Exam #1 Flashcards
(144 cards)
1
Q
What is occupational therapy?
A
- it is not just the things that we do in our lives
- occupation is everything
2
Q
Humans are occupational beings
A
We are engaging in daily occupations that meet our needs for survival, growth, that contribute to health and well-being
Ex.) sleep, food, engaging with others
3
Q
Epistemology
A
What knowledge do we have in the profession
4
Q
Axiology
A
What is the right action
How do we translate knowledge into practice
Collaborative process - collaborated with clients - client centered care
5
Q
Occupation based practice
A
Everything we do is centered around occupation
6
Q
Cornerstones of OT practice
A
(BUCK)
- behaviors
- use of self
- core values
- knowledge
7
Q
Language of OT
A
Client centered, evidence based practice, holistic approach, occupations, interventions
8
Q
participation
A
involvement in a life situation
9
Q
Life course perspective: unanticipated changes
A
- Global pandemic
- Car accident
- Disability
- Illness
- Can be very stressful and can lead to maladaptive occupations
10
Q
Life course perspective: characteristics of an individual
A
- Important to consider that we are changing throughout the life span
- Race, gender, socioeconomic status
11
Q
Infancy - primitive reflexes/motor
A
Birth - 1 year
- grasp, roll, sit, crawl
- “protective reflexes”
Ex.) rolling baby head first, at one point they should be able to develop a reflex to help keep their head up, arms forward
12
Q
Holistic viewpoint
A
Considers a person’s background, beliefs, values, roles, routines, habits, and professions as well as everything that is happening in the environment where these activities are taking place
13
Q
Core Values in OT’s Axiology
A
- The essential humanity and dignity of all people
- the perspectives and subjective experience of clients and their significant others
- empathy, caring, and genuine engagement in the therapeutic encounter
- the use of imagination and integrity in creating occupational opportunities
- the inherent potential of people to experience well-being
14
Q
Transformation of occupations: Transformation
A
- change
- how an occupation might change you as you grow throughout your life
- can occur due to an illness or disability
15
Q
Transformation of occupations: discontinuation
A
- discontinue dark occupations
- as we get older, there are certain things that we discontinue doing such as playing with toys
16
Q
What is occupational therapy?
A
- takes on a holistic perspective
- evidence practice deeply rooted in science
17
Q
Ordinary occupations can be our…
A
ADL's: preparing coffee in the morning or brushing our teeth IADL's: driving to class in the morning - can become significant/special if we lose the ability to do these things
18
Q
Special occupations can be….
A
A special event that we engage in/celebrating in an achievement
19
Q
Occupations occur in contexts
A
- all occupations happen in some sort of environment
- How, what where
- observe the environment that is either a barrier to the occupation or a facilitator that is not allowing that occupation to happen
- make suggestions on how to modify the environment or a different environment to make occupations more successful
Social context - (time) what time do you shower?
Physical context - What is the lightning, seating, noise like?
Natural environments - schools, homes
20
Q
Occupations can be maladaptive
A
- don’t always equate to health
“Dark side” of occupation
21
Q
Understanding Occupations
A
Use occupation as the primary goal for therapy
The thing that we want to achieve from the occupational therapy process
Ex.) client is able to engage in some sort of occupation that they are not currently doing and that they want to get back into doing because they have experienced some sort of illness or injury
22
Q
“End” goal of therapy is…
A
Participation in some sort of valued occupation (what client wants to do)
-keep it occupation based
Ex.) being able to put clothes back by themselves after a stroke
23
Q
Occupation as means…
A
Using occupation itself to help remediate some sort of impairment
Ex.) patient goal is to put their clothes on by themselves
- What skills are needed in order to put clothes on by themselves?
24
Q
Philosophy of OT
A
Allows us to have a core understanding of OT around the world
- develop professional identity
- combination of our beliefs, values, perspectives and principles
25
Ontology
What is the more real to our profession
| How we are true to our core beliefs
26
OT's take on "top-down" approach
We look at client as a whole, look at the bigger picture
Ex.) what are you having difficulties with, who are you, what's going on in the environment, what's going on, how are you performing the occupation that can be contributing to the struggle to the role as a student, what is your value/beliefs, something physically going on?
