Julia's Participation In Occupations

Julia is an eighteen year-old female who is currently a student and roommate at Worcester State University. Her context promotes participation in occupations. The physical context of Worcester State includes buildings, resources and technology that are available to help Julia with her occupations. In addition, the social context of friends and professors support Julia in her goals. Since she is currently not at home she must fulfill her other roles as a girlfriend, sister, and daughter virtually through texting and facetiming. Julia participated in various occupations over the three days of the time study. Her time spent on sleep, ADLs, IADLs, and leisure were balanced throughout the three days. This directly related to her results from the life balance inventory. Julia’s overall life balance score was a 2.35, which represents that her life is moderately balanced. While the score indicates that her life is balanced there was an imbalance with the time Julia spent between education and social participation. This imbalance is directly related to her high level of stress indicated on her life balance index. …show more content…
Her time study indicates she spent an average of eight hours a day on Thursday and Friday doing school work. Instead of balancing it out between the three days Julia squeezed it into two days. Julia’s time study also indicated an imbalance in social participation. On Thursday she did not have any social participation, then on Friday she hung out with friends for two hours. The next day since she did not have class, she spent ten hours with family and friends. There is a huge imbalance between the time spent on social participation within the three days of the study. While education and social participation is important, the imbalance of time Julia spends among these occupations takes away her chance to participate in other meaningful play and leisure