of conduct is constructed as he responds to a succession of organic states, perceptual objects, images, reactions of other people, and to his own responses" (p. 334) in a learning process. See Figure 5b for the flow chart of ordering for decision. An Apprehension Principle for Learning A study of information processing mechanisms be came the key to understanding apprehension, ordering, nad action in general system theory's pursuit of the open system. Rapoport contends that all organized systems respond to inquiry: . . . concerning the structure of the system, in 60 ( START } NO DECISION YES LOCOMOTION L£ ARMING KEY C ) TERMINAL I I PROCESSING DECISION CUMULATIVE STORAGE FILE FOR FLOW COMMUNICATION LINK. CONNECTOR. Figure 5b. Flow chart of ordering for decision. 61 particular the means by which it is enabled to receive, to store, to process, and to recall information; . . . . concerning the functioning of the system, in particular the way in which, by means of processed and stored information, the system responds by "behavior outputs" to "sensory inputs" from the environment; and finally, in quiries concerning the evolution of a system type. Any organized system, living or nonliving, can be seen from these three perspectives which, for this reason, encompass the broadest scope of a general system theory. (1968, p. xx.) Rapoport indicates here a progression in the ex amination of the learning sequence: it begins with "sen sory input" or the apprehension of learning data; it proceeds then to ordering by means of the decision proc ess; and it continues on to "behavior outputs" of the action process of locomotion. See Figure 5c for the flow chart of apprehension for learning. Implications The fundamental processes of "structure," "func tioning, " and "evolution" (ibid.) use procedures equiva lent to those indicated in locomotion, decision, and learning as developed in this paper. (Pringle most specifically enunciates the parallel between learning and evolution in a more comprehensive article in the Buckley-edited book on system research--1968.) 62 APPREHENSION, LE ARNING NO D E C ISIO N YES L O C O M O T I O N KEY D TERMINAL "J INPUT/OUTPUT 2 ] PROCESSING DECISION CUMULATIVE STORAGE PILE FOR PLOW COMMUNICATION LINK CONNECTOR Figure 5c. Flow chart of apprehension for learning. As has been shown, learning, decision, and loco motion when. united, in various combinations of set-order, ;may become part of a viable, adaptive system of operating under the apprehension, ordering, or action principles. Buckley makes the following statement about this organi zational environment: i [It] can be seen at bottom as a set or ensemble of more or less distinguishable elements, states, or events, whether the discriminations are made in terms | of spatial or temporal relations, or properties. Such distinguishable differences in an ensemble may be most generally referred to as "variety." The rel atively stable "causal," spatial and/or temporal re lations between these distinguishable elements or ; events may be generally referred to as "constraint." 1 If the elements are so "loosely" related that there is equal probability of any element or state being associated with any other, we speak of "chaos" or complete randomness, and hence, lack of "constraint." (1968b, p. 491. ) It can thus be assumed that In the present model the ties of "loose" relationship would permeate but be secondary to structural constraints. Buckley continues a discussion of the develop ment of the system and postulates that the Increasingly complex social environment resulted In the "development of a 'self,1 self-awareness, or self-consciousness out of the symbolically mediated, continuous mirroring and 64 mapping of each unit's behaviors and gesturings in those ever-present others . . . and the resulting ability to deal in the present with future as well as past mappings and hence to manifest goal-seeking, evaluating, self- other relating, norm-referring behavior" (1968b, p. 492). The extension of the idea of grox^th potential into the environment is corroborated by Dobzhansky’s documentation of a unitary natural process which incor porates the biological and cultural evolution of man within a single system (1967). Malinowski at a much earlier date (1930) indicated the trend toward this uni fication in an essay on culture. Bertalanffy's con ception of general system theory is a recommendation for the inclusion of "non-physical fields of science" in "a general science of wholeness" (1968, p. 38). Buckley adds to the argument: Some of the more important differences between com plex adaptive systems include the substantive nature of the components, the kinds and levels of feedback between system and environment, the degree of inter nal feedback of a system's own state (for example, "self-awareness"), the methods of transmission of information between sub-systems and along gener ations, the degree of refinement and fidelity of mapping and information transfer, the degree and rapidity with which the system can restructure it self or the environmental variety, etc. (1968b, p. 509.) To further elaborate the utility and importance of awareness in the complex adaptive system, Peters iden tifies "emotion as awareness of bodily changes" (1963, p. 439) and describes it as a feeling experience. He considers the impact of awareness: [It can be found in] any highly skilled performance, in which the subject often is aware of his body mov ing independently of his self-control. He may have to initiate the global performance with a conscious decision, but once started, the part acts follow with a high degree of autonomy. (1963, p. 452.) Yet Peters intimates that in a state of awareness it would be possible to transcend the "part acts" of the system. We may consider that this transcendence may be the push to reorganization on the basis of a different apprehension-ordering-action choice. The construction of a model which can meet the requirements of these many and complex premises and ar guments would greatly facilitate a general comprehension by a public less conversant with such highly abstract reasoning. With a logical construct based on empirical findings the validity and reliability of operation would 66 be controlled by matter of fact reflections subject to a tightening of "the relations between the concept and the relatively uncontrolled observations which produce it" (Marx, 1963a, p. 189). This will enable an indivi dual system to more easily suit its need in the assess ment and selection of a plan of action at an appropriate performance level. D. Recapitulation This data combines in an entity of loose rela tionships an opportunity for the following: (1) loco motion, which is the quality of the positioning effected in the togetherness or apartness of structuring; (2) op tions for decision, which is the choice of ordering for the locomotion and learning processes; and (3) an oppor tunity for learning, which is the change in structure of the togetherness or apartness of structuring. The findings are differentiated into two sets of variables--constraints and variety. Constraints arise from the fact that originally the system has a homogene ous condition. Constraints are described under the head ings: spatial relations, temporal relations, and 67 properties. Variety refers to the distinguishable differ ences in an ensemble of constraints and affect the sys tem's operation through its factorial organization. Both stability and change are a function of the same set of var iab le s. Constraints Constraints, the first set of variables, are an inherent quality of a viable, complex, adaptive system. They consist of the following components: (1) Spatial relations, which derive from the system's structure and growth; (2) temporal relations, which derive from the system's growth and development potential; and (3) prop erties, which contribute to the system a potential unity of factors within a structured space and possess parti cular active and/or interactive natural possibilities. Spatial Relations - Structure and Growth The following information describes an isometric- tetragonal crystal construct and its potential system of growth: It reacts to a constant source of light energy entering the system and is doubly refracting; its focal 68 system is limited to a single axis which has a range and, in the absence of internal or external stress, it reacts unequally and with varying capacity; and, it exerts some of its properties in different directions within a sys tem of closed spatial unity combined with unclosed spa tial unities. Temporal Relations - Growth and Development When the system is supersaturated it possesses growth and development potential: Its mass is not con stant but is dependent on the system's velocity; the system develops by gradual modification through time from one rudimentary form but its actions do not change the total momentum of the system; and, the process may bring matter to a definite and permanent form or it may develop. Properties - Viable System in Dynamic Organization A dynamic system contains a potential, viable unity of factors within a structured space that possesses particular active and/or interactive natural possibili ties for dynamic organization. Properties may be divided 69 into three kinds: general systemic properties, internal systemic properties, and external systemic properties. General Systemic Properties - Viability These consist of the following: Relationship, which is fluid (or loose) but constrained by inherent factors of the focal system; awareness of position in the" life space, which is constrained by alertness to the events that occur; and stratification, which refers to .levels of structure and is constrained by each successive leyel which contains the others preceding it. Stratification consists of four levels. These are as follows: (1) Inorganic chemical organization which functions under the physical constraints of re lationship and awareness; (2) organic biochemical organ ization which functions under the biological constraints of sensation and affectivity; (3) sentient nervous or ganization which functions under the technical con straints of perceptual organization and social organi zation; and (4) the abstract organization's processes of individuation which function under the conceptual constraints of cognition and personal action. 