Levels OF Creative Ability Summary PDF

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Vona du Toit Model of Creative Ability -

Relationship between person’s volition1, motivation2 and action3 (volition + motivation = action) ~ NB for one’s ability to respond creatively to life’s demands and everyday activities

*creative - one’s ability to create/ability to respond to life’s demands in ways which bring about something new to that person through doing *create – bring into existence *creativity – process of creating something new or original that is of value to creator *creative act - tangible/intangible product of one’s doing with effort *volition - the act of willing, choosing, or resolving; exercise of willing to do something or make a decision (evident in in quality of person’s self-directedness in action) *motivation - internal and external factors that stimulate desire and energy in people to be continually interested and committed to a job, role or subject, or to make an effort to attain a goal. *action – expression of volition and motivation/occupational performance *creative ability – manifestation of motivation in action resulting in tangible/intangible product (volition + motivation) Volition levels of creative ability Tone Self-differentiation Self-presentation Passive participation Imitative participation Active participation Competitive participation Contribution Competitive contribution

Action levels of creative ability Purposeless unplanned action Destructive action / incidentally constructive action Constructive exploration action Norm awareness experimental action Imitative norm compliant action Norm transcendence, individualistic and inventive action Competitive-centred participation Situation-centred participation Society-centred participation Creative ability = person + activity/occupation + environment (dynamic and changeable)

Creative Response Attitude/preparedness which an individual displays toward opportunity/challenge to exert effort

• • • • • • • • • •

1

Creative Participation Process of ‘doing’ / active engagement in activity with effort to meet/master challenges

Creative Act Creation of something new / end product (tangible or intangible)

Creative Capacity Growth/recovery or decline/regression of creative ability towards fulfilment of potential

Individual = mind + body + spirit inseparable from environment Intrinsically motivated/innate drive to encounter + master challenges (volition + motivation = action) Action direct manifestation of volition + motivation evident in quality of activity participation and behaviour Creative capacity + potential in all beings Phases of growth + recovery in developmental process = sequential Interaction with internal + external world = affect growth/recovery or regression/decline of CA Response to demands = adapt, master, grow or maintain CA Changes bring about tension, disequilibrium and/or stress = developmental opportunity Growth + recovery = exertion of effort in meeting challenges at boundary of CA = tangible/intangible product new to person Achievement of mastery, success, satisfaction in MEANINGFUL activity = + influence on volition & motivation

Volition – willing to resolve something by making a decision/choice // initiate/direct behaviour towards a goal // indicate preparedness to translate intention into action 2 Motivation – want, need, desire to do something // intrinsic motivation = satisfying/interesting // extrinsic = external rewards 3 Action – exertion of motivation, physical and mental effort into tangible/intangible product // want to participate // ability to form relational action with people, events, materials, objects

Level of Creative Ability

Volition will, directedness,

Motivation motives, wants,

Tone purposeless action

preparedness Self-directedness towards surviving

needs, interests Drive to maintain and develop biological existence / appear to be motivationally blank

prep for constructive action

Directed to differentiate the primary sense of self/selfdiscovery

Need to separate self from others & environment; develop basic abilities through contact with people &environment

Self-presentation

Self-directed presentation of self

Intentional exploration & willingness to present self to others & different situations + learn basic skills for productivity

Directed towards productive participation with norm awareness

Motivation = produce tangible/intangible product Discover how to participate effectively in all areas of occupational performance

Directed towards productive participation with norm compliance

Preparedness to participate in all areas of occupational performance.

