Final Exam Part 1

OTA

-Require supervision by an OT -collaborates with OT to develop intervention -this individual can provide intervention at a site where there is no OT present, and PTA's cannot do the unless a PT is present

dynamics

A pattern or process of change, growth, or activity

Professional Reasoning

A process where practitioners review the occupational therapy evaluation engaging in analyze of the interaction among client-factors, performance skills, performance patterns, context and environments, and activity demands that influence occupational performance in order to engage in the intervention process

all groups have norms primary rule: confidentiality

All groups have ________. The leadership must establish the ground rules that are implicit; the therapist is the key to shaping norms. Primary rule: ___________

benefits of group vs individual

Benefits of _______ vs _________ -social support -enhance communication and self-expression -atmosphere of nonjudgmental acceptance, -expression of cultural values of members -impart information in a cost-effective manner -facilitate client participation -promote grou pinteraction skills -provide ideal context for problem-solving relationships -multiple opportunities to share and apply strategies

Content have to have content or you don't have process

Common Group Features Was the "what" - relatively objective -What are we talking and learning bout? -The meat, what we are talking about -what are we learning today? -Have to have this or you don't have that *the activity, task, the conversations; objective

Process

Common Group Features Way in which we go about the group or learning the task; what mostly creates dynamics; subjective experience of being in the group; what was it like? -what was it like to share in class? -feelings, emotions, experience of being there -the way we go about sharing this *Emphasis is often on emotion and its purpose is to establish a cognitive framework

Multidisciplinary

Composed of individuals representing professional disciplines that serve the client. each professional is responsible for identifying and carrying out one's own discipline-reflated evaluation and intervention these teams usually have access to each others written record, as each typically contributes to chart notes if they meet as a group, which is often the case, they share information about their client's progress relative to the discipline-specific goals and they may coordinate their efforts and a few disciplines may see a client the same day.

Task-oriented groups 1. parallel 2. project 3. egocentric-cooperative 4. cooperative 5. mature

Developmental groups are _________ ___________ groups structured in such a manner as to stimulate the various types of non familial groups usually encountered in the normal development process. Five types have been identified.

Pedagogy

Educational Foundations The art & science of helping children to learn What do you already know about what helps children to learn? -Behaviorism, rewards & punishment, most of it will be external motivators at first. -Children learn a lot through play, have short attention spans...etc. -Largely dependent on others & environment —> peers are important -Egocentric —> understanding —> abstract-Curiosity —> subject-centered + concrete —> build on past experience & uses reasoning

Andragogy

Educational Foundations The art & science theory of teaching adults How might this be different from pedagogy? People come to the table in different ways. Qualities of adults are:Independent and self-directed -Key difference here from pedagogy, as andragogy you know why you are learning what you're learning. -A growing reservoir of past experience -Need and/or internal motivation drives learning -Desire immediate application

Gerogogy

Educational Foundations: The teaching of older adults; very similar to andragogy What would be some differences? Sometimes accommodating for age change, but be cautious of ageism Need to accommodate normal physical, cognitive, and psychosocial changes Be very cautious of "ageism" or prejudice Qualities of older adults: Self-directed and enjoy building on familiarity or past experience Desire knowledge & integrity or self-fulfillment -Learning more about your heritageInternally motivated-Learning for the sake of learning; don't necessarily need an immediate connection to why they're learning what they're learning.

Leader & Membership

Group Structure Influences - which one? -In the group, is everybody equal and have an equal voice? Who facilitates where we're going? -State board of OT -Voting is a lower level process for democratic

Composition of Membership

Group Structure Influences - which one? -SOTA - we know the composition is anybody interested in OT; don't have to be in the program yet -open or closed group -defines dynamics and processes of a particular group

Group purpose & member goals

Group Structure Influences - which one? -SOTAs purpose is the mission statement -thing about the number of group members that is appropriate

Historical Context & Climate

Group Structure Influences - which one? SOTA - serving others but also serving others who want to become OTs and anchor on these things

Group Termination

Group _________ often difficult for group members the leader must assist group members in preparing for this. -1. Review the group experience -2. Review concerns & feelings -3. Use counseling skills -4. Finish unfinished business -5. Give feedback on skills learned. -6. Help generalize learning.

abilities

Group size depends on the __________ of group members

-Historical context & climate -Composition of membership -grou purpose & member goals -leader & member interaction -group norms 7 size

Group structure Influences?