70 Internal Systemic Properties - Growth and Development These consist of the following: Learning which accounts for changes in structuring and possesses sen sorial, perceptual, and cognitive constraints in a psychological system; locomotion which accounts for the quality of positioning in structuring and possesses af fective, social, and personal action constraints'in a sociological system; and decision which accounts for choices in structuring and possesses perceptual, social, and technical constraints in an adaptive system. External Systemic Properties - Organization and Operation These consist of the following: Adaptation which is the effective choice to coordinate changes for integral function; competence which through planning, guiding, and adapting leads to effectance, performance, and satisfaction of internal and external organizational needs; and being which perceives the other or the object in its own nature with its own intrinsic character. Each succeeding organization of external systemic prop erties subsumes the foregoing properties within the 71 structure of its organization. Adaptation consists of three kinds of organi zation: (1) Perceptual organization for a decision among choices, functions under the psychological constraints of sensation and cognition; (2) social organization for a commitment decision, functions under the sociological constraints of affective response and personal action; and (3) technical organization for a functional decision, functions under the adaptation constraints of psycholog ical organization and sociological organization. Competence, which subsumes within its structure the organizations of adaptation, consists of three kinds of organization: (1) Psychological organization, which is expressed in efficacy, functions under the effectance constraints of cognitive adaptation and choice; (2) so ciological organization, which is expressed in perform ance, functions under the performance constraints of personal action adaptation and commitment; and (3) tech nical organization, which is expressed in adaptation, functions under the competence constraints of effectance and performance. Being, which subsumes within its structure the ! 72 i ! organizations of adaptation and competence, consists of ! . three kinds of organization: (1) Effectance organiza- ' tion, which is indicated by a "knowing" quality, func tions under the cognitive constraints of psychological ; organization and choice decision; (2) performance or- ; ganization, which is indicated by a "becoming" quality, functions under the personal action constraints of socio logical organization and commitment decision; and (3) technical organization, which is indicated by adap tive competence, functions under the being constraints of cognition and personal action. Variety . Variety, the second set of variables, is found among the distinguishable differences in an ensemble of ; constraints. These are in four categories: (1) The spatial organization of temporal relations of properties which is a function of the operational development of internal organization; (2) the temporal organization of spatial relations of properties which is a function of the dynamic operational fields of the internal and exter nal systemic properties; (3) the spatial organization 73 of properties which is a function of the integrated oper ation of the internal-external systemic properties; and (4) the temporal organization of properties which is a function of the operations of a viable, complex, adaptive system. Summary of Chapter II The commonplace source of the wealth of occupa tional therapy and Montessori method data has been shown to be a flourishing spring of possibilities. The ab straction of structural components from its source ma terial and the inherent but constrained variety of its functional operations have been demonstrated. Indi cations for the construction of an iconic model (Lewin; crystallization process) which can be translated into flow chart form have been postulated in sequential steps. The rendering of this material into distinct operational procedures (general system theory) has been attested. The data of this transcription will be formulated in Chapter III. CHAPTER III STRUCTURE AND ORGANIZATION OF THE MODEL From the data in the review of literature and following the directives noted in it, a developmental model is proposed here to serve as a framework to illu minate the relationships of the ground rules of occupa tional therapy and the Montessori method. A model of a viable, complex-, adaptive system will be constructed ac- dording to the references on structure; and a structural flow chart will be diagramed according to the references on organization. Attending to the data sequentially a generalized description of the changing patterns of the model will be presented. This will make way for a better grasp of the successive features of the relationsh1_ps. The 74 75 changing relationship patterns in the constraint system of spatial relations, temporal relations, and properties are offered as a support to understand the system's dependence on effective changes (learning), efficient ordering (decision), and appropriate locations (loco motion) . The construction of a model with an organization of components that demonstrates its growth and develop ment potential, lends itself to Bouldirxg's classification plan. This is "an arrangement of theoretical systems and constructs in a hierarchy of complexity" (1968, p. 6). The discovery process of the liter attire review has disclosed data pertinent to scientific investigation. Homans would have social science put its data about gen eral relationships into the form of propositions which "are the one essential product of any science" (1967, p. 8), These will consist of statements of relation ship between natural properties. There will be two kinds: the first tells about the object of the relation ship and specifies the relationship between its prop erties; and the second tells about properties which "can take only two values" (ibid.). Because these ! propositions concern the behavior of a viable, indivi- 1 dual, complex, adaptive system Homans argues that they ; would be psychological' and, therefore, basic to all ; social sciences. ! Marx agrees that the process of scientific dis covery should result in propositions. "The significance of a proposition--its potential theoretical or implied importance--is independent of the empirical support it may subsequently receive" (1963b, pi 13). He•states that there must be "a more or less formal attempt to stimulate critical evaluation of the relationship between logical constructs and their supporting empirical data" (ibid, p. 23). Kaplan concurs with Homans regarding the two kinds, of propositions. He says of the first that it re ports "what we happen to have found true" and of the second that it "formulate[s] our convictions as to what must be true, . . (1964, p. 94). He supports Marx regarding the functional independence of propositions. The iconic model is proposed as a paradigm of the formulations and is to be formally associated with the explanatory propositions. 77 Structure of the Model The model is constructed on the premise that the | basic form of matter is the crystal, Crystallization is ! the process of unifying the factors and elements of mat- ; ter into an identity of kind and structure. By uniting the two elemental crystalline characteristics (isometric and tetragonal) within a single system, the dynamics of this union form a body of absolute homogeneity (Figure .6a is an iconic diagram). This model possesses certain re lationships and properties for growth and development which will be communicated iri propositions for this figure and for each of the succeeding figures of the crystallization process. Comprehension of these rela tionships and properties is essential to an understanding of a viable, complex, adaptive system. The internal factorial properties of structure-- learning (LE), locomotion (L0), and decision (DE)--will be designated in the•two-dimensional illustration, that appears as an inset in all of the figures excepting the last two of the series (in which they constitute the sole illustration), in the form indicated previously in LIGHT ENERGY LE, LO DE C MODEL IN TW O -Dl- IONAL FOR.M INSET: ICONIC MEM SIC I t LIG HT ENERGY Figure 6a. Iconic model - the first level of the organic stage. 79 the description on p. 19. The element of loose relation ship will follow the forementioned description in the presentation of both the two- and three-dimensional forms of the model. Propositions for Growth and Development Organic Stage of Function Propositions for Figure 6a. "The first level is that of static structure . . . the level of frameworks" (Boulding, 1968, p. 6).. The first level of the organic stage displays the following characteristics: 1. Light energy activates the line of power of the sys tem’s limited focal range. (This appears on the two-dimensional diagram as a range between A and B.) 2. The isometric crystalline characteristic is able to and only able to negotiate the limited focal range of the tetragonal crystalline characteristic. (The focal point of the isometric characteristic appears on the two-dimensional diagrams as point C.) 3. The magnitude of the activity is dependent upon the momentum and concentration of energy in the system. Propositions for Figure 6b. "The next level . . is that of. the simple dynamic system with predetermined, necessary motions. . . . the level of clockworks" (ibid.) The second level of the organic stage displays the following characteristics: 1. The crystalline system in the absence of internal or external stress will grow when it becomes super saturated with a focalization and captivity of light energy within the system. 