Adapted Nelson’s Occan


Occupational Form – The “thing to be done”

The immediate environment, type of room, weather, lighting, background noise

Everything present or used in the activity, furniture, objects, instruments, clothing, materials

Other people present and their relationship to the doer, people absent

Family relationships, family values, rules, norms

The context of the society the activity is done in, also the culture of the doer, class, socioeconomic factors, religion etc

Relating to the cultural universality of the activity, things that are human givens and not driven by a particular culture

When the activity is located in the day, phases of the activity, what occurs before and after the activity

The Individual – The “why of doing”

Individual Meanings
The meaning attached to the activity by the individual, this is highly subjective and can only be determined by the individual. ‘Meaning’ is a making sense of or understanding the emotions, senses and ideas. For our purposes we must use our imaginations to explore what they might be.

Individual Purposes
The purpose attached to the activity by the individual, this is highly subjective and can only be determined by the Individual. For our purposes we must use our imaginations to explore what they might be. E.g. Goals, Motivations, Desires, Reasons, Intrinsic, Extrinsic and Subconscious

These two are considered together as it seems more logical to do so. The meanings is the most difficult to complete so we must be imaginative.

Developmental Structure – “the person who is doing”

If you wish to add information about part of a system of the body to the relevant developmental structure simply highlight the system and function and paste below the structure of your choice. NB, Consider the age of the person!

Muscle stiffness or plasticity, stamina, co-ordination, fine and gross

Central Nervous System
To receive sensory input and process motor output

Vision (seeing), Audition (hearing), touch, propriaception, vestibular sensation, smell, arousal

Processing of sensory input, depth, shape, weight, texture, praxia

Memory, comprehension, symbolisation, sequencing, imagination, evaluation, planning, reasoning, problem solving

Capacity for positive and negative feelings, proclivity to certain moods, affective colouring of moods and purposes

Inherent social nature, developed proclivity, assumed roles

Systemic – “systems which support the doing”

Complete these in detail as they are learned, then delete what is not necessary for the activity that is analysed leaving only those systems and functions that support the activity. Or copy and paste under the appropriate developmental headings above.

Nervous System

Central Nervous System
To receive sensory input and process motor output
Peripheral Nervous System
Sensory information from limbs
Voluntary motor actions
Autonomic Nervous System
Sympathetic and Parasympathetic functions
Frontal Lobe
Motor activities,
Emotional Responses,
Co-ordination of bilateral movement,
Brochas area: verbal expression,
ST Memory
Parietal Lobe
Sensory, sounds & vision, sensation, stereognosis, proprioception
Temporal Lobe
LT Memory
Recoding & replay of sound
Occipital Lobe
Vision, recognition of pictures & words
Co-ordination, start/stop movements, balance & equilibrium
Motor commands
(Relay station from cortex to the cerebellum)
Controls the cardiorespiratory system via the ANS
Recticular Formation
Basal Ganglia
sub-conscious repetitive movements,
motor commands
Pressure, proprioception, temperature, pain
(to cortex)
Controls body temperature and water via the ANS
Spinal Cord
Motor neurones
I Olfactory Nerve
Relays information about smells
II Optic Nerve
Brings visual information from the rod and cone cells
III, IV, VI Mainly Motor Nerves
Oculomotor, Trochlear and Abducens Nerves
Regulates voluntary movements of the eye muscle, eyeball & eyelids. Controls pupil constriction
VIII Vestibulocochlear Nerve
Head Orientation, balance, sounds & hearing
IX, XIIGlossopharyngeal & Hypoglossal
Tongue movement, swallowing, taste, touch & temperature from the tongue & pharanx
X Vagus Nerve
Swallowing, breathing, heartbeat, production of stomach acid
XI Spinal Accessory Nerve
Controls muscle and movements of the head, neck and shoulders. Stimulates the pharanx & larynx involved in swallowing
VII Facial Nerve
Facial expression, stimulation of the salivary & lacrimal glands
V Trigeminal Nerve
Gathers signals from the eyes, teeth. Controls chewing and receives signals from the lower jaw

