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OTA 117 Midterm
| Question | Answer |
|---|---|
| OT code of ethics 7 principles (Very bored people dance around flipping naked | veracity beneficence procedural justice duty autonomy fidelity nonmaleficence |
| 7 core values and attitudes of OT practice (anybody even frank john david paul tom) | autruism equality freedom justice dignity prudence truthfullness |
| behavioral treatment program steps (i bet counting really sucks in europe) | indentify baseline counting/reporting reinforcement schedule intervention evaluate |
| defense mechanisms (i really don't care people) | idealization rationalization denial conversion projection |
| social skills training (mom doesn't play fair) | motivation demonstration practice feedback |
| NSPOT | national society for promoting of occupational therapy founded 1970 .. now called AOTA |
| mental health disorder | impairement of one or more ares of function |
| occupation | human goal directed use of time interest energy and attention |
| what is mental health | state of being, relative rather than absolutes |
| negative cycle | those who fail to act become less likely to be able to unhappiness and inactivity reinforce each other |
| moral treatment | pinel and tukes based on respect and belief that the mentally would benefit most from daily routine graded to the individual |
| MOHO | Model of Human Occupation all human responses to the environment are formed from continuous interdependent interaction Volition Movement Habituations Roles Performance Skills |
| NAMI | National Alliance on Mental Heath helped reduce stigma with mental health advocate for housing, community care, supported employment |
| Florence Clark | developed occupational science |
| ADA | American with Diabilities 1980 law mandates that qualified people not be excluded from employment and work activities |
| theroy of object relations | Freud Relationship with objection physical, non physical ways to relate to others |
| Neuroscience Theory | our minds and emotions are explained as a series of complex biochemical and electrical activity occurring in the brain |
| Psychiatric rehabilitation | atheoretial, eclectic rehabilitation approach NOT a treatment theory |
| ORG | Overall Rehabilitation Goal - agreement between the client and practitioner about the environment and roles the client would like to to occupy where the pt lives |
| Rehabilitation Diagnosis | a process to identify the patients ORG |
| Rehabilitation planning | a process that identifies and prescribes high priority skills and resources specified in the rehab plan |
| 2 Main areas of intervention Catagoriws | Developmental of function skills: modification of the environment to maximize functional use of skills Criteria for acceptance of therapy: rehabilitation readiness and interest in self confidence |
| 5 assumptions of model of psychiatric rehabilitation | *adequate functioning is possible for everyone *must have needed skills & resources *skills can be developed *environment facilities success *belief & hope |
| Practice OT Mental Health Model | like lense in colored glasses pay attention to somethings more choose theories based on clients issues, goals and personality no one theory fits all |
| objection relation theory critism | focus: symbolic content of activities as a mirror of the clients unconscious conflicts Critique: disregards clients conscious motivation to choose and participate in activities of life |
| client centered theory critisms | focus: all clients can choose their life path critique: a talking, not a doing therapy |
| developmental theory critisms | focus: emphasizes social and sexual development as well as motivation skills, habit attitude critique: addresses the underlying foundations that OT is built on, but not specifics |
| behavioral theory criticisms | focus: Learning as a consequence of external rewards critique: OT uses with developmental disables and cognitive impaired clients, change is often superficial and not permanent |
| Neuroscience theory criticisms | focus: brain autonomy and chemistry critique: OT's contribution is limited to observation and description of function, behavior is affected by neuroscience interventions |
| psychiatric rehabilitation theory criticisms | focus: rehabilitate clients through use of activities critique: this is OT just not credited to us |
| what is a practice model? | a way to organize our thinking about client thinking problems in clinical practice need to know: evaluations used, treatment techniques, actions to take with the clients when using practice model |
| Ann Cronin Mosey | development of adaptive skills model |
| recapitulation of ontogensis | recapture of development stage by stage repeating of the clients needed developmental path focus: develop clients general skills and behaviors needed to deal with the treatment |
| Mosey's 6 adaptive skills | *sensory integration *cognitive *dydadic interaction *group interaction *self-identity *sexual identity |
| adaptive skills concept summary | *provides an activity environment that facilitates growth *sub skills are mastered in normal developmental order *different categories of sub skills can be worked on at the same time *self motivation must be engages to be successful |
| Role acquisition practice model | the learning of all daily life, work, and leisure skills that enables one to develop and participate in a variety of social and productive life roles focus:help client gain skills needed to function in their occupational and social roles |