2. During the course of the growth process the crystal line system responds unequally and exerts some of its properties in different directions. 3. The internal structure of the crystalline system un dergoes gradual modification to accomodate this growth. Propositions for Figure 6c. "The next level is that of the control mechanism or cybernetic system . . . the level of the thermostat” (ibid., p. 7). The third level of the organic stage displays the following characteristics: 1. Under conditions of supersaturation and of concen tration of light energy within the system more LIGHT ENERGY, ‘ A ' 4 ^ 5 c \ L 0 ■ i K ‘ \ LE DE INSET: ICONIC MODEL IN TW O-DI MENSIONAL FOfchA L IG H T ENERGY Figure 6b. Iconic model - the second level the organic stage. LIGHT ENERG Y \L 0 I DE ic o n ic m Ad e l 1 M TWO-DI MENSIONAL FORM INSET 82 LIGHT ENERGY /\ Figure 6c. Iconic model - the third level of the organic stage. 83 intense and compounded action occurs. 2. At some point the system reaches its supersaturated capacity. 3. The structure is in the fullness of its spatial capacity. 4. The focal condition is at its most intense and com pounded state at that level. Sentient Stage of Function Propositions for Figure 7a. "The fourth level is that of the 'open system,' or self-maintaining struc ture. This is the level at which life begins to differ entiate itself from not-life: it might be called the level of the cell" (ibid.). The first level of the sentient stage (Boulding's fourth level) displays the following characteristics: 1 . . At the point of supersaturated capacity the system reorganizes into a nervous organization on the basis of a more complex principle of organization--sentience 2. The system retains its unity in this transition due to the relationship constraint of the powerful focal condition. LIGHT ENERGY LE, J - 0 LO LE DE INSET: ICONIC MODEL IN TWO-DI MENSIONAL FORM 84 L IG H T ENERGY Figure 7a. Iconic model - the first level of the sentient stage. 85 3. Therefore, the reorganized system is constrained by both its organic potential and the growth potential of its more complex state. Propositions for Figure 7b. "The fifth level might be called the genetic-societal level; it is typified by the plant .... The outstanding characteristics of these systems are first, a division of labor among cells . to form a cell-society with differentiated and mutually dependent parts . . . , and second, a sharp differen tiation between the genotype and the phenotype, associ ated with the phenomenon of equifinal or 'blueprinted' growth (ibid.). The second level of the sentient stage (Boulding's fifth level) displays the following characteristics: 1. Each level in the absence of internal or external stress grows independently but each is constrained by the other in a more .complex systemic relation ship . 2., 3., and 4. The corresponding propositions for Figure 6b are repeated at this more complex level. Propositions for Figure 7c. "We gradually pass over into . . . , the 'animal' level characterized by LIGHT ENERGY a.i;C LE LO DE INSET*. ICONIC MODEL IN TW O -Dl MEI4S10NAL FORM LIGHT ENERGY Figure 7b. Iconic model - the second level of the sentient stage. I 87 -A-- LIGHT / ENERGY / DE CR.EDUCEG IN SCALE;} INSET'. ICONIC m I d EL m ew sio n a l_fo rM Figure 7c. Iconic model - the third level o£ the sentient stage. 88 increased mobility, teleological behavior, and self- awareness . . . ; [there is] great development of ner- i ! vous systems" (ibid., p. 8). The third level of the sentient stage (Boulding's sixth level) displays the following characteristics: 1., 2., 3., and 4. The corresponding propositions for Figure 6c attend at this level also but apply inde pendently to each part of the system except where each is constrained by the other in interdependent relationship. Abstract Stage of Function Propositions for Figure 8a. "The next level is the 'human' level .... Man possesses self-conscious ness, which is something different from mere awareness. [It is] . . . a self-reflexive quality--he not only knows, but knows that he knows. [This is] . . . the level of the individual human organism" (ibid.). The first level of the abstract stage (Boulding's seventh level) displays the following characteristics: 1. At the point of supersaturated capacity the sentient system reorganizes into an abstract organization-- processes of individuation-~on the basis of a more 8 LIGHT ENERGY & IN S E T : IC O N IC M O D E L IN T W O -D IM E N S IO N A L F O R M LIGHT ENERGY 1 Figure 8a. Iconic model the abstract stage. I - the first level of 90 complex principle or organization--abstraction. 2. and 3. The corresponding propositions for Figure 7a are repeated at this more complex level. Propositions for Figure 8b. "The next level, [is] that of social organizations. . . . The unit of such systems is not perhaps the person--the individual human as such--but the 'role'--that part of the person which is concerned with the organization or situation in question" (ibid.). The second level of the abstract stage (Boulding1s eighth level) displays the following characteristics: 1., 2., 3., and 4. The corresponding propositions for Figure 7b are repeated at this more complex level. Propositions for Figure 8c. "To complete the structure of systems . . . [there is] a final turret for transcendental systems, . . . the ultimates and absolutes and the inescapable unknowables, and they also exhibit systematic structure and relationship" (ibid.). The third level of the abstract stage (Bouldingfs ninth level) displays the following characteristics: 1., 2., 3., and 4. The corresponding propositions for Figure 7c attend here with the additional constraints 91 LIGHT ENERGY DE LE LO LE LQ DE LO LE n o t e : IC O N IC M O D E L IN T W O 'D IM E H S IO U M . F O R M O N L Y Figure 8b. Iconic model - the second level of the abstract stage. 92 A — LE, .LO LE LO LE LO \ / / \ / \ / \ / DE N O T E .: IC O N IC M O D E L IN T W O -D IM E N S IO N A L F O R M O N L Y Figure 8c. Iconic model - the third level of the abstract stage. 93 ' of this more complex level. Summary of the Structure of the Mode 1 The complex three-stage system of the iconic mod el shown in the crystallization paradigm demonstrates a capacity for relationship, awareness, and stratification tendencies even in its early function. In addition there are internal changes in learning structure, internal choices in decision structure, and internal qualities of positioning in locomotion structure. These occur within and among organic--biochemical organization, sentient-- neural organization, and abstract--processes of individu- ation--stages of organization. Structural Flow Chart of Abstract Level Organization (Derived from Figure 8c) The key element in this stratified, adaptive or ganization is the fluidity of loose relationship among structured factors. Without the constraint structure system there would be a tendency to chaotic disintegra tion. Without the fluidity there would be a tendency to close into a rigid form or encapsulate within a closed 94 circuit operation. Flow charts in this paper use conventional flow chart symbols. However, because these charts are intend ed to represent the viable, complex, adaptive system cer tain unconventional modifications have been made. The characteristic possibilities for deviate circuiting in this kind of system are accounted for by the following: 1. allowing for communication in order to evade a con ventional circuiting procedure, 2. providing short circuiting opportunities to evade some part or parts of the conventional circuit, 3. arranging for the possibility of recurrent partial or closed circuit operations, and 4. allowing for a transcending circuit possibility. The organizational pattern of a viable, complex, adaptive system will now be diagramed. As in previous diagrams the arrows, dots, and dotted lines indicate the fluidity of movement; and the solid lines and triangles indicate the stability of the basic structure. This same key will be followed in the flow chart of organi sation. 95 Mechanics of Relationship, Awarene s s, and Stratification General Propositions for Flow Chart Stratifi cation The following characteristics apply to the or ganization of the abstract model: 1. Each of the stages of functional structure is con strained by a response to relationship. 2. The function of the parts of the system, independent ly and in synchronization, result in the attainment of internal and external properties. 3. Different degrees of freedom exist at each stage for positioning options, choice options, and change options. Propositions for Stages The following characteristics apply to the stages of the abstract model: Proposition foi" Figure 9a. The homogeneous systemic condition consists of a viable system constrained by a dynamic organization when the system is syn chronized in some kind of systemic focal relation ship . S T A R T - S T A R T - r DYNAMIC [ O R G A N I Z A T I O N VIABLE SYSTEM S TO P ■ S T O P N O TE: I. THE FOLLOWING SYMBOLS ARE INTRODUCED FOR TH E F IR S T T IM E : © - S O R T I N G AND COLLATING - KEYING OPERATION. I. ARROWS ARE PLACED AT M L IN TE R S EC TIO N S . 