-client goals -cognitive capacity of the client -behavioral & psychological state -social organization & verbal skills are present -the structure of the group provide freedom to make choices = the dynamics of the group will be more obvious

How do you evaluate client readiness for group?

democratic; laissez-faire

In Lewin's experiments he discovered that the most effective style of leadership was ___________. Overly autocratic styles led to revolution, whilst under a ____________approach, people did not work together and did not work as hard as they did when being actively led.

remediation or restoration of personal factors, performance skills, and/or performance patterns to improve occupational performance; occupational skill acquisition; adaptation/compensation approach to improve occupational performance; environmental modifications to improve occupational performance; educational approach to improve occupational performance; prevention approche to maintain occupational performance; palliative approaches; therapeutic use of self

In W&S, what are the intervention APPROACHES?

5-10

In step 2, activity, Members of higher cognition may do __-__ step tasks

Repetetive, automatic, and familiar tasks

In step 2, activity, Members of low cognition may only be able to do ??

2-3

In step 2, activity, Members of moderate cognition may do __-__ step tasks

1. Determining and carrying out the occupational therapy intervention to be used (therapeutic use of occupations and activities, prepatory methods, prepatory tasks, education & training, group interventions) 2. Monitoring clients response to intervention on the basis of ongoing evaluation and reevaluation of his or her progress toward goals.

Intervention Implementation includes which 2 steps?

health, well-being, & participation

Intervention is intended to promote, ______, ______, & ________.

1. Develop the plan which involves selecting objective and measurable goals, intervention approaches and methods for service delivery including who will provide the intervention, types of intervention, types of interventions, and service delivery models to be used. 2. Considering potential discharge needs and plans 3. Making recommendations or referrals to other professionals as needed.

Intervention planning includes which 3 steps?

1. Introduction 2. Activity 3. Sharing 4. Processing 5. Generalizing 6. Application 7. Summary

List Cole's Seven Steps

create, promote (health promotion) establish, restore (remediation, restoration) Maintain Modify (compensation, adaptation) Prevent (disability prevention)

List intervention APPROACHES

occupations, activities, prepatory methods and tasks (prep methods - splints, assistive technology, wheeled mobility), education & training, advocacy, & group interventions -Occupations: client directed life activities that match participation goals -Activities: selected to improve or develop performance skills and patterns to improve occupational performance; components of occupation that hold meaning and relevance

List the intervention TYPES

1. Activity awareness 2. identify the steps required to complete the activity (sequencing and timing) 3. Determine the activity demands -Simple vs complex activity 4. Analysis for therapeutic intervention -evaluate the activity, occupational profile

List the steps in the analysis Process

Intervention plan intervention implementation

Operationalizing Intervention: what OT interventions can best help my client? Components of intervention: Intervention _______: -determine interventions -select interventions Intervention ___________: -carry out interventions -monitor clients response

Re-analysis or occupational performance Review of targeted outcomes identify action

Operationalizing Re-evaluation: how has OT affected my client's performance? ________ of __________ _________: -systematically measure and re-collect data -compare evaluation and re-evaluation data ____ of __________ ________: -determine changes in occupational performance -re-evaluate targeted outcomes and goals ______ _________: -modify -determine need

continue OT or discontinue OT

Operationalizing outcome of Re-evaluation: does my client continue to need OT services? evaluation --> intervention --> re-evaluation -----> ___________ OR _______

1. Sequencing & timing 2. Complexity 3. Activity demands

Rationale is broken in to three areas, what are they?

Group Task Roles 12 roles

Roles ________ _______ Roles Assist the group in task completion -how many roes are there?

Intervention Process

The ______________ _____________ includes "skilled services provided by occupational therapy practitioners in collaboration with clients to facilitate engagement in occupation related to health, well-being, and participation. Practitioners use the information about clients gathered during the evaluation and theoretical principles to direct occupation-centered interventions."

Intervention plan, intervention implementation, & intervention review

The intervention process continuum includes ____________ _________, _____________ __________, & _____________ ______________

1) Client-centered 2) context driven 3) occupation-based 4) evidence-based

Theoretical Links Occupational therapy philosophy guides intervention planning through four broad themes: 1) 2) 3) 4)

Behaviors that may interfere with the group process

These are ________ that may _______ with the group process: the monopolist the silent member psychotic client behavior attention-getting behaviors -the self-depreciator -help-rejecting complainer -narcissistic member

Co-Leadership

These are advantages of ?? •Mutual Support •Increased objectivity •Collective knowledge •Models for each other •Different roles

Functions of the Leader

These are functions of the _________: -Planning phase (group protocol) -achieve goals (task function) -maintain groups integrity -set group norms -model desired behaviors -give members feedback -maintain open communication channels