Directed towards transcending the self within personal context and area of productivity

Directed to achieve norms in individualistic way; willingness to contribute and compete in terms of evaluation of own actions + abilities + comparing to others (role models)

Directed towards selfactualization, transcending the self

Motivated by self-actualization. Driven by need to contribute more, do better that/differently from others Able to withstand failure + evaluate situation & try again

Directed towards commitment to develop/manage systems/organizations for the benefit of others. Transcend the self + immediate situation

Driven by high levels of selfactualisation. Committed to fulfil strategic goals and adjust them to change needs to contribute to variety situations + projects on large scale

Directed towards realisation of altruistic convictions to benefit of society. Transcend the self

Driven by convictions + spiritual sense of bettering the world. Despite challenges, motivation enough to sustain high level contribution over time

prep for constructive action

Self-differentiation

Behaviour + skill development for norm compliance

Passive participation Behaviour + skill development for norm compliance

Imitative participation Behaviour + skill development for norm compliance

Active participation Behaviour + skill development for self-actualization

Competitive participation Behaviour + skill development for self-actualization

Contribution Behaviour + skill development for self-actualization

Competitive contribution Behaviour + skill development for self-actualization

Action occupational behaviour - Purposeless, unplanned, automatic/reflex actions in relation to survival needs - purposeless and undirected - Appear purposeless and disorganised. - Nature of action through destructive/incidentally constructive interaction with materials, objects, people and situations. - Basic abilities develop through these interactions - Constructive explorative action, trying out. - Intentional/reactive exploration of materials, objects, people and situations (inconsistent) - Action = process oriented - Experimental action to develop norm awareness, self-identity, social acceptance, productivity. - Action directed towards constructive action but inconsistent, hesitant and unsure of eventual outcome. - Action = product centred - product-centred norm compliant action - imitate norms and standards with insight/understanding of outcome; compliance to production + social norms - Original action - action transcend norms, individualistic + inventive with originality - competition with norms, attempt to improve on standards + add own authenticity to the outcome - action is product/process/system centred - generate competitive products + systems - innovative problem solving, continuous improvement/development of products - able to plan + implement strategies to obtain short + long-term goals and overcome obstacles - situation centred action (in communities, groups, organisations) - constant exertion of maximum effort to ensure success of contributions, able to develop + motivate team/groups to reach goals - able to tolerate + rise above failures + negative criticism - Society centred action (highest level of occupational performance) - impact seen across populations/countries - able to mobilise assistance + support to achieve goals, initiate programmes & address national/global issues to better the world - able to convert failures into potential success by renewed + intensified effort + use competition as mobilising incentive

Groups of Occupational behaviour (Egocentric motives Preparation for Constructive Action - Tone - Self-differentiation

Development of basic functions – aim to differentiate self from environment (pre-requisite for activity engagement)

-> Self-actualization / Unconstructive action -> Innovative Competition)

Behaviour and skill development for norm compliance - Self-presentation - Passive participation - Imitative participation

Behaviour and skill development for self-actualisation - Active participation - Competitive participation -Contribution - Competitive contribution

Development of occupational behaviours & skills for productive community living and norm compliance

Development of management & executive skills moving towards selfactualisation Aim to contribute to community and societal contribution

Factors Influencing Creative Ability • • • • • •

Person; mind, body, Activity; tasks, Environmental spirit, volition, occupations Situations creative capacity Materials and objects People CR, CP, CA Person (capacities, characteristics, beliefs) Occupational performance areas – personal management Environment; - work materials, objects, - social ability people, situations - constructive use of free time

Three phases found in each level of creative ability Through sequential phases growth/improvement or decline/regression/temporary regression occur Phases are evident in various aspects of our lives and differ/change constantly Recovery involves regaining/re-establishing volition, motivation, level of action, recovery of self/new self Therapist directed phase - motivation dependent on therapist - patient need support + facilitation of therapist to engage + connect with environment - therapist stimulates, nurtures + direct actions relevant to level - therapist consolidate abilities of previous level

CREATIVE CAPACITY

CREATIVE ABILITY

Patient directed - motivation + occupational behaviour consistent with requirements of this level, hence, patient take over - characteristics of the current level are evidently present and developing.