3 . THE BAR FOLLOWING ONE CUMULATIVE STORAGE FILE INDICATES THE fiUUOER OF SOURCES. Figure 9a. Flow chart of organization for the stages of the abstract model -0 the original, homogeneous systemic condition. ^ 97 Proposition for Figure 9b. The foregoing state of rela tionship is constrained, when the ^7nole system is synchronized, by an alertness to its own relation ship and by its growth system. Proposition for Figure 9c. The foregoing state of rela tionship and awareness is constrained, when the whole system is synchronized, by an apprehension system at the organic stage of function. Proposition for Figure 9d. The foregoing state of rela tionship, awareness, and apprehension is constrained, - when the whole system is synchronized-, by a self ordering system at the sentient stage of function. Proposition for Figure 9e. The foregoing state of rela tionship, awareness, apprehension, and self-ordering is constrained, when the whole system is synchronized, by its own action system at the abstract stage of function. Example for Locating a Functional Level To seek nourishment for life or to refuse it, is probably the first option for decision at the rudimentary organic stage of an abstract organization. The organism S T A R T - DYNAMIC VIABLE S Y S T E M • S T O P -------------------------------- NOTE.'. I. THE. FOLLOWING SYMBOLS ARE INTRODUCED FOR THE F IR S T T IM E : © - S O R T I N G AND C O LLATING ' d ^ Z ) - KEYING OPERATION. THE F IR S T THE FOLLOWING SYMBOLS INTRODUCED 2. ARROWS ARE PLACED AT ALL INTERSECTIONS TO IN D IC A T E A LTE R N A TIVE S . 3 . THE BARS FOLLOWING THE CUMULATIVE STORAGE FILE ( V ) ARE A SUMMATION GF SOURCES, Figure 9b. Flow chart of organization for the stages of the abstract model - condition of initial systemic awareness. <§ VIABLE \ I SYSTEM ) | 1 \ START 'P ^ 1 D Y M A M IC \ * S TO P NOTE.1 , i . THE FOLLOWING SYMBOLS ARE INTRODUCED FOR THE. R E S T T IM E : © - S O R T I N G AND C O LLA TIN G ; C l £ 1 3 - KEYING OPERATION. 2. ARROWS ARE PLACED AT ALL IN T E R S E C TIO N S TO IN D IC A TE V A M 0 U 5 ALTERNATIVE SET-O KDER POSSIBILITIES. 3. T H E COMM UNICATION SYMBOL PRECEDING AN ARROW INDICATES A P O S S IB IL IT Y FOR DEVIATE CIRCUITING. 4 . THE BARS FOLLOWING SAME ARROWS AND A CUMULATIVE STORAGE FILE ( V ) ARE SUMMATIONS OF SOURCES. Figure 9c. Flow chart of organization for the stages of the abstract model -S the apprehension system at the organic stage of function. f S T A R T VIABLE ^ . SYSTEM J f * S TO P • S TO P W __ ORDERING NO DEC!S!ON>e3“^ YES NOTE: i. THE FOLLOWING 5YMROLS M IL INTRODUCED FOR TH E F IR S T T IM E : © - S O R T I N G AND C O LLA TIN G ; C £ Z ) - kEYIN G OPERATION. ................. SORTING AND C O LLA TIN G ; C L ___ . . . I. ARROWS ARE PLACED AT ALL IN TE R S EC TIO N S TO IN D IC A TE VARIOUS A LTE R N A TIVE SET-O RDER POSSIBILITIES. 3. THE COM M UNICATION SYM BO L PRECEDING AN ARROW INDICATES A P O S S IB IL IT Y FOR D E V IA T E CIR C U ITIN G . THE FOLLOWING FOR THE F IR S T TIM E ' COLLATING 4 . THE BARS FOLLOWING SOME ARROWS AND CUMULATIVE STORAGE FILLS <’T 7 ) ARE SUMMATIONS OF SOURCES, Figure 9d. Flow chart of organization for the stages of the abstract model - o the ordering system at the sentient stage of function. ° I VIABLE t L *4 SYSTEM 1 1 • STOP LO C O M O T IO N I NO TE: 1. THE FOLLOWING SYMBOLS ARE INTRODUCED FOR THE F IR S T T IM E : © - SORTING AND C O LLA TIN G ; C Z i ^ - KEYING OPERATION. 2. ARROWS ARE PLACED AT ALL IN TERSEC TIO NS TO IN D IC A TE VARIOUS ALTERNATIVE SET-ORDER POSSIBILITIES. 3. THE COMMUNICATION SYM BOL PRECEDING AM ARROW INDICATES A P O S S IB ILITY FOR DEVIA TE C IR CU ITIN G . 4. THE BARS FOLLOWING SOME ARROWS AND CUMULATIVE STORAGE FILES ( V I ARE SUMMATIONS OF SOURCES. Figure 9e. Flow chart of organization for the stages of the abstract model - 3 the action system at the abstract stage of function. 102. reaches a point at which it no longer has a satisfying supply of nourishment. This is the state of the level shown in Figures 7a and 9c. At this level the organism must seek nourishment to sustain its life (Whipple, 1966 Up to this time, though viable, the organism has functioned parasitically on the nourishment available to it through the fetal membranes. The original nourishment now being inadequate the organism must find other nour ishment to sustain its life. If it is not aware and does not make the decision to move toward the nourishment of fered by the maternal placenta, it, in effect, chooses to die. However, once the apprehension (Figure 9c) to seek this nourishment has occurred, the organism orients its system to obtain it consistently, thereby initiating the development of its circulatory system. (Ibid.) Dynamics of Relationship, Awarenes s. an d Stratification Propositions for Organization The following characteristics apply to the parts organization of the abstract model: 1. A growing system chooses from among options of 103 locomotion positions, of technical choice decisions, and of learning changes. 2. A growing system accomodates the choice it has made, l adapts to the decision, and assimilates the infor mation of the transaction into its organizational structure. 3. Each reorganization institutes a demand for selection from among a modified set of options. 4. Within each assembly and among the levels of the structure the possibility of dynamic activity must be maintained to assure adequate function. 5. An assembly may become locked into a closed circuit operation. 6. Part of the system may be by-passed creating a dead circuit and threatening the viability or function ality of the system. Discussion of Organizational Propositions This organization accounts for the multitude of variables required by the complexity of the relation ships which have been derived from empirical sources. It thereby lends itself to operational description (Homans, 1950). This model meets Kantor's (1963) and Marx' (1963b) criteria for a sound scientifically-based psycho logical construct. It possesses an empirically supported, logical, operational type structure that traces to actual events. The operational descriptions of still unexplored concepts, though satified hypothetically in Boulding's classification (1968) of levels, needs to be formulated in more rigorous language and supported by concrete evi dence to persuade the scientific community (Marx, 1963b). Nathan makes the following comment regarding ad herence to a diagnostic model: [It2 requires the clinician to limit his diagnostic focus .... It also encourages him to process this information according to consensually vali dated decision rules rather than those of his own manufacture. Graphic representation of this information clarifies the underlying patterns where they exist. Such an approach also allows a close look at the labels and tags . . . , thereby permitting identification of the roles these labels presently play . . . and pre diction of the more useful roles they may assume in the future. (1967,p . 5.) 105 Summary of Chapter III The empirical data and the background sources from the review of literature have been used to construct a model and a structural flow chart of the model's or ganization. Both have been presented so as to indicate the progressing structure and organization of the model. The operational relationships of the system constructed in Chapter III will be proposed in Chapter IV. CHAPTER IV ORGANIZATION AND OPERATION OF THE MODEL In this chapter the operational features of the model, which make up the variety of a dynamic organi zation in a viable system, will be diagramed and dis cussed in four sections: (1) Operational development of the internal systemic properties; (2) the internal/ external systemic properties; (3) the dynamics of the components of the fields of operation; and, (4) a flow chart of the model's operation. First, the functioning mechanism of the model's dynamic organization will be constructed to illustrate the operational development of the internal systemic properties and its communication system that leads to a performance goal. Second, the operational diagrams of the internal/external systemic 106 107 properties of the model's system will be depicted in an integrated relationship. Third, diagrams indicating the dynamics of the fields of operation of the components of the internal/external properties will be presented. Fourth, a flow chart of the model's abstract level opera tional procedures will be offered. Both space and time influence the functional growth and development of the properties of the model. | These influence the general systemic properties of rela- j tionship, awareness, and stratification and have a di- i ! rect bearing on all operations of the model's total sys- I tem. They act as constraints on the internal and exter- ■ . > i i | nal properties. Because they are more directly in- ! volved with the structure and organization of the model j and have been covered in Chapter <III their overall in- I j strumentality is assumed and is not projected into this i i chapter. Integral Operation of the Internal Systemic Properties - ; a Cultural System By converting the iconic model into a triangular form and encasing its spatial, temporal, and general 103 systemic properties within a circular structure that will be called "The Organism," an examination of the internal systemic properties of learning, decision, and locomotion can be made (Figure 10a). J General Propositions for j Operation The mechanism of integral systemi.c function op- j j | erates by means of the organizations of the internal I | properties: i | 1. The organism acts as a primary filter for all incom- [ ing and outgoing information. r j I 2. Learning has to do with the changes the system makes ! I because of an event and is the lead principle of ! | psychological organization. i • • i 3. Locomotion has to do with the position (or response) i ! | ■ the system takes with respect to an event and is the { lead principle in sociological organization. ; 4. Decision has to do with the resolution the system I makes regarding an event and is the lead principle i in technical organization. 109 I O R G A N IS M FILTER SCREEN - A OR.GMIZftTlOt'l FILTER SCREEN - B Figure 10a.. A structure to indicate integral function of the internal systemic properties - learning, decision, and locomotion. 