Concluding groups

These are the components of? Primary tasks for closure determining factors potential emotions leaders role

Components of maturation

These are the components of?? •Set goals •Consider emotions/feelings •Active Participation •Provide/Accept Feedback •Take Responsibility

Autonomous practitioners

Types of Practitioners responsible for all aspects of service delivery encouraged to seek supervision and mentoring as needed first day on the job after graduation you will know what to do but you will seek supervision and mentoring as you are a novice. This may come from OTAs.

splitting -members of the group have split; kids go home and tell mom the slightly different version of what teacher said to make them upset competition unequal contribution

What are disadvantages of co-leadership?

visual, auditory, multi sensory, teach-back technique

What are examples of methods for client learning?

1. Anticipate 2. Identify & cope 3. Determine if a mode shift is required 4. Choose a response mode or mode sequence 5. draw on any relevant interpersonal skills associated with the modes 6. gather feedback

What are the 6 steps of the IRM?

advocating collaborating empathizing encouraging instructing problem solving

What are the 6 therapeutic modes?

1. Forming 2. Storming 3. Norming 4. Performing 5. Adjournment or Reforming

What are the Five stages of Tuchman's Stages of Group Development?

Standard & planned standard & unplanned tapering & planned tapering & unplanned

What are the four types of termination?

-communication style -capacity for trust -need for control -capacity to assert needs -response to change and challenge -affect -predisposition to giving feedback -capacity to receive feedback -response to human diversity -orientation toward relating -preference for touch -capacity for reciprocity

What are the interpersonal characteristics?

-expression of strong emotion -intimate self-disclosures -power dilemmas -nonverbal cues -crisis points -resistance and reluctance -boundary testing -empathetic breaks -emotionally charged therapy tasks and situations -limitations of therapy -contextual inconsistencies

What are the interpersonal events?

Evaluate the activity -Evaluate the needs of the client (occupational profile) -Is this an appropriate activity for my client? -Grading the activity up or down: increasing or decreasing the demands to develop skills -Adapting the activity: Changing or modifying the activity to allow successful participation at the client's current level Occupational Profile -How we understand the client -Who is the client? -What are their priorities for intervention? -What are their occupational performance? -Client factors (body function and structure), performance skills -What are their values, beliefs, spirituality (client factors) -What contexts support or inhibit performance? -What are their performance patterns?

What are the parts of the fourth step in the analysis process?

formative stage development stage stabilization refreshment

What are the stages of Co-leadership?

1. activity analysis 2. occupation-based analysis

What are the two components of selecting OT interventions?

1. parallel 2. project 3. egocentric-cooperative 4. cooperative 5. mature

What are the types of developmental groups? -Developmental groups want the skills to move up the continuum!

Task-Oriented Groups Functional Groups Developmental

What are the types of groups?

Key points to group closure

What are these? -Encourage members to express concerns - help get a plan in place -Discuss feelings of loss, anger, sadness -Deal with unfinished business -Review members' participation -Review transfer of learning -Confidentiality

Group Task Roles

What are these? -Initiator-contributor -information giver -opinion giver -information seeker -opinion seeker -energizer -elaborator -evaluator-critic -coordinator -procedural technician -orienter -Recorder

Yale's Therapeutic Norms

What are these? •Self-reflection of the group • •Encouraging self-disclosure • •Encouraging free interaction between members • •Reinforcing the importance of the group • •Regarding members of agents of change and setting an atmosphere of safety and suppor

Specific steps identified; timing of each step

What is involved in the second step of the analysis process? identify the steps required to complete the activity (sequencing & timing)

determine the activity demands: Relevance and importance to the client Objects and their properties Space demands Social demands Sequencing and timing (this has been completed in previous step) Required actions and their performance skills Required body functions Required body structures

What is the 3rd step of the analysis process?

1. Intervention plan 2. Intervention implementation 3. intervention review

What is the order of intervention?

helps group members go through the process of terminating a group

What is this process?? -review the group experience, the goals, and the learning that took place over the life of the group -review concerns and feelings regarding separation and loss -use counseling skills -finish unfinished business -gie feedback on skills learned -help generalize learning

Building and Maintenance Roles

What roles are these? -Encourager -harmonizer -compromiser -gatekeeper or expediter -standard setter -observer or commentator -follower

1. what is the meaning to the client? 2. How does the activity address the performance skills, client factors and patterns identified in the STG? Please state the goal and specifically what happens in the activity that addresses thegoal. We don't need to know why you think the client should work on the performance skill, client factor or pattern- you told us that in the problem statement. We want to know how the activity actually addresses the STG.