Endocrine System

The main link between the nerves & hormones, produce regulatory hormones that travel to the Pituitary Gland
Pineal Gland
Produces melatonin which influences the sexual cycle and sleep/wake cycle.
Pituitary Gland
Control many of the endocrine glands
Thyroid Gland
Controls metabolism, body weight, energy, heart rate. Stores hormones
Thymus Gland
Produces T-cell hormones involved in the development of white blood cells
Produces antriopeptin, controls blood volume, pressure & regulates fluid balance.
Adrenal Gland
Regulates metabolism of glucose, sodium & potassium, maintains fluid balance, produces adrenaline.
Secretes erythropoietin, which stimulates production of red blood cells in bone marrow.
Stimulates enzymes that aid digestion.
Produces insulin & glucagon, lower/raises blood glucose levels.
Stimulates the release of enzymes that aids digestion.
Manufactures the oestrogen & progesterone
Produces androgens & testosterone, influences male characteristics.

Respiratory System

Delivers oxygen to the cells in the body, where it is used in the breakdown of glucose to provide the energy required for all the body systems to work. Air enters the nasal cavity via the nostrils, where dust particles and foreign bodies are removed by hairs. As air passes through the nasal cavity it is warmed and moistened.
The diaphragm is a sheet of muscle which divides the heart and lungs from the stomach and other organs. At rest it forms a dome shape with its apex under the thoracic cavity. As it contracts it enlarges the cavity drawing air into the lungs. As it relaxes, air is expelled by elastic recoil of the lungs.
The 'bellows' of the body – structures that fill, empty, and store air.
Primary Bronchus
Warmed, moistened and filtered air is drawn down into the lungs via the trachea. The trachea divides into the primary bronchii which are tubes which enter each lung.
The primary bronchi divide further into smaller tubes which resemble the branches on a tree.
The bronchioles end in alveoli (the leaves on the tree), there are about 150million alveoli in the adult lung. The alveoli end in a single layer of squamous epithilial(?) cells, exchange of gasses takes place across a membrane made up of the alveolar wall and the capillary wall fused together – the respiratory membrane.
The 'pump and pipes'.
The heart contains 4 chambers (2 atria and 2 ventricles). The ventricles have much thicker, muscular walls. The left and right sides of the heart are separated by the septum. The atria receive blood from all parts of the body, whilst the ventricles pump the blood out into the circulation. The heart produces atriopeptin which reduces blood volume and pressure and helps to regulate fluid balance. The sinoatrial node lies in the right atrium and is the heart's natural pacemaker. This initiates the wave of cardiac contraction.
Arteries carry oxygenated blood around the body, (except for the pulmonary artery which carries deoxygenated blood to the lungs). Arteries have thick, elastic, muscular walls to enable them to carry blood under high pressure.
Veins carry deoxygenated blood back to the heart (except for the pulmonary vein which carries oxygenated blood to the left atrium). Their walls are much thinner than arteries as they work under low pressure. Veins also contain valves to prevent the backflow of blood.
Capillaries convey blood between arteries and veins. Many capillaries enter tissues to form capillary beds (where oxygen and nutrients are released and waste matter travels into the blood). A typical capillary is only 0.01mm wide, which is just bigger than a red blood cell.

Digestive System


Sensory System


Urinary System


The Skin


Occupational Performance – “the doing”

Occupational Performance
The doing, a description of the activity itself, what is done and in what order, the actions, the speech, the complexity etc. Also make note of how things could have been done differently

Occupational Dynamics – “what has been done to”

Concrete physical changes to the environment, less concrete changes to those others around the doer

Changes to the doers developmental structure, transformation, self actualisation, big and small changes

The level of occupation – “it is done in this context”

Note all possible levels, both higher and lower than this activity and place this activity in its context, perhaps as a high level, low level, or middle.