27
International classification of functioning
Body functions, body structures, impairments, activity, participation, activity limitations, participation restrictions, environmental factors
28
Domain
[OCPPC]
Things what we can address in our own practice
Have the most knowledge and expertise about it
29
Name the Domains of occupation
```
(OCPPC)
occupation
client factors
performance patterns
performance patterns
context
```
30
Process
Evaluation, intervention, outcomes
| -actions that we take when we are providing services
31
"Red target area"
To achieve health, well being, and participation in life through engagement in occupations
32
Define engagement in occupation
Performance as the result of choice, motivation, and meaning
33
Define health
A state of complete physical, mental and social well-being, not merely the absence of disease or infirmity
34
Define well-being
Encompassing the total universe of human life domains, including physical, mental, social aspects that make up what can be called a "good life"
35
Principles that guide OT practice
- client centered practice
- occupation centered practice
- keep occupation as the goal of therapy
- evidence based practice
- culturally relevant practice
- incorporating research, data, evidence based theory or model
36
Transformation of occupations: Acquisition
Acquire a new occupation
| Ex.) help someone acquire in an occupation for someone who has retired
37
Life course perspective: anticipated changes
Some anticipated changes as we age
38
Life course perspective: societal changes
1. Cultural expectations and community changes
| 2. Joining a new community
39
Life course perspective principles
1. Aging and transformations of occupations are lifelong processes
2. People are interconnected and these relationships shape occupations
3. History and societal events shape and alter what people do, how they do it and give it meaning
4. People make choices about their occupations which reflect their circumstances and perceive occupational opportunities at that particular time
5. Antecedents to an event or life transition and the consequences of such events for a person's occupations vary according to the timing in the life course
40
Infancy - social skills
Communicated through laughing, crying, cooing, and babbling, and respond to simple commands
41
Infancy - cognitive skills
Develop awareness of different objects
Objective permanence - being able to recognize that there is still going to be an object even though you have covered it up and uncovered it again
42
Settings
NICU - early intervention, diagnostic clinics, outpatient, home health, community-based programs
43
Developmental tasks of infancy
Exploration phase, sleep/wake cycle, gross motor, oral motor, language, fine motion, social, cognitive
44
Childhood
- around age 5 children start to engage in school, school becomes their primary occupation
- solo play in early childhood, once they start pre-school they play alongside other kids (parallel play)
45
what age gap is 1-6 years?
Early childhood
46
What age gap is 6 - 12 years old?
Later childhood
47
Childhood settings
- school based OT
- outpatient
- early childhood centers (birth - 3 years)
- general developmental delay
48
Body functions
The physiological or cognitive functions
49
Body structures
Anatomy
50
What does ICF stand for?
INTERNATIONAL CLASSIFICATION OF FUNCTIONING
51
Impairments
○ A problem in body function or structure
| ○ Significant loss- decrease strength, memory loss, loss of limb,
52
Activity
Execution of task or action by the individual
53
Participation
○ Involvement in a life situation
| ○ How we participate in life
54
Activity limitations
Difficulty in executing an activity
55
Participation Restrictions
A problem that individual has in engaging in life situation
56
Environmental factors
The physical, social, environment in which people conduct their lives
57
what are the two main areas of OTPF
domain and process
58
domain
■ Things we can address in our practice
■ If its outside of our domain we cannot practice it. Probably belongs to a different profession
■ Have the most knowledge about and expertise in
59
Process
-- Evaluation, Intervention, Outcomes
● Actions we take when we are providing services
● Incorporate all of them
60
Engagement in Occupation
Performance as the result of choice, motivation, and meaning
61
Health
A state of complete physical, mental and social well-being, not merely the absence of disease or infirmity
62
Well-being
Encompassing the total universe of human life domains, including physical, mental, social aspects that make up what can be called a “good life”
63
Participation
Involvement in a life situation
64
Evidence-based practice
Incorporating research, data, evidence based theory or model
65
Culturally relevant practice
-- Incorporating clients beliefs and values into practice
-- Especially if they are different from your own and make sure to
understand
66
Prehistory: 1700 to 1899
Arts and Crafts movement: WHERE OT WAS BORN
- - Age of enlightenment
- - Industrialization and migration
- - Moral treatment: Changes in how we view mental illness and people with it = more human treatment
- - engagement in productive activities (first time we see this)
67
History of OT: 1900-1919
Progressive Era: social progress (reforms for education/mental health)
- - Science & Medicine: valuing science over psych/social/spiritual factors
- - “The Great War”/WW1 & Reconstruction Aides: Set the stage for permanent place for rehab
- - Clifton Springs March 1917: OT established as official profession
- - 19th amendment ratified in 1920: Sets the state for women within the profession of OT
68
John Locke
Physician, philosopher, sensory learning, pragmatism (practical application of
theories and beliefs)
69
Phillippe Pinel
- - Pioneer for humanitarian treatment in asylums
| - - Emphasis on leisure and activities
70
William Tuke
Father of Moral Treatment movement
- - Eliminated restraints, physical punishment
- - Emphasis on Leisure and work
71
Adolf Meyer
- - Understanding key events in life history of patients
- - Went to Hull House after injury -> saw connection between daily occupation and improvements in mental illness
- - Engaging in occupations, prevent depression, increase self confidence
72
Herbert Hall
“Work Cure” - actively engage patients in activities (basketry/pottery)
73
Susan E. Tracy
Active approach to treatment, wrote the first book on the therapeutic use of occupations
74
William Rush Dunton, Jr.