110 Psychological Organi zation - Learning Description Malinowski calls the first layer the "psycholog ical substratum" (1930, p. 622). Long dashes will be used to indicate the psychological organization (Figure 10b). As these dashes will be equivalent to the organ- ism's nervous system it is placed inside the triangular dotted structure. The filter screen of the nervous sys- tem--the line of long dashes across the opening that \ [ ■ leads into the internal organism--is held intact by the i | j organism’s constraint system. j ! Propositions for Psycho logical Organization i ! | The change mechanism of the organism is a func- i | tion of psychological organization: i ! I 1. The organism disperses all incoming information | throughout the system by means of the psychological organization. I i ; 2. The immediate outgoing organism response (affective ! ; response - 3) is filtered out through the organism alone as uninhibited impulse. This may occur with Ill PSYCHOLOGICAL ORGANIZATION APPREHENSION T35AAFEECTIVE \R E 5 P O N S E S E N S A T IO N . / C O G N ITIV E CHOICE THE ORGANISM Figure 10b. The psychological organization of input by the nervous system - learning. .112 operation 4 or with operation 5, 3. The system responds by means of the technical organ ization in giving either of the following: (a) a technical output response (perceptual choice - 4); and/or (b), a feedback response into the psychologi cal system (cognitive choice - 5) thereby reinforcing the original input. 4. The input (1) is apprehension. 5. The input (2) is sensation. 6. The initial ordering choice (4) is perception. 7. The technical reinforcing feedback response (cog nitive choice - 5) is cognition. 8. The goal of the psychological organization is per ceptual integration culminating in cognition. Sociological Organi zation - Locomotion Description Structured outgoing response on the part of the organism will be indicated by a loosely structured short dasy arrangement placed on the outside of the triangular dotted structure (Figure 10c). Note that the outgoing response does not block the psychological filter. Short 113 PSYCHOLOGICAL ORGANIZATION APPREHEN SIO N /v '(3> A A fP E tT W E \RESPOMSE C M SOCIAL ACTION T ^ COMMIT WENT \ COGNITIVE CHOICE P i - - i f w . • u ': y ~ y f i i • i r u • i n t !•; PERSONAL I ACTION . COMMITMENT I. PERCEPTUAL CHOICE Figure 10c. The sociological organization of output by the social system - locomotion. 114 dashes are not included in the psychological system though they do affect it through incorporation within the internal biological organism. This outgoing proper ty of the system "cannot be divorced from either its ma terial or psychological substratum" (Malinowski, 1930, p. 622). Therefore, the social filter across the open ing leading out from the internal organism has a struc tured, block-like form to indicate the constraint of this relationship (6). This block-like filter a3.so indicates an additional constraint of the social pro cesses introduced by apprehended locomotions of others. Propositions for Socio logical Organization The position the system takes with respect to an event and/or the response it makes is a function of the sociological organization: 1. Outgoing social impulse is organized by means of the social processes and filtered out through the social filter (6) or if unorganized, that is, immediate and uninhibited, it is filtered out through the organism filter (3). 2. The technical outgoing social responce (personal action commitment - 7) and the technical psychologi- ] cal output response (perceptual choice - 4) should be synchronized for effective systemic response function. 3. The uninhibited outgoing impulse of initial response i (3) is an affective response. 4. The ordered outgoing response (social action commit ment - 6) is a social action. 5. The technical outgoing social response (personal i I action commitment - 7) is a personal action. i . i 6. The goal of the sociological system is social inte- i gration culminating in personal action. ! i ! Technical Organization - J Decision ' Description i I . MThe hands, arms, legs and eyes are adjusted by i the use of implements to the proper technical skill i necessary in a culture” (Malinowski, 1930, p. 622). It \ ' is at this point, the performance goal of the technical organization of a personal cultural system, that Murphy's remarks (1958) regarding the spiraling growth of human potentiality become relevant (see p. 23 and Figure lOd). 116 PSYCHOLOGICAL ORGANIZATION SOCIOLOGICAL ORGANIZATION APPREHENSION T t ) S O C IA L A C T IO N > C O M M IT M E N T COGNITIVE CHO ICE TECHNICAL COMMITMENT rar COMMITMENT^' i s TECHNICAL ORGANIZATION Figure lOd. The technical organization of output by the cultural system - decision. 117 This accounts for the screw-like formation integrating the psychological and sociological subsystems in the technical organization of the system. The screw-like spiral is found as the technical filter across the open ing leading out from the internal organism. It is con strained by the functions of the psychological and soci ological subsystems. Propositions for Tech nical Organization The resolution the system makes of an event is a function, of the technical organization: 1. The technical organization acts as a filter for technical decisions affecting the organization of the totally integrated system which incorporates the psychological and sociological feedback functions (5 and 8) and the outgoing technical systemic re sponse functions (4 and 7). 2. Technical decisions are stratified and integrated into the total system by choice (4 and 5) and com mitment (7 and 8). 3. The technical organization possesses the feedback processes of the internal systems (5 and 8). 118 4. The technical integration of psychological change and sociological response functions by the techni cal organization provides differential behavior (4-and-7). 5. The technical psychological feedback function (5) and the technical sociological feedback function (8) should be synchronized for effective systemic or ganization. 6. The feedback integration of psychological and soci ological functions by the technical system pro vides differential technical organization of the internal/external systems (5-.and-8). 7. Technical choice is perception. 8. Technical commitment is social action (socializa tion) . 9. The technical ordering function is adaptation. 10. The goal of the technical organization is adaptive function culminating in competence and then in being. Summary of Integral Oper ation of the Internal Sys temic Properties The psychological organization of the system is 119 based on apprehension, sensation, and technical percep tual choice to achieve cognition. The sociological or ganization of the system is based on affective response and technical social commitment to achieve personal ac tion. The technical organization of the system mediates the psychological and sociological systems separately and begins to integrate their function at the point of adaptation. Improving levels of adaptation achieve ap propriate internal systemic cognitive and personal action t t j function that subsequently can lead to competence and i j then to being. Operational Organization of i the Internal/External | Systemic Properties I ! In this section a triangular form again repre- ; sents the iconic model. However, the growth and devel- i ! . opment of the operational organization is followed from I I j the state of its initial focal condition designated by i ' sensation, which is the basic input, and affectivity, which is the systemic response to the basic input (Figure 11a). In the process of growth and development the ranges of the internal and external systemic 120 P E R C E P T IO N S O C IA L IZ . A T IO N C A FFECTIVIT V 3 ( S E N S A T IO N 1 Figure 11a. The coping range of the internal/ external systemic properties. properties are defined by the integrated transactions of the system. The diagrams portray the maps of the internal I properties through their components: the psychological organization of learning--sensation, perception, and cognition (Figure lib); the sociological organization of locomotion--affectivity, socialization, and person- j j al action (Figure 11c); and the technical organization j of decision--psychological organization, sociological | organization, and the external adaptive organization I i | of coping, adaptation, competence, and being (Figure lid) t j The primary function of the internal properties t j is the organization of their components within the areas i i | of the psychological and sociological subsystems. The j secondary function of the internal properties makes use | of their components in organizing the external proper- r ties which are found in the space between the psycholog- i ical and sociological subsystems. Decision as a tech nical integrating agent functions in an analogous ca pacity for both internal and external organizations. Thus, there is a coping, adaptation, and competence range within the psychological and sociological 122 4 COGNITION PERCEPTION Figure lib. The range of the psychological organization's components of learning - sensation per ception, and cognition. 123 FE.R.50NAL AC.T10U AFFECTlViTX SOCIALIZATION Figure 11c. The range of the sociological organization's components of locomotion - affectivity, socialization, and personal action. 124 BEING SKILL TECHNICAL C O M P E TEN C E PERSONAL ACTION E F F E C T M C E . FU N C TIO N A L AD A PTA TIO N PERFORMANCE T E C H N IC A L A D A P T A T IO N SOCiAHZATIOM Figure lid. The range of the technical organi zation's components of decision - the psychological organization, the sociological organization, and the technical organization, which is the external, adaptive organization of coping, adaptation, competence, and being. 