When addressing activity demands, where are the two components?

1. OT and OTA roles and responsibilities document -evaluation -intervention planning -intervention implementation -intervention review -outcome evaluation 2. General principles of supervision -state licensure law requirements -agency requirements -insurance requirements Competency -a formal supervision plan considers -complexity of client needs -number and diversity of clients Skills of OT & OTA Practice Setting -types of supervision: defined in your state law, third party payer regulations (direct face to face contact); indirect Ethical Challenges -supervison challenges -scope of practice challenges -novice practitioner challenges -maintaining competency challenges

Where do we start?? With OT and OTA

Activity

Which Step of Cole's 7 Steps? Incorporates many factors -health, dysfunctions, assessment (individuals & group), intervention, activity analysis, group dynamics Timing -15-20 minute activity Therapeutic goals -dependent upon accurate assessment of clients in order to determine areas of need -resource for referral may have already identified the problem -group goals should meet the needs of most of the members Physical and mental capacities of the members -physical: consider gross motor and fine motor abilities -Mental: members of higher cognition may do 5-10 step tasks; members of moderate cognition may do 2-3 step tasks; members of low cognition may only be able to repetitive, automatic, and familiar tasks Knowledge and skill of leader Adaptation of an activity -dependent upon knowledge of activity analysis -activity synthesis -Knowledge of the OT & Ability to Adjust -Therapist & Group Member Communication -Activity conclusion

Step 1: Introduction

Which Step of Cole's 7 Steps? Welcome and introduce each other warm-up may be associated with the activity but may not be Setting the mood: Leadership and physical environment (aesthetics, arrangement) -what tone do you want for the group? Expectation of the group -established by the leaders expressions (pep talk, serious tone, authoritative/direct) -general rules/guidelines Explaining the purpose clearly**MOST IMPORTANT PART*** -clear & concise -avoid assumptions that members understand -purpose should be reintegrated in a way that group members can understand -goals should be stated in a way that matches members cognitive level of function -may state the developmental connection to prior group sessions -tell the client why they are there! Not just that you are making muffins today, but why Brief outline of session -describe time frame, media, procedures -clear and concise -communicate this at group members' level of cognition -may establish rules if needed -should confirm the purpose or focus of he activity

Step 3: Sharing

Which Step of Cole's 7 Steps? o Sharing experiences; Acknowledgment of Sharing; Safe Environment; Ordered vs. Random Sharing; Request Volunteers; Some activities may have the sharing part integrated within the activity

Potential Emotions

Which component of concluding groups? -Denial & avoidance -premature termination -anxiety & fear -anger, depression, sadness (initiation of new issues)

Leaders role

Which component of concluding groups? -Inform members -Include members' in the decision making process -Awareness of members' & the leader's feelings -Assist in transition planning for post-discharge

Primary Tasks for Closure

Which component of concluding groups? -Review & Summarize Group Processes-Learning -Address Group Member Feelings & Concerns

Determining Factors

Which component of concluding groups? -sociocultural background -extend to which issues were resolved -group culture and structure

Remediation or restoration approach

Which intervention APPROACH? used to inhale client factors (body functions and body structures) such as ROM, strength, endurance, thoughts, feelings, cognitive processing, with the goal of improving occupation al performance. -therapeutic exercise to strengthen a muscle -use of a video game to improve sustained attention -mall walking to improve endurance

Palliative Approach

Which intervention approach? (according to W&S) focuses on providing clients with relief from the symptoms, pain, and stress of a serious illness regardless of the diagnosis. -goal is to improve QOL for both client and family -often part of end of life care -Ex: prescribing positioning equipment that allows more time out of bed, engaging in reminiscence activities, physical agent modalities, positioning, edema management)

Occupational Skill Acquisition (development and restoration of occupational performance)

Which intervention approach? (according to W&S) interventions that focus specifically on skill development -"skills for the job of living" -teaching meal preparation skills, mental practice of IADL, teaching adaptive coping skills

Adaptation/Compensation approach to improve occupational performance

Which intervention approach? (according to W&S) used in a variety of situations. These include when a disability is considered permanent, underlying client factors or performance skills are not expected to improve, limited access to therapy prevents engagement in a remediation program, and or clients and their families prefer this approach -this intervention approach is frequently combined with environmental modifications -using a wrist extension orthosis to allow keyboarding -using a checklist system to perform assigned tasks in a supported employment program -using lightweight cookware during meal prep

Autocratic

Which leadership style? · a management style wherein one person controls all the decisions and takes very little inputs from other group members. -makes choices or decisions based on their own beliefs and don't involve others for their suggestion or advice

Step 4: Processing

Which of Cole's 7 Steps? o ***Most difficult step!*** o Expands on sharing - emphasis on feelings associated with activity § Often avoided § Leader must be comfortable with feeling identification o Important for leader to be comfortable with feeling identification in order to facilitate this. o Verbal & Nonverbal Aspects § Includes Group Dynamics o Important to coordinate with developmental level of group o Sharing and processing can come together as a step.

