Terminology and Language
The language of occupational therapy has been open to debate since
the founding of the profession. For example there has been discussion, particularly in Europe, as to whether «occupation» or «ergo» were the more appropriate term to name the profession and the focus of its practice. Even today, both terms may be found (COTEC, 2006). There is also considerable debate around defining and naming core concepts in the profession such as activity and occupation, debate that is reflected in the considerable difficulty that many languages have to translate the core terms of the profession effectively. However, the language a profession uses also re ects changing political and social attitudes and concepts of health. The use of the word «therapy» in the name of the profession is indicative of the roots of the profession closely linked to the medical profession and usually based
in hospitals, where «patients» were «treated» by the professional until «healthy» again (i.e. without disease or trauma). In these early days of the profession the vast majority of occupational therapists worked in hospital settings. As broader understandings of health developed to include concepts of participation and well-being, and notions of client–centred practice emerged, terminology too changed. The term «client» was commonly used in an attempt to demonstrate the partnership that was now considered essential. However, «client» as a term has also received considerable criticism and other terms such as «service user» and lately citizen are used. With the broader understanding of health,
the important role of the environment was increasingly recognised.
Occupational therapists began to develop their role in community settings, working both with individuals and with groups, «enabling» their participation in occupation through a variety of intervention strategies. In recent years the increasing understanding of the complexities of working with communities and populations facing a wide range of social issues has led to attempts to fi nd strategies that will lead to the development of partnerships within which communities can develop their resources and capacities. The role of the occupational therapist is increasingly seen as one of «support». Throughout Europe, the diversity of settings in which occupational therapists work is re ected in the language used.The issues surrounding terminology become increasingly complex when the number of languages spoken in Europe is considered. At this time most of the literature of the profession is in English, many programmes require their students to study English language literature within their courses, and make knowledge of English a core requirement of entry. Other programmes make this an optional requirement. Whichever alternative is chosen, difficulties continue for students when required to discuss their professional perspective in their own language, if there is no common consensus on the use of terms in the local language or if there is no corresponding concept in the language.
There is increasing awareness of both these linguistic but also cultural differences and many programmes are re ecting this awareness in the curriculum. The work of the terminology project group of ENOTHE on the development of consensus definitions for key terms and their translation into the languages of Europe is providing leadership for many countries in resolving some of these linguistic and conceptual issues. (www.enothe.hva.nl/tq/terminology).It is therefore consistent with these observations that in the
development of the subject specifi c competences, language and terminology were issues. The interest and involvement of both professional associations and educational institutions throughout Europe is evident in the 24 translations of the subject specifi c competences that were prepared to facilitate the process of consultation during the development of the
competences. Despite this there continue to be diffi culties – comments from stakeholder discussions indicate that some of the concepts within the competences are only accessible to someone who has knowledge of occupational therapy theory in English.