125 subsystems as well as a technical coping, adaptation, and competence range in the external space between the two subsystems. The culmination of component func tion is being. General Propositions of Oper ational Organization of the Internal/External System The ranges of integral systemic function are defined by means of the integrated transactions of the components of the system: 1. The range of prefunctional coping ability is defined by sensory apprehension and an affective response to it (Figure 11a). 2. The ranges of coping and functional coping ability are defined by the beginning perceptual and social organization of sensory-affective influence (Figure 11a and lid). 3. The ranges of functional and technical adaptation are defined by effective perceptual and social or ganization of sensory-affective influence (Figure lid). 4. The range of technical competence is defined by the effective technical integration of cognition and personal action (Figure lid). 5. Skill and org.anized being are achieved by accurate sensory apprehension and appropriate affective response to competent performance (Figure lid). Coping Range Description The initial systemic condition contains an in put of sensation and an affective response to the input (Figure 11a). Before perception (or the ordering of sensation) and socialization (or the ordering of affec- tivity) appear the system functions in the pre-coping range. Coping occurs as perception and socialization become active systemic processes. Propositions for the Coping Range The coping x-ange is defined by transactions be tween sensation and affectivity before and during the early stages of perceptual and social ordering of the system: 1. The operational development of an affective re sponse to an input of sensation results in the func' tional operation of the internal and external 12 7 systemic properties. •2. The function of apprehended sensation is perceptual choice. 3. The function of an affective response to perceptual choice (the ordering of sensation) is a social com mitment (the ordering of affective response). 4. Coping is a function of the beginning technical in tegration of the psychological and sociological systems. Adaptation Range Description When the integration of the psychological organ ization and the sociological organization becomes func tional for systemic activity the functional adaptation point and lower border of its range has been reached (Figure lid). The adaptation range thus includes all the area above the coping range. However, the so- called adaptation range is usually restricted to the range permeated by transactions before the culmination points of cognition and personal action have been achieved in their respective subsystems. 128 Propositions for the Adap- tation Range The total adaptation range is defined by func tional transactions of the system: 1. An integration of coping ability results in appro priate systemic function--adaptation. 2. Psychological adaptation is a function of the syn chronization of perceptual choice by affective re sponse to sensory apprehension and results in ef fect ance organization. 3. Sociological adaptation is a function of the syn chronization of social commitment by sensory appre hension of affective response and results in per formance organization. 4. Internal systemic adaptation (or psychological effectance and sociological performance) is made to the environment. 5. The development of the external properties of the system--technical adaptation, competence, and being --is a function of the integration of the effectance and performance operations of internal systemic ad aptation. 129 6. External or technical adaptation is a function of the synchronization of perceptual choice and social commitment by sensory apprehension and affective response and results in effective performance. 7. Technical adaptation modifies the environment to enhance the cognitive-personal action function of the total system. 8. A synchronized integration of internal systemic adaptive abilities facilitates the synchronization of external systemic adaptation. 9. The effect of synchronized external systemic adapta tion is greater than the effect of synchronized in ternal systemic adaptation, i.e., that is, effective performance requiring total systemic synchroni zation involving the whole system, is composed of a resolution of perceptual choice and social com mitment in the area between and external to both the psychological and sociological subsystems. Competence Range Description When the effectance and performance functions i of internal adaptation have been synchronized by social j j commitment and perceptual choice the technical adapta- I ; tion point of competence is reached. The competence j j range within the psychological system extends from a ! base line connecting perception and effectance toward the line connecting perception and cognition. The com petence range within the sociological system extends | from a base line connecting socialization and perfor- I | mance toward the line connectiong socialization and j personal action. The competence range of external ! | technical adaptation extends upward from a base line connecting the points of cognition, competence, and i personal action (Figure lid). I Propositions for the Competence Range ! The total competence range is defined by effec tive performance of the system: 1. Competence is a technical function of the syn chronization of perceptual choice and social com mitment. (There are, therefore, many isolated points of competence in the technical adaptation range before the point of consistent, technical 131 competence is reached.) Psychological competence is a function of the syn chronization of perceptual choice and social com mitment within the area of the psychological system after the point of effectance has been reached. Effectance is a function of the perceptual choice- competence resolution by sensory apprehension and social commitment. Sociological competence is a function of the syn chronization of social commitment and perceptual choice within the area of the sociological system after the point of performance has been reached. Performance is a function of the social commitment- competence resolution by affective response and per ceptual choice. Technical competence is a function of the synchron ization of perceptual choice and social commitment by cognition and personal action and results in con sistent and effective performance. Cognition is a function of psychological competence, i.e., a function of the synchronization of percep tual choice by social commitment at the highest resolution of sensory apprehension within the | psychological system. i 8. Personal action is a function of sociological com- ! i i l petence, i.e., a function of the synchronization ' i of social commitment by perceptual choice at the > i highest resolution of affective response within the sociological system. j I 9. Skill is a function of affective response to con- j * sistent and effective,competent performance. ! I 10. Being is a function of the synchronization of per- | i I ! ception-cognition and socialization-personal action I j by sensory apprehension of skilled, competent per formance. i i i 11. Being relies on the knowing quality of its effec- | tance organization and the becoming quality of its i j performance organization to achieve a technical i i synchronization that determines the quality of its j cognitive-personal being. ’ i i j Summary of Operational j Organization of the j Internal/External j Systemic Properties ] The psychological organization exerts its power 133 through the exercise of its components--sensation, per ception, and cognition--and through them maps its in fluence in the total system. The sociological organi zation exerts its power through the exercise of its components--affectivity, socialization, and personal action--and through them maps its influence in the total | j system. The technical organization exerts its power | through the exercise of its components--psychological | organization, sociological organization, and the adap- t i tive organization--and through them maps its influence i j in the total system. The adaptive organization exerts i its power in a coping range, an adaptation range, and I ] a competence range toward a goal of being. j j Fields of Operation of the Components of the Internal/External Properties i ! In this section the dynamics of the fields of I operation will be diagramed in the triangular form of ! : the previous section using its location-points as a reference. As has been noted there is systemic inter dependence of internal (learning, locomotion, and decision) and external (adaptation, competence, and : being) properties. The dynamics of the fields of 134 operation will be indicated by directional arrows show ing the flow of energy to and from the components of the properties. There will be separate illustrations for each field: sensation-affectivity field (Figure 12a); per- ception-socialization field (Figure 12b); cognition- personal action field (Figure 12c); and a drawing of the integrated fields of operation (Figure 12d). Each field is aided in its growth and development by the accumulated and mutually resolved function of the re ciprocal activity of the other fields. General Propositions for the Fields of Operation The dynamics of the fields of operation are in dicated by the dispersal of energy throughout the system and by the differentiation of the system’s constituent functions: 1. The primary function of sensation-affectivity is apprehension and response. 2. The primary function of perception-socialization is systemic organization. 