- - taught course to nurses on occupations and recreations
| - - Put in charge of first school of OT
75
Clifford Beers
mental hygiene movement - looked at treating mental illness through prevention, and outside of asylums
76
Eleanor Clarke Slagle
- - studied and developed OT program with Adolf Meyer
- - At the first meeting for OT
- - Inaugural VP
- - Promoting OT in women's groups
- - Created national office
77
George Edward Barton
became huge proponent of for use of OT in physical illness
78
History of OT: 1920-1939
Roaring 20’s - optimism, excess, transpo, communication
- - Great Depression
- - The New Deal: Recognized the arts -> cultural belief that creative and produced activities essential to people
- - Rise in Nationalism: Led to WW2
- - Medicalization of OT: OT’s started treating Polio
79
William Rush Dunton, Jr.
- - Last screen, advancement for OT
- - Embraced psychobiology for treating mental illness
- - Balance of activity, work, rest as essential for wellbeing (first ex of occupational balance)
80
Thomas Kinder
Bring concept of vocational rehab into OT
81
History of OT: 1940-1959
- - WW2: Influx of women into workforce
- - Health care advances in 50s: Big Pharma: Pharma became the norm for mental health treatment moved away from OT
- - Invention of orthotics and prosthetics
- - "Essentials of an Acceptable School of OT" : First guidelines for OT education
- - Beginning of ACOTE
82
Karel and Berta Bobath
Neurodevelopmental treatment (NDT)
83
Col. Ruth A. Robinson
Helped army develop OT programs
84
Margaret Rood
Early Motor Control theorist/facilitation and rehab techniques/USC OT program
85
History of OT: 1960-1979
60s: legitimize profession, return us back to roots
- - Establishment of Medicare and Medicaid ('65)
- - Modernization of healthcare: Correlated w advancements in OT
- - Proliferation of models theories and frames of reference: Took reductionist, bottom up approach
86
Mary Reilly
- - Occupational Behavior- influence development of the Model of Human Occupation
- - 1961 Lecture- reclaim OT to roots in occupation
87
A. Jean Ayres
- - Applied neuroscience to practice
| - - Sensory processing and sensory integration (tools and assessments)
88
Ann Mosey
- - Psychodynamic frame of reference
| - - Understanding use of groups in therapy
89
Gail Fidler
- - Occupation is means for emotional expression
- - Leader in mental health
- - Book: Therapeutic Use of Self
90
Wilma L. West
- - Leader in the 60s, advancement of OT
| - - Helped create first research journal
91
Elizabeth Yerxa
Lecture: Steps toward professionalism, produce research that focuses on unique
aspects of OT
92
Lela A. Llorens
Theory based on human development (holistic in nature)
93
History of OT: 1980-1999
Digital tech (computers)
- - Healthcare expansion
- - Shift in mental health treatment
- - IDEA and Balanced Budget Acts of 1997
- - Occupational Science: Occupational based models developed thru occupational science
94
Florence Clark
-- Basis of occupational science, study of humans as occupational beings
— academic discipline
-- President in recent years of AOTA
95
Gary Keilhofner
- - Developing model of Human Occupation (valued humans as occupational beings)
- - Most well cited authors in OT
96
Mary Law
Co-developed Canadian Occupational Therapy Model
97
History of OT: 2000 to present
- - Globalization: Led to understanding cultures outside of the West & led to Kawa Model
- - Terrorism: OT practice largely influenced by legislation, cost containment, and EBP
- Increase in research in OT
- Patient Protection and Affordable Care Act
- Aimed to improve access to healthcare
- Increased support for OT in habilitation and rehab
98
Ann Wilcock
population health
99
Elizabeth Townsend
occupational justice/engaging in occupation is prereq for wellbeing and should be provided to all
100
M. Carolyn Baum
Link between practice, education, and research
101
Acquisition
- - Acquire a new occupation
- Ex: help someone acquire in an occupation for someone who has retired
- - We do this alot with children
- Child might not be engaging in an occupation yet, however we try to build their skills in the expected occupation
102
Exploration phase of infancy
- Babies are curious about their environment
- We see them reaching for things
- Start to roll so they can see whats around in their environment
- Start to get curious about their surroundings
103
Sleep/wake cycle phase of infancy
- Very important
- Essential in the 1st year
- Have an expected schedule
104
Gross Motor phase of infancy
Rolling, reaching, being on prone, propping on elbows (tummy time), sit, crawl
105
Oral motor of infancy
Suck reflex (suck on bottle or on mom to get milk), Lip closure (able to eat from spoon) ,move tongue around
106
language phase of infancy
- Cooing and babbling
| - May say their first word