Transitional phase - characteristics of the current level are consolidated and expanded - patient start showing characteristics of next level (dependent on optimal conditions)

LEVELS OF CREATIVE ABILITY • STAGE OF CREATIVE ABILITY

• •

1.POSITIVE TONE Level reflects mere existence No outward sign of volition of effect Treatment is aimed at sensory stimulation (E.g. taste, hearing, touch, etc)

2. SELF-DIFFERENTIATION • Volition is directed to attainment of basic awareness of self as an entity & different from others • Developing awareness of environment & others

3. SELF-PRESENTATION • Volition is directed towards developing a sense of individuality & presenting this self to others & different situations

▫ Readiness to present the self to people ▫ Feeble & erratic and situations. ▫ Directed towards satisfying basic ▫ Character of motivation is one of needs (hunger) enquiry. ▫ Individual motivation = egocentric, ▫ Directed by the need of ‘wanting to wants to differentiate the self know about, in order to be able to from others make/do something

MOTIVATION

▫ Appears to be motivationally blank

ACTION

a) Destructive ▫ Prepared to make contact with different materials ▫ Destructive action (throwing, tearing, crushing) ▫ Physical action: only gross co▫ Pre-destructive ordination in basic handling ▫ Movements=purposeless b) Incidentally constructive action & haphazard ▫ Not aimed at effect or product ▫ Unplanned & immediate effect of action ▫ Action is at transition stage between destructive and incidentally constructive

▫ Explorative= shows an intention to find out and try out ▫ Process is more important than the end product. ▫ Intentional action to explore tools and materials, to find out about their properties (what they are, how they can be used/what can be done with them)

QUALITY OF THE PRODUCT

▫ No product ▫ Sensory focus on & registration of haphazard physical movement

▫ No construction of product, no tool-handling ability ▫ Product is incidental and created by chance, not planned

▫ Product is co-incidental, unplanned and semi-planned o Created due the explorative handling of tools and materials. ▫ Norms should not be attached to the quality of the product or the speed of activity performance

MATERIALS & OBJECTS

▫ No intention or attention to handle material ▫ No object registration no movement aimed at “making contact” with materials ▫ Little or no material/object holding

▫ Prepared to reach out to materials, hold & grasp them & execute destructive handling/ action ▫ Complete disregard of properties of materials ▫ Decision: to respond to invitation to execute “one step” material handling

▫ Handled exploratively to gain information about their properties. ▫ Purposeful action to enquire, but no planned action to create a product. ▫ Explorative use of tools, material and object is more important than the creation and quality of the product (i.e. the process is more important than the creation of a product)

▫ Emergence of receptivity to relational contact ▫ Outward relational contact still egocentric ▫ Continued need for biological support & guidance & need for love and acceptance, etc ▫ Indication for preference of people & recognition of those who are close to individual emerges

▫ Increased receptivity to relational contact from others and increased outgoing relational response. ▫ May form a dependent relationship on a selective basis (one or two people). ▫ Contact with others will also be explorative, trying to find out their reaction (acceptance/rejection) of his/her behaviour ▫ Behaviour is inconsistent, unpredictable as it is experimental with the individual trying to establish social boundaries. ▫ Not able to register and respond to the needs of others

PEOPLE

▫ Relational helplessness ▫ No intentional effort to make contact ▫ Need for biological & qualitative care from others (food, protection, love, affection, etc)

SITUATIONS

▫ No relation to situations ▫ Awareness of strange/known situations ▫ Low intensity expressions of displeasure

▫ Undifferentiated behaviour ▫ Inability to select appropriate behaviour or to modify it in terms of social demands within situations

▫ Approach to situations is completely egocentric. ▫ There is willingness to present the self to a variety of situations, but the purpose is to explore the reaction of others in a given situation, not to participate or contribute. ▫ Cannot comprehend the whole situation.