135 LIGHT EUEROY V > V AFFECT1VITY NOTE: A - POWER SOURCES^ - PLOW OF ENERGY Figure 12a. The sensation-affeetivity field - the direction and integration of its functional components. L IG H T E N E R G Y * 136 m I -------------------F j =— A F F E .C T 1 V 1 7 Y SOCIAUIFkTtOM N O T E : -P O W E R S O U R C E S ,A “ P L 0 W 0 F ENERG Y Fi.gure 12b. The perception-socialization field - the direction and integration of its functional components 137 L IG H T E N E R G Y PERSONAL ACTION -S3----- » SENSATION ^ £ ^ > - A fF L C liy 1TY PERCEPTION S0CJAUZAT10N KIO TE: A - POWER SOURCES ;A- F L O W OF E H E R G Y . Figure 12c. The cognition-personal action field the direction and integration of its functional component 13S SE1NG 5 K P £ R S 0 » f ll. A C llO M SENSftTlOH AFFECTWITY 50CIAU2AT\D?1 NO TE: fa - POWER 50UR.CLS-/f\ -F L O W OF ENERGY Figure 12d. The integrated fields of operation - the integration of the functional components. 139 3. The primary function of cognition-personal action is conative synchronization of the system. Sensation-Affectivity Field Description This is the generative and creative field. It converts the energy from its power source (light) to systemic apprehensive and response functions in the focal organization of the system. Each of the initial conditions, (a) apprehensive sensation and (b) affec tive response to sensation, establishes its own organi zation of systemic energy dispersal and is influenced by the other condition (Figure 12a). Propositions for the Sensation-Affectivity Field The dynamics of the sensation-affectivity field consist in converting raw energy to systemic energy: 1. The power source (light) enters the system at the point of being and is conducted to the focal con dition. (The point of being is the establishment of the unity of the isometric and tetragonal charac teristics of the viable, complex, adaptive system-- see Chapter III.) 2. Sensation is a function of the receptivity of the system. 3. Affectivity is a function of systemic response to the receptivity of sensation. 4. The sensation-affectivity field is a function of integrated systemic interaction. 5. Sensation apprehends for the system; affectivity puts forth a systemic response to this apprehension.. j 6. Sensation and affectivity function in three direc- | tions with respect to the system: (a) They inter- i | sect at many points; (b) they diverge in a plane i ■ j which is perpendicular to the plane of the energy I | source; and (c) they converge in many points at the I boundary of the system. i j 7. The sensation-affectivity field is constrained by i its power source and the systemic boundary. i Perception-Socialization Field Description This is a primary reflective and organizing : field. The energy from the focal condition is reflected 141 back into the system by the boundary constraint. The reflection of energy by the perceptual-socialization field thus acts as a constraint on the other energy fields that are active within the system and it estab lishes the organizational pattern of the system (Figure 12b). Propositions for the Perception-Socioli- zation Field The dynamics of the perception-socialization field consist in organizing the systemic energy: 1. The power source of the perception-socialization field is the sensory-affective focal condition both conjointly and respectively. 2. Perceptual organization is a constrained function of the sensorial focal condition. 3. Social organization is a constrained function of the affective focal condition. 4. The technical organization and integration of the two internal subsystems, i.e., psychological and sociological, and their integration in the external, technical organization is a function of perceptual- social organization by means of sensory-affective 142 influence. 5. Perception and socialization function in two direc tions with respect to the system: (a) they inter sect at many points; and (b) they converge in a series of points at the boundary of the system. * 6. The perception-socialization field is constrained by the focal condition and the systemic boundary. Cognition-Personal Action Field Description This is a secondary reflective and organizing field. The energy from the sensory-affective focal con dition converges at the perceptual and social boundarie of the system at the reflection points of cognition and personal action. The perceptual-social convergence at the highest point of internal systemic organization is the source of secondary reflection. The secondary re flection of energy by the cognitive-personal action field acts as an additional constraint on the other energy fields within its area and it imposes an addi tional organizational pattern thereby acting as a con ative, synchronizing influence (Figure 12c.). 143 Propositions for the Cognition-Personal Action Field The dynamics of the cognition-personal action field consist in a conative organization of systemic energy: 1. The power sources of the cognition-personal action field are: (a) the convergence of socialisation at the culmination point of psychological organi zation by the sensory-affective influence; and (b) the convergence of perception at the culmination point of sociological organization by the sensory- affective influence. 2. Cognitive organization is a function of the synchro nization of the sensory-affective and perceptual- social fields under the primary influence of sensory apprehension. % 3. Personal action organization is a function of the synchronization of the sensory-affective and per ceptual-social fields under the primary influence of affective response. 4. The cognitive-personal action field is a function of external technical organization. 144 5. Cognition and personal action function in two direc tions with respect to the system: (a) intersection at many points; and (b) convergence at a series of points at the boundary of the cognition-personal action area. 6. The cognitive-personal action field is constrained by the external technical organization of the sys tem and the sjrstemic boundary. j Summary of Fields of Operation of the Com- ! ponents of the Internal/ I External Properties ! The dynamics of the integrated fields of oper- | ation consist in a synchronized organization of systemic I energy (Figure 12d). The sensory-affective field con- i | verts the input of energy into a systemic power source, | establishes its direction, and disperses it throughout i i the system. The perceptual-social field reflects the : energy and establishes primary systemic organization. ! The cognition-personal action field reflects the syn chronization of systemic energy and integrates the sys tem's technical organization. In a synchronized system sensation* apprehends the affective response of the 145 system by means of perception and guides it by means of cognition; affectivity responds to perception with a social action (socialization) and personal action adapts it conatively to the system's unitary needs. Operational Flow Chart of the Model's Abstract Level Procedures This section uses for its diagram (Figure 13) the. conventional flow chart symbols with the modifica tions stipulated on page 94. First, propositions for the mechanics of the operational procedures will be presented. Second, propositions for the dynamics of the operational procedures will be presented. Propositions for the Mechanics of Flow Chart Procedures The mechanics of the procedures indicated in the flow chart describe systemic operation: 1. A viable, complex, adaptive system starts its func tion with a complete structural pattern for the total system (Figure 13). 2. Each successive procedural decision incorporates the data of previous decisions. f t b. c. d . c. f . f f - h . ftC T M DECISION DECISION LEARNING LEARNING DECISION LEARNING D E C IS IO N YES 2.ADAPTA710N i.copmo. lUHtr.OU 3 tO M P E .lE .N C E 2£& A PTA T!0N I.C O P IN C / LUNCHON a . n o f . r T A T t o w , C 0 r ! H 0 ' fUHCTIOli 5TART 'DYNAMIC O R G M A M (N A Y1ASLE SYSTEM CONSTRAINTS 1. S P A T IA L R E LA X IO N SH IP 2. TEMPORAL R E L M IO H S H IP 3. P R O PER TIES 0. RELATIONSHIP AWARENESS S T R .M 1T IC A T 10N LEARNING LOCOMOTION DECISION ADAPTATION (I) APPREHENSIO N £21 ORDERING (3) ACTION COM PETENCE (I) APPREHENSION £2) ORDERING (1) ACTION USING (1 1 APPREHENSIO N 111 ORDER.UIG (3) ACTION NO TE: M L SYMBOLS HM /E APPEARED PP.RVI0U5LY IM FIGURES 5 a - 5 c ANB/OR. IN FIGURES < U -< te . Figure 13. Flow chart of operation of the model's abstract level procedures.M The temporal organization of properties that indicate points at which to isolate and deal with individual problems of a unitary system. ^ 147 Decisions require a yes or no answer but may be evaded. The external circuit Is a function of growth and development and requires no decisicn.- Successive organizational development is a trans cendent function of sub-organizational and organi zational synchronization. a. Learning is expressed in adaptive, competent, or being apprehension. b. Locomotion is expressed in adaptive, competent, or being ordering. c. Decision is expressed in adaptive, competent, or being action. Spiraling growth and development is a characteristic possibility of transcendent circuit operation. The data of each event is the input for complete circuit processing and is incorporated into the system at its current level of operation. The system's capability for function is limited by the degree of organizational integration and the quality of synchronization of its components. 148 9. Areas of deficit can be by-passed by achieving ap propriate substitutions in internal organization. Propositions for the Dynamics of Flow Chart Procedures The dynamics of the procedures indicated in the flow chart (Figure 13) describe systemic synchroniza tion: 1. An operational organization is a function of a via ble, complex, adaptive system. 2. Structural and functional problems of the system are component parts of the data for each input event. 3. Growth is a function of the choice the system makes of its apprehended data and of the commitment the system makes in response to this information. 4. Growth is reflected in organizational structuring. 5. Effective performance is a function of an appro priate operational organization. 6. Development is a function of accumulated, effective performance. 