107
Fine motor phase of infancy
Grasp patterns start to develop
Gross grasp (grab with their whole hand), raking grasp (rake their hand across the table to grab something)
Develop after more than 1 yr
108
Social phase of infancy
Purposeful communication exchange with another person
Play “peek-a-boo”
At age 5
109
Cognitive
Object permanence, cause and effect
Familiarity of people, places, and things
Awareness of safety- people and places
110
Play for childhood
- The primary occupation
- Many periods of intense play that occur and varied play
- Developmental play
-- In early childhood, we see a lot of solo play. Exploring toys on their own, however it progress over time once they start pre- school where they play alongside other kids (parallel play)
-- However they don’t directly interact. They only play alongside
-- This then moves to cooperative play, where kids start to play together
Imaginative play/ make believe
111
school for childhood
Around age 5 children start to engage in school
School becomes their primary occupation
112
Settings for OT's during childhood phase
- School-based OT
- Second largest work setting OT’s work in
- Has to be related to the child’s occupation (education)
- Outpatient
113
Early Childhood is known as
competency phase
114
Regulate behaviors for early childhood
Work on emotions as well
115
Play for early childhood
Developmental play.
Leads to cooperative play
Hopefully by the age of 6 yrs
116
Regulate behaviors for early childhood
117
Relate emotionally for early childhood
Emotionally relate to family and peers
| -- Ex: child says “I’m sad” b/c mom is sad
118
Student role in late childhood
Highly emphasized
119
what stage of life does cognitive skills in reading, writing, calculating get developed
late childhood
120
Independent in self care skills during late childhood
Dressing, brush teeth, comb hair
121
Adolescence
- Identity and independence
- Puberty
- Sexual identity
- Leisure and social participation
122
what age range is adolescents?
12-20 years
123
Settings for OT's in adolescents age range
- Hospitals
- School based
- Rehabilitation centers
124
development tasks for adolescents
- Developing identity
- Learning habits for adult roles
- Develop sexual identification
- Prepare for workforce/career
125
what age range is you and middle adulthood?
Young: 20-40 years
Middle: 40-65 years
126
Young and Middle Adulthood
- Career establishment
- Marriage and starting a family
- Midlife crisis
- can see a disruption in these life stages: such as illness, disability ex: accidents
127
Settings for OT's in young/middle adulthood age range
- Hospitals
- Rehabilitation settings: Psychiatric, specialized rehab settings (substance abuse or eating disorders )
- Outpatient
- Vocational: Vocational training
- Psychological Settings
128
Developmental tasks of young adulthood
- Select and establish career
- Significant relationships
- Establish family
- Child-rearing
- Balancing family, work, self
129
Developmental tasks of middle adulthood
- Legacy to others
- Leisure
- Sandwich generation
- Financial responsibility
- Become “empty nesters” if children decide to leave home
130
Later Adulthood age range?
65+
131
Later Adulthood
- Physical decline
- Retirement
- Cognitive changes/decline
132
Settings for OT's in later adulthood age range
- Independent living
- Wellness programs
- Hospice
133
Developmental tasks of older adulthood
- Adjustment to physical and psychosocial changes
- Retirement
- Loss of social group
- Independent living
134
OT Setting Conderations
- Work with clients of all ages & abilities in many different settings
- - Administration
- - Levels of care
- - Area of practice
135
OT Treatment Setting: Administration
- Public: Governmental run
- Private not-for profit: Receive a tax exemption/Charge for service can be different (not over inflating costs)
- Private for-profit: Ran by group investors or individual/ They can inflate the services /They can have multi facilities
136
Levels of Care: Continuum of Care Levels
- Acute care
- Long term acute care
- Inpatient rehabilitation
- Outpatient rehabilitation
- Home health
- Skilled nursing
137
Levels of Care: Pediatric Levels of Care
- Early intervention
- Home health
- School
- Community agencies
- Outpatient Clinics
NOTE: early intervention and home health are interchangeable
138
Areas of Practice: Biological (medical)
continuum of care: acute in/outpatient rehab → focus on why they came
139
Areas of Practice: Sociological (social)
focuses on how to help individuals meet societal expectations
140
Areas of Practice: Physiological
focus is more on cognition (memory/emotions
- - after school programs
- - Mental health hospitals
141
Emerging Practice/ Non-traditional Setting
Expanding service delivery models and context often beyond traditional medical and