Step 7: Summary

Which of Cole's 7 Steps? o Clear and concise o Leader summarizes the important aspects of the group activity o Should be related to the group's responses o Important to acknowledge the emotional content o Thank the group for their participation o End the group on time!

Step 6: Application

Which of Cole's 7 Steps? o Expands on generalizing o Describes ideas for application of learned principles from step 5 o Leader should verbalize the significance of the experience in order to connect it to application o Often more effective if leader asks questions to stimulate members to reveal their own strategy for application o *application is commitment - trying to get them to do something with the new knowledge

Step 5: Generalizing

Which of Cole's 7 Steps? o Summarizes the cognitive learning of the group steps thus far o Relates to some general principles o Generalizing may recognize goal accomplishment but should additionally include other benefits o Leader should follow up on issues that stimulated discussion § Trick to generalizing: ask group members what a takeaway is from what we learned today? Good way to generalize. Also another nice way is to generalize the goals of the group. "Thinking about the takeaway of healthy eating is that we don't always have the proper food at home." § Shows that you listened and can pull out some general concepts

Intervention Review

Which part of the intervention process? reevaluate the plan and implementation relative to achieving outcomes, modify, and determine continuation or discontinuation of OT services and referral.

Individual roles

Which roles? -Playboy -blocker -dominator -recognition seeker -special interest pleader -self-confessor -aggressor -help seeker

Individual Roles 8

Which roles? Opposed to group roles; indicates the use of the group for individual needs only how many roles?

Group Building & maintenance Roles 7 roles

Which roles?? supportive roles that maintain the functioning of the group -how many roles?

Stabilization

Which stage of Co-leadership? after having their fight and talking it out, the co-therapists view each other as individuals and recognize each other's strengths and weaknesses as well as their own. they are able to capitalize on their differences by taking on different leadership roles and discussing their perceptions openly during the group as well as afterward.

Development Stage

Which stage of Co-leadership? More interpersonal discussion and -reflection, looking at the ways you see things differently and seeing how you can work together. this stage requires much interpersonal discussion and the recognition of differences. This stage must be resolved if the co-therapy team is to work effectively together.

Formative Stage

Which stage of Co-leadership? co-leaders are preoccupied with their feelings of self-worth as a leader and are plagued by fears of inadequacy. -these feelings naturally lead co-leaders to compete with one another. by trying too hard to be "good" leaders, they could end up in a power struggle with one another or a popularity context with the group members

1. Forming

Which stage of Tuchman's Stage of Group Development? Leader does most of the work here. -High dependence on leader for guidance and direction. Little agreement on team aims other than received from leader. Individual roles and responsibilities are unclear. Leader must be prepared to answer lots of questions about the team's purpose, objectives and external relationships. Processes are often ignored. Members test tolerance of system and leader. Leader directs (similar to Situational Leadership® 'Telling' mode).

2. Storming

Which stage of Tuchman's group development? Might be disagreements; can see that an individual who seems like the leader may experience challenges - figure out who the leader is here. -Decisions don't come easily within group. Team members vie for position as they attempt to establish themselves in relation to other team members and the leader, who might receive challenges from team members. Clarity of purpose increases but plenty of uncertainties persist. Cliques and factions form and there may be power struggles. The team needs to be focused on its goals to avoid becoming distracted by relationships and emotional issues. Compromises may be required to enable progress. Leader coaches (similar to Situational Leadership® 'Selling' mode - And the article we'll read later by Pawlina).

4. Performing

Which stage of Tuchman's stage of group development? The team is more strategically aware; the team knows clearly why it is doing what it is doing. The team has a shared vision and is able to stand on its own feet with no interference or participation from the leader. There is a focus on over-achieving goals, and the team makes most of the decisions against criteria agreed with the leader. The team has a high degree of autonomy. Disagreements occur but now they are resolved within the team positively and necessary changes to processes and structure are made by the team. The team is able to work towards achieving the goal, and also to attend to relationship, style and process issues along the way. team members look after each other. The team requires delegated tasks and projects from the leader. The team does not need to be instructed or assisted. Team members might ask for assistance from the leader with personal and interpersonal development. Leader delegates and oversees (similar to the Situational Leadership® 'Delegating' mode).