| role acquisition practice model is based on: | behavioral and learning theory: all behavior is learned, what has been learned wrong can be fixed and what hasn't been learned can be newly learned |
| Social Skills training practice model: | success in role performance depends in part on using competent social skills focuses on clients here and now |
| social skills | identifiable learned behaviors that individuals use in interpersonal situations to obtain or to maintain reinforcement from their environment |
| value of learning social skills | they help us get what we want and or need from others |
| What 2 ways social skills are taught | grouped together behaviors grouped together general skills |
| various types of social skills | self expression other-enhancing skills assertive skills communication skills |
| self expression skills | how one expresses themselves to others |
| other-enhancing skills | how to express care about others |
| assertive skills | making requests and refusing requests |
| communications skills | different techniques of communication to control one or quality of voice |
| 4 phases of social Social Skills training | motivation demonstration practice feedback |
| Social perception | based on behavioral theory and consist not only on learning the appropriate behaviors, but also in perceiving when and where behaviors are appropriate |
| social skills training model crisicism | has limited effectiveness and must be used in an environment as close to the actual one as possible |
| Psycho-educational approach | used to train and develop skills of functional performance of everyday activities for people with mental disorders therapist can act as a case worker |
| Psycho-educational concepts | *people with phyco ed problems are caused by their deficits in living skills *represent some degree of failure to learn *deficits can be remedied *measurements of outcomes through pre-post-test reinforces educational standards |
| Sensory Integration - SI Model | *smooth working together of all senses needed for accurate perception and motor action *integration of 5 senses |
| 5 SI senses | sight, smell, taste, touch ,hearing |
| Proprioception | sense that give us information about the movement and position of our body without looking at them |
| kinesthesis | related sense that gives us information about the movement and position of our body as it changes with muscular effor |
| vestibular awareness | sense that detects motion and the pull of gravity on our bodies during bodily movement |
| tactile defense | sensitive to touch sensations and can be easily overwhelmed by and fearful of ordinary daily experiences and activities |
| chronic schizophrenia and SI - what lorna jean king hypothesis | they have proprioceptive deficits, or disturbance of where their body is in space |
| what are typical movement problems which can appear in chronic schizophrenia | *client can't tell where objects are in space *decomposition of movement *psychomotor retardation - slow movement |
| 6 characteristic postural and movement patterns in advanced schizophrenia | *S curved posture *shuffling gait *difficulty raising arms above the head *inflexible neck and shoulder joints *hand changes - weak grip, ulnar deviation, tone loss in thumb muscles |
| what is SI Intervention with psychiatric clients like? | king demonstrated a program of gross motor, proprioceptive and vestibular stimulation activities improved clients mobility, improved spontaneous vocalization and improved emotional expression and encouraged better grooming |
| who is king's SI program suitable for | person with chronic schizophrenia, except the paranoid type, it is also not for persons with mania |
| Cognitive skills | ability to perceive, represent and organize sensory information for thinking and solving problems |
| dyadic interaction skill | ability to participate in a variety of relationships involving one other person |
| Self identity skill | ability to recongnize ones own assets and limitations and to perceive the self as worthwhile, self directed consistent and reliable |
| sexual idenity | ability to accept ones sexual nature as natural and pleasurable and to participate in a relatively long term sexual relationship that considers the needs of both partners |
| discrimination | ability to recognize difference in situations that call for a change in behavior |
| social reinforcer | behaviors shown by one person to another that tend to promote the frequency of the desired behavior |
| ID | primitive part of personality drives self-preservation and pleasure |
| Super Ego | unconscious morals contains standards of behavior set of rules learned |
| Reality testing | ability to tell between reality and fantasy to share same general ideas about reality |
| 11 defense mechanisms | *conversion *compensation *Denial *Idealism *Identification *rationalization *regression *Sublimation *Substitution *undoing *projection |
| Denial | refusing to believe something that causes anxiety |
| projection | believing that an unacceptable feeling of ones own belongs to someone else |
| Rationalization | making excuses for unacceptable behavior or feelings |
| conversion | conflicts turned into real physical symptoms |
| Regression | functioning at a more primitive developmental level than previously back to immature pattern of behavior |