CONTROL OF ANXIETY (EMOTIONS)

▫ Undifferentiated ▫ No definable emotional reactions

▫ Basic emotions= feebly displayed & undifferentiated ▫ Anxiety will present as distress, fear, anger or withdrawal ▫ No control of these emotions

▫ Still not able to comprehend the norms related to action = anxiety is still experienced as anger and fear. ▫ These may be controlled by the disapproval of others/group

ABILITY TO SHOW INITIATIVE (INTELLECT)

▫ No evidence of thought or intellect

▫ Inability to release or direct intellectual capacity ▫ Quality of more direct and intense ▫ Reality orientated concepts of inquiry may be an indication of body, external objects, time, social potential for initiative norms are still unformed & unstable

ABILITY TO MAKE EFFORT

▫ No evidence of “intention” or effort to do something ▫ Movements are not directed from within = purposeless ▫ No active participation

▫ Effort is feeble & erratic ▫ Effort may be momentarily maximum

▫ Motivation is still towards presenting the self, and action is exploratory ▫ Effort is diffuse and of short duration

STAGE OF CREATIVE ABILITY

4. PASSIVE PARTICIPATION Person is prepared “to be” & “to do” with others • Volition: is directed to being & doing with others and towards establishing norms & expectations • Insufficient to initiate task • Needs external motivation to sustain effort & involvement

▫ Robust to comprehend task but not enough to initiate & execute it MOTIVATION ▫ Requires external stimulation & facilitation to sequence steps & provide task content ▫ Erratic (has purpose) & dependent (on others & therapist) ▫ Competent with guidance ACTION ▫ Progresses from material handling to product creation & task fulfilment ▫ Product centred QUALITY OF THE PRODUCT

▫ Need for product to be evaluated positively after completing task & not during process ▫ Do not give an example-demonstrate the steps

▫ Tool handling progresses from experimental & explorative to product directed MATERIALS & ▫ Feels familiar and secure in relational contact with OBJECTS materials

5. IMITATIVE PARTICIPATION •

Imitates what others do = group/peer pressure Sense of wanting to belong (comply with groups)

▫ Imitative over personal, social & work range ▫ Product centred & directed towards task fulfilment (not initiative yet) ▫ Aware of product but doesn’t want to be evaluated ▫ Imitative in nature – to avoid eliciting anxiety associated with the unknown ▪ Paralysed with anxiety ▪ You can start discussion groups ▫ Quality is enhanced through imitation of a given model (example) & giving client opportunity to compare (with model) ▫ Is not ready to judge quality of product (negative feedback) ▫ Familiar with range of materials & experience in tool handling – present with consolidated task concept (not seen as whole) ▫ Not threatened when invited to participate in tasks involving familiar tools & materials ▫ Needs to follow a pattern (process) in making decision (avoid eliciting anxiety with unknown) ▫ Period of consolidating interpersonal capacity ▫ Seeks to conform & imitate behaviour & dress of others ▫ Group pressure = important in moulding behaviour ▫ Acceptance by group is NB & loyalty is still ego-centric ▫ Can maintain superficial relationships ▫ Is a follower; rather than leader

PEOPLE

▫ Interpersonal relational ability emerges ▫ Able to maintain relational contact = interpersonal behaviour becomes predictable & stable

SITUATIONS

▫ Desire to participate in variety of known situations – lacks capacity to implement desire ▫ Need to familiarise with content of situations ▫ Limited participation due to aspects of different situations, but not to whole situation

▫ Handling is imitative ▫ Prefers to “do with” or “do like others”

CONTROL OF ANXIETY (EMOTIONS)

▫ Susceptible to immobilising effects of anxiety ▫ Can’t handle threat of failure ▫ Can’t be asked for impromptu participation or participation in unfamiliar situations

▫ Experience anxiety in situations where it is expected to act different from others

ABILITY TO SHOW INITIATIVE (INTELLECT)

▫ Experiences problems in selection of appropriate task & behaviour ▫ Doesn’t show initiative in task execution

▫ Can make & maintain effort with support – need prompting with sequence, content & quality of ABILITY TO task execution MAKE EFFORT ▫ Can maintain effort to participate passively in social & relational situations- needs support wh...