3. Norming

Which stage of Tuchman's stages of group development? Agreement and consensus is largely forms among team, who respond well to facilitation by leader. Roles and responsibilities are clear and accepted. Big decisions are made by group agreement. Smaller decisions may be delegated to individuals or small teams within group. Commitment and unity is strong. The team may engage in fun and social activities. The team discusses and develops its processes and working style. There is general respect for the leader and some of leadership is more shared by the team. Leader facilitates and enables (similar to the Situational Leadership® 'Participating' mode).

5. Adjournment or Reforming

Which stage of Tuckman's stages of group development? Tuckman's fifth stage, Adjourning, is the break-up of the group, hopefully when the task is completed successfully, its purpose fulfilled; everyone can move on to new things, feeling good about what's been achieved. From an organizational perspective, recognition of and sensitivity to people's vulnerabilities in Tuckman's fifth stage is helpful, particularly if members of the group have been closely bonded and feel a sense of insecurity or threat from this change. Feelings of insecurity would be natural for people with high 'steadiness' attributes (as regards the 'four temperaments' or DISC model) and with strong routine and empathy style (as regards the Benzigerthinking styles model, right and left basal brain dominance).

Activity Awareness

Which step in the analysis process? determine what needs to be analyzed determine if it is an activity analysis or an occupation-based activity analysis

Transdisciplinary

Which team? One that functions without discipline-centered boundaries members in this team appear to have blurred roles because many of their role-related functions become interchangeable. the expertise related to discipline specific tasks is shared and results in the taking on of each other's responsibilities. this type of team is most efficient and may be cost-effective because fewer professionals interact with a specific client. the first overall assessment is conducted by one professional but observed by al. ongoing interaction between team members so that each can continuously contribute their knowledge to the plan of care. role release - allows interprofesssional intervention to be carried out by one individual.

Social Learning and Social Cognitive Theory

Which theory? Explains learning as occurring in a social context, that is, the "where, what, when, with whom, how often, and under what circumstances" aspect of our lives. Five major assumptions of this theory: -people can learn by observing others -learning is an internal process -people are motivated to achieve goals -people regulate and adjust their own behavior -reinforcement and punishment may have an indirect effect on behavior earning occurs in a social context with a dynamic and reciprocal interaction of the person, environment, and behavior.

Self-Efficacy Theory

Which theory? focuses on a person's individual beliefs about how effective he/she is or will be at learning or completing a new skill or behavior. efficacy expectations, the person's beliefs about how successful or unsuccessful he/she will be at performing a skill or occupation, will greatly influence their election of that skill or occupation. emphasis here is on the persons beliefs and how those beliefs influence his or her performance. a persons self-efficacy is developed over time and through four sources of information: outcomes that were generated by the persons own personal accomplishments; through vicarious experience, feeling calm and relaxed, and own cognitive appraisal.

Motivational Theory

Which theory? view change as coming from within the person and his or her motivation to make a change. tasked with discovering what drives individuals to work towards a goal or outcome pre contemplation, contemplation, preparation, action, & maintenance Five key communication skills that are suggested to implement these principles of the theory: 1. asking open questions 2. affirming 3. reflective 4. summarizing 5. providing information and advice with permission

Constructivist Theory

Which theory? -Learners must be active participants in their learning -learners are capable of discovering and creating their own knowledge -active participation in the learning environment enhances critical thinking and problem-solving strategies simultaneously -active participation in the learning environment enhances the meaning and relevance of the learning experience and motivation for learning.

Behaviorist Theory

Which theory? refers to a psychological approach which emphasizes scientific and objective methods of investigation. The approach is only concerned with observable stimulus-response behaviors, and states all behaviors are learned through interaction with the environment. Focuses on observable, tangible behaviors are learned in response to some environmental stimulation. -focus on observable events rather than on mental processes. Overall emphasis is on the relationship between an environmental stimulus and a behavioral response and on how learning is indicated by an observed change in behavior. more applicable with lower functioning clients or kids. Essential elements of this theory: -conditioning, stimulus, response, fading, shaping, chaining, reinforcement, punishment, extinction

Egocentric-Cooperative

Which type of developmental group? Characterized by group members selecting, implementing, and executing relatively long-term tasks through joint interaction. Task remains central, but satisfaction of some social-emotional needs of fellow group members is encouraged. Emphasis on the reciprocal satisfaction that can be gained by responding to others' needs. Therapist gives support and guidance relative to the task and continues to satisfy a considerable portion of each members emotional needs. *coordinating a potluck and decide who is bringing what

Project

Which type of developmental group? Group members are involved in common, short-term tasks that require some interaction, cooperation, and competition. The task is paramount; mutual interaction outside the task is not expected. The therapist provides or assist the group in selecting tasks that require interaction of two or more people for completion. He or she responds to the social-emotional needs of group members. *Ability of two or more people working to complete a goal. Competition. -Activity might be a pie making contest

Mature Group

Which type of developmental group? Heterogeneous in composition and is characterized by members taking those task and social-emotional roles that are required for adequate group functioning. Maintenance of a proper balance between productivity and personal need satisfaction is stressed. therapist interacts as a coequal group member *key difference in terms of the therapist between mature and cooperative groups. Group members are initiating tasks on their own and making the determinations; independent group.

Parallel Group

Which type of developmental group? Made up of an aggregate of patients who are involved in individual tasks with minimal necessity for interaction. -Group members may act as sources of stimulation for one another or tentatively test the effect of their behavior on others. However, task accomplishment does not require interaction. The therapist provides assistance with tasks and takes responsibility for meeting the social-emotional needs of each member. *Mian goal is to minimize interaction -lower functioning or disorganized -have separate supplies because the activity is separate

Cooperative Group

Which type of developmental group? Members are encouraged to identify and gratify each others social-emotional needs in conjunction with task accomplishment. This type of group often includes only members of the same gender the therapist acts primarily in the role of an advisor and may not be present in all group settings. ***key element is that the task takes secondary purpose Ex: intermural basketball team. Coming together for playing basketball but not really, coming together for comradery. -Cooking club *has a different dynamic when there is different genders there; mosey says you have to learn the basics before you add another dimension, hence the reasoning why this developmental group is with only one gender

Task-Oriented Groups

Which type of group? -Provide opportunity for people to engage in tasks -the task is the activity, what are they doing, why they came there -Ex: knitting group

Developmental

Which type of group? -The focus is on the obtainment/improvement of new skills-Helps with the selection of tasks that are appropriate to the group's abilities -often talked about in OT history -Understanding the developmental nature of the group helps plan activity/occupation focused groups that meet the abilities and goals of group members.

Functional Groups

Which type of group? A group focused on making adaptations or changes to improve performance -want to make a change or adaptation -trying to help facilitate change -some kind of content and some kind of application, about functional change

Democratic

Which type of leadership? take an active role in the decision-making process but involve others -carry the responsibility for seeing that the decisions made achieved the desired outcomes

Tapering & planned

Which type of termination? l may see someone coming to group less often and know that they will stop coming

Tapering & unplanned

Which type of termination? someone all of a sudden stops showing up

Standard & unplanned

Which type of termination? typically have students come to program for 20-30 days, but sometimes have an unplanned discharge no day 5 which can be more difficult to handle for some

standard & planned

Which type of termination? you know at the get go there are 6 groups for 6 weeks and will be discontinued after that

goals maximized benefits ; want to get to the highest level of performance

Why is maturation of groups important?

adaptation and compensation approaches

__________ and _________ approaches are designed to diminish constraints by modifying contexts or activity demands in order to support occupational performance and occ participation in natural contexts.

Restoration approach

___________ approach are designed to enhance performance capacities and/or reduce or eliminate performance constraints. -developing a program to enhance balance, endurance, strength for residents of an assisted living facility in order to prevent falls.

Simple vs complex activity

___________ vs __________ activity Evaluate each required skill to determine the skill level required Evaluate all skills and contextual factors together to determine overall skill level required Structured vs unstructured Automatic versus controlled processes

Health care policy teams

addresses complex needs, health care policy deals with issues that are multifaceted. from setting health care agendas to outlining their implementation in order to improve health service delivery, policymakers need to collaborate on teams to be effective. allows for access to varied sources of information and promotes perspective that represents different areas of expertise. facilitates collaboration and enhances the development of effective health care policy.

