Occupational Analysis: High School Teacher Bruce's Career Report

This report presents an occupational analysis of Bruce, a high school teacher in Edinburg, examining his career path and influences. It explores his early passion for teaching, educational background, and professional experiences, highlighting how these factors shaped his career choice. The analysis utilizes the Hocking framework to understand the components of his occupation, focusing on the interplay between the individual and the environment. The report considers Bruce's daily activities, resources, and the impact of his past experiences on his current and future career. Furthermore, it references key literature, including works by Hocking and others, to support the analysis and provide a comprehensive understanding of Bruce's occupation. This analysis provides insights into the meaning and context of his career, offering a detailed perspective on his professional life and motivations.

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Occupational Analysis
Bruce is a middle-aged individual who lives in Edinburg. He enjoyed teaching since his
childhood where he taught his siblings and helped his friends in school to understand difficult
concepts in class ((Hocking 2013).). It was easy for him to understand and relate various
concepts. He had great passion in most of his subjects which include Accounts, Finance and
Math , English, History and Geography (Frank 2012.). He helped his teachers in class to explain
various theories. His peers and family encouraged him for his passion which motivated him to
attend public speaking and debate classes to improve his skills as teacher. Bruce studied business
management in the university to gain substantial knowledge in all subjects. These past and
present experiences encouraged him to take up this Passion as a career (Hocking 2009). After
completing his studies, he took up a number of menial jobs and teaching a group of students. He
realized his career was a calling and helped him overcome depression and satisfied his economic
need. He now teaches a high school in the city of Edinburg ( Mpofu & Hocking 2013).
To understand the greater meaning of Bruce's occupation, the contextual issues involved
must be acknowledged as this shape the form and function and Hocking framework perfects that.
To engage in teaching, Bruce has invested great social and economic resources in his

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development.Hocking framework aspect is a medium of analyzing Bruce's occupation of
teaching. Hocking framework is relevant to the studies related with occupational science and
through this framework all the aspects of an occupation are thoroughly analyzed (Hocking 2017).
It analyzes his occupation by defining its components between human and the occupation itself.
It mostly concentrates on the scientific occupational aspect (Hocking&Kroksmark 2013). Bruce
announces and records tentative exam dates of his students. He also upgrades his intrinsic
capabilities a core principal of Hocking Framework. Hocking refers occupation as the everyday
chores human being engages with the environment (Hocking,Jones & Reed 2015). Bruce’s
occupation as a teacher is defined by rules, objects, resources and norms as cited by Hocking
(Angell 2014). His present career or occupation has a link with his past influences and
experiences which will perhaps influence the future of his career.( Baum& Bass-Haugen 2014).

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REFERENCE
Angell, A.M., 2014. Occupation-centered analysis of social difference: Contributions to a
socially responsive occupational science. Journal of Occupational Science, 21(2),
pp.104-116.
Baum, C.M. and Bass-Haugen, J. eds., 2014. Occupational therapy: Performance, participation,
and well-being. Slack Incorporated.
Hocking, C. and Kroksmark, U., 2013. Sustainable occupational responses to climate change
through lifestyle choices. Scandinavian journal of occupational therapy, 20(2), pp.111-
117.
Hocking, C., 2009. The challenge of occupation: Describing the things people do. Journal of
Occupational Science, 16(3), pp.140-150.
Hocking, C., 2013. Occupational science. In Encyclopedia of behavioral medicine (pp. 1365-
1370). Springer New York.
Hocking, C., 2017. Occupational justice as social justice: The moral claim for
inclusion. Journal of Occupational Science, 24(1), pp.29-42.
Hocking, C., Jones, M. and Reed, K., 2015. Occupational Science Informing Occupational
Therapy Interventions. In International Handbook of Occupational Therapy
Interventions (pp. 127-134). Springer International Publishing.

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Frank, G., 2012. The 2010 Ruth Zemke lecture in occupational science occupational
therapy/occupational science/occupational justice: Moral commitments and global
assemblages. Journal of Occupational Science.
Mpofu, C. and Hocking, C., 2013. “Not made here”: Occupational deprivation of non-English
speaking background immigrant health professionals in New Zealand. Journal of
Occupational Science, 20(2), pp.131-145.