| Undoing | trying to reverse the effects of what one has done by doing the opposite |
| idealization | overestimating someone or valuing him/her more than the real personality & person to merit |
| Identification | adopting the habits or characteristics of another person |
| sublimation | unacceptable wishes channeled into socially acceptable activities |
| substitution | a realistic goal or object substituted for one that cannot be achieved |
| Compensation | efforts to make up for personal defects / this can be a conscious effort |
| erikson's stages of cognitive development | develop through stages or a fixed sequence stress = regress developmental lag can be corrected by exposure to the situation |
| Erikson's 8 stages of Psychological Development | birth-18mths -trust vs. mistrust / 2-4 -autonomy vs. shame/doubt / 3-5 -initiative vs. guilt / 6-12 -industry vs. inferiority /adolescence -identity vs role confusion/ young adult -intimacy vs isolation/ middle adulthood -generativity vs stagnation |
| behavioral theory | pavlov & skinner all behavior is learned actions with pleasurable outcome will be repeated |
| behavior | any observable action |
| reinforcement | consequences of behavior that either encourages or discourages the repetition of the behavior |
| terminal behavior | treatment goal behavior the person will show at the end of a successful program |
| shaping | method of approaching the terminal behavior gradually |
| chaining | method of teaching a complex activity step at a time |
| schedule of reinforcement | timing of reinforcement |
| extinction | discouraging an undesired behavior by removing any reinforcement |
| developmental theory pro/cons | pro - concept of grading cons - many patients lag in earlier stages changing is a challenging tast |
| behavioral theory pro/cons | pros - works will with cognitively challenged cons - criticized for treating people like machines, using unhealthy or abusive reinforcers |
| cognitive behavioral theory | beck human behavior is based on what we think and believe cognition determines our feelings |
| cognitive rehersal | client images doing successive steps of task to help increase performance |
| self monitoring | client records neg conditions and associated with awareness and understanding |
| reattribution | therapist challenges clients false neg thoughts |
| desensitization | client is successively introduced to environment |
| assumption | unarticulated rules by which a person orders and organizes experiences |
| attribution | meaning attached by the person to an even either positive or negative |
| automatic thoughts | thoughts that occur involuntary provokes by specific events or situations |
| cognitions | thoughts both rational and irrational |
| cognitive distortions | errors in reasoning over generalization all or nothing personalization |
| self talk | ones personal cognition's or internal thoughts |
| activity schedule | describe a written self-report of how a person is spending time |
| client centered therapy | humanistic individual view of life and helping each person to find satisfaction free to choose their own course of action in their lives |
| mental health occurs | when person is not aware of their feelings and or choices available to them |
| client centered therapy - common concepts | *non directive *give client unconditional + regard *open invitation to talk *uses minimal responses *reflection of feelings *with holding of judgement |
| accurate empathy | understanding feelings and actions of another person |
| unconditional positive reguard | sense conveyed that he/she accepts likes & respects patient |
| non directive behavior | therapist refrains from giving an opinion on anything the patient says or does |
| client centered therapy criticism | pros: therapy takes long time, relies on client self direction & awareness cons: inappropriate for the severely mentally ill who are often non verbal |
| neuroscience theories | assumes that normal human functioning requires an anatomically normal brain |
| what is the dividing line between mental health & illness for OT? | function improve ability to care for ones self, work and maintain relationship |
| what is the human motivation to occupation | everyone is born with a drive |
| Lorna Jean King | Sensory Integration poor functioning & grossly abnormal posture in chronic schizo could be attributed to errors in sensory |
| Claudia Allens cognitive disabilities | persons cognitive & ability to function can determine and stage by developing performance by activity |
| Cognitive - behavioral theories | method of changing behaviors by perceiving the meaning of events differently & there by changing ones beliefs and surrounding emotions |
| Sensory Processing developer | catano brown: provided an evaluation instrument to help identify by sensory |
| narrative reasoning technique | help to shed light on how many people with mental illness perceived their lives and occupations through telling their story |
| mental healthy | reasonably functioning with in a frame work of daily life ability to resolve conflicts |
| What effects might involvement in occupations have with mental health | improve mental health by doing things themselves gives the patients life meaning and purpose |
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lmd807710
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