Group

an aggregate of people who share a common purpose which can be attained only by group members interacting and working together. -our class has come together for the common purpose of OT education -two or more people

Occupational skill acquisition or training approaches

approach designed to develop or enhance an occupational performance skill or process. -may develop & implement an after-school anger management program

Intervention Implementation

determine and carry out OT interventions including therapeutic use of self, interventions types, monitor the client response through ongoing evaluation and reevaluation - The process of putting the intervention plan into action. - Observing and examining client's performance while engaging in interventions. - Adjusting as needed to achieve targeted outcomes. - Consideration of evidence regarding benefits of selected interventions.

Research Teams

focus primarily on basic science have carried out investigations. addresses complex needs, health care policy deals with issues that are multifaceted.

Education

imparting knowledge and information about occupation, health, well-being and participation that enables the client to acquire helpful behaviors, habits, and routines that may or may not require application at the time of the intervention session

OT Aides

individuals with no formalized education in the provision of OT services who are hired to provide supportive services to OT practitioners. trained on the job to meet the specific needs of the individual department. do not provide skilled OT services, and the types of activities they can perform with clients are clearly prescribed for therapists in the US> can perform two types of tasks: 1. non-client related tasks such as clerical work, clinic maintenance tasks, and preparation of work areas and equipment 2. selected client-related tasks that are routine and supervised by an OT or an OTA

Occupation as ends as intervention

not only purposeful but also meaningful because it is the performance of activities or tasks that a person sees as important. -refers to engaging client in occupations that constitute the end product of therapy (directly teaching the activity or task, providing adaptations to learn a task or activity, _ -Ex: teaching a person who just had a hip replacement adapt positions to sexual activities can be engaged in safely, practicing of one-handed shoe tying after stroke or upper limb amputation, task-specific practice of handwriting, such as writing out a weekly grocery list), teaching an adult living with schizophrenia a new leisure activity

Intervention Plan

objective measurable occupation-focused goals and outcomes, intervention approach, methods for service delivery, discharge needs and plans, referral directs the actions of occupational therapy practitioners, describes selected occupational therapy approaches and types of interventions to be used in reaching clients' identified outcomes -developed collaboratively with clients or their proxies

Self-esteem

refers to a persons negative or positive sense of self

Interdisciplinary

team members identify goals and plan intervention collaboratively. they also discuss with each other how their intervention plans will be implemented. although their skills may complement each other, team members become interdependent as they work toward improving health outcomes for their clients. common for this team to meet as a group with the client, their family..etc. some interventions may be jointly carried out and the client is often involved in the decision making process. client-centered

Service competency

the ability of the OTA to obtain the same or equivalent results as the supervising OT in evaluation and treatment". OTA students are given general exposure to a variety of standardized and non-standardized assessments in their academic preparation. process of teaching, training, and evaluating in which the OT determines that the OTA performs tasks in thee same way that the OT would and achieves the same outcomes.

Occupation-based analysis

the analysis of the activity is based upon the client and how the client and how they may engage in the occupation (activity) in his/her own context

Health Literacy

the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions Health literacy refers to the ability to access, understand and use information and services to make informed decisions about health. Process: -Get good quality health information -Understand the information -communicate about your health -Use the information to take part in your care

Group Dynamics

the forces that influence the interrelationships of members and ultimately affect group outcome

Occupation as Means as intervention

the occupation acting as the therapeutic change agent to remediate impaired abilities or capacities. -including a variety of interventions, such as arts and crafts, games, sports, specifically chosen daily activities -chosen based on both client interest and potential to remediate an underlying impairment -providing a challenge that is slightly beyond what the client can easily achieve "just right challenge" -Ex: rolling out dough to strengthen an older adults upper limbs so that he or she can regain independence in homemaking tasks such as washing dishes; playing a game of connect four with games pieces placed on the left side to promote spatial awareness so that a person may be able to locate grooming items placed on the left side of the sink

Activity Analysis

understanding the demands of the activity including performance skills and cultural meaning -nor particular client in mind

Self-efficacy

what you believe you can do with your skill

Laissez-faire

which leadership style? opposite of autocratic; instead of a single leader making all decisions for an organization, group or team, laissez-faire leaders make few decisions and allow their staff to choose appropriate solutions. -have very little involvement in decision-making, mostly leaving everything up to their team. As long as the team members are capable and motivated this can work, but can create problems if not.

Refreshment

which stage of co-leadership? Where we grow; think about co-leading and keeps us fresh with ideas - a relationship forms that allows each to grow in his or her role as a leader. Their interaction results in renewed enthusiasm for the group experience and its potential to help others. may experiment with new ideas, do research together, or present their group experiences at professional meeting.s take pride and enjoyment from working with each other, and this energizes the group members with a sense of hope and anticipation.