149 Summary of the Operational Flow Chart of the Model's Abstract Level Procedures The complete flow chart of the model's abstract level operation describes the spiraling potential of its mechanics and dynamics. The procedures of a viable, complex, adaptive system have been shown to be self organized and self-operated. Summary of Chapter IV The variety of operational relationships of the model have been summarized in diagrams and propositions. These relationships include: C D The integral oper ation of the internal systemic properties; (2) the operational organization of the internal/external sys temic properties constrained by their interdependence in the system; (3) the fields of operation of the com ponents of internal/external properties; and (4) the operational flow chart of the model's abstract level procedures. The variety of opportunity in operational growth and development has been proposed as a layering- in process of increasingly complex possibilities. Chapter V will speculate on the uses of the many facets of the model. CHAPTER V IMPLICATIONS OF THE MODEL This chapter speculates on the possibilities o£ the model for occupational therapy practice, theory, and research. It assesses possible contributions of the ground rules (Chapter II), of the developmental model and flow chart of organization (Chapter III), and of the organization and operation of the model (Chapter IV). The conclusions of the study precede these speculations. C one lus i on s The model proposed in this study has been shown to be self-organized and self-operated. Therefore, the guiding hypothesis, which is concerned with assisting the patient in the patterning of his system through a 150 151 j program of maximum patient participation, is seen as an optimal choice in order for the patient to achieve self- sustaining function. The occupational therapist's knowledge of the patient's conditions of function is comprehensively examined in the structure and organization of the model. The subsequent application of this knowledge can then serve to facilitate the operational organization of the patient's patterns of function. i ! The systemic plan of this model's operational ! I flow chart permits the therapist to collate and categor- | ize data according to operations and functions in a I i | cross-referenced documentation. This material is then j | in clear and adaptable form to guide treatment planning i | and working procedure. i j With the ordinary data of occupational therapy I practice this model permits a resilient application of j working procedures by means of an operational approach i to evaluations of behavior. i i Behavioral Approach to Occupational Therapy The advantage of the behavioral or operational 152 i approach for the clinician is that it allows for "each individual's unique capacity to deal-with actual prob- j lems presented by his environment" (Nathan, 1967, p. 8). j I } It makes use of self-correcting and information-flow | ' | theories in problem-solving procedure that involves the , patient. An "automation" of occupational therapy pro cedures will permit the patient to participate in his j i ■! i I i own data processing, self-corrective, feedback flows of ! i i ' ! information as he modifies his behavior to solve his i t i ! | problems (Bagrit, 1964; Florey, 1969). Reilly has pro- ! I I f ' posed that the task of occupational therapy is that of preventing and reducing the incapacity of the patient ! i i * j ' (1969). Guidance by the therapist can help the patient ! locate and focalize his energies on those difficulties | ■ i j that are of importance to him as he works to minimize ! - i his incapacity. • i i • i i ■ ' i ! It is important for occupational therapy to de- 1 i i j velop tools for the exploration of the occupational ; ! ! behavior of a patient (Moorhead, 1969; Takata, 1969) and a method for ordering its data to the needs of the patient (Line, 1969; Matsutsuyu, 1969). Bagrit proposes 153 that organized automation be used to relieve people of the burden of unnecessary work so that they may be ex posed "to the opportunity of self-development" (1964, p. 51). Occupational therapy will probably continue to make use of the patient's personal self-automated equip ment so that he may effectively perform and so organize his own system. He will be able to function optimally under the following conditions: (1) His own self- involvemant in occupational therapy; (2) guidance by the therapist to help the patient with his difficulties in solving his deficit problems; and (3) permitting the patient an opportunity for self-development. Use of Ground Rules The ground rules as presented in this study, which have been derived from traditional occupational therapy and Montessori method data, will serve as a graphic guide in the development of an effective working relationship with the patient. Use of the Developmental Model The model can be used effectively as a teaching 154 tool for illuminating the complexities of growth and development. Use of the Flow Chart of Organization The flow chart likewise can be used as an ef fective teaching tool. In occupational therapy prac tice the flow chart will be most helpful in pinpointing the location of patient problems. From information pro vided by the data gathering tools and case method order ing it will be possible to.gain a clearer understanding of the problem and its treatment. Use of Diagrams and Propositions of Operation The elusiveness of operational problems can be clarifie ’ for teaching purposes and charted for thera peutic purposes with' these tools. A succinct, compre hensive and coherent view of what happens in the course of patient-therapist relationships will relieve ther apists and patients of much confusion in confronting problems. 155 Occupational Therapy Theory The plan of this model applies to all facets of occupational therapy. In its construction the charac teristic factors of service in the profession have been abstracted. Selected propositions when applied to spe cific areas of occupational therapy can be helpful in providing definition and explanation. The following propositions regarding work and play are an ex'ample of its theoretical value: 1. The viable, complex adaptive system possesses self- contained action potential for differential growth. 2. Play is, in the homogeneous focal condition, a real ization of the relationship between the isometric and tetragonal crystalline characteristics. 3. When the "play" becomes necessary in order to sus tain the structure of the system, it becomes the "work” of the system. 4. Play, in turn, then becomes the response to the modified relationship. 5. Propositions for work and play thus may be placed in the constraint system of abstract level function. 6. In a definition of work and play constrained by 156 this theoretical model, play is activity, and necessary activity is work. 7. Work is necessary because, in a functional system, activity is an essential characteristic, 8. If all activity is treated as xrark, there is no spiraling growth because of the constraint of ne cessity. 9. If all activity is treated as play, spiraling growth increases in intensity because of temporary lacks of technical constraint. 10. Intensity increases the sense of movement. 11. The sense of movement increases the internal and external systemic adaptive organization for effec- tance, performance, competence, and being. 12. The formulation makes use of the helix as a para digm: (a) play culminates in work; (2) work stab ilizes the gains of play. (See Figure 14.) Occupational Therapy Research Diverse and geographically scattered investi gations can be reported systematically with adherence to a scheme that examines the occupational therapy field 157 W O R K PLAY LIFTS WORK STABILIZES Figure 14. A paradigm for a theory of work and play. 158 in a unified context. Since the language and definitions I are more precise,-the inquiry and communication are translatable from situation to situation and are more accurate. Accounts reported to occupational therapists in this manner have implications that are immediately applicable in their programs. The commentary of ther apists expressing divergent points of view in a unified context can enrich the scope and depth of understanding in the occupational therapy field. I Summary of Chapter V ! This chapter has reviewed implications of the I I scheme developed in this thesis. It also speculated on the possibilities of the ground rules (Chapter II), the developmental model, flow chart of organization, and propositions of Chapter III, and the diagrams and prop ositions of operation of Chapter IV. The richness of i occupational therapy data, schematically arrayed, has ' been used to suggest possibilities for practice, theory, ; I and research in occupational therapy. f BIBLIOGRAPHY 159 160 Allport, Gordon W. Personality and Social Encounter. 3oston: Beacon Press, 1960, pp. 43, 55-56. American Occupational Therapy Association. 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UNIVERSITY OF SOUTHERN CALIFORNIA, M.A., 196

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Asset Metadata

Creator Esenther, Shirley Eileen (author)

Core Title A model for integrating occupational therapy procedures

School Graduate School

Degree Master of Arts

Degree Program Occupational Therapy

Degree Conferral Date 1969-08

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag health sciences, rehabilitation and therapy,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Reilly, Mary (committee chair), Silberzahn, Mary (committee member), Zlatohlavek, Harriett (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-183

Unique identifier UC11357591

Identifier 1316584.pdf (filename),usctheses-c18-183 (legacy record id)

Legacy Identifier 1316584-0.pdf

Dmrecord 183

Document Type Thesis

Rights Esenther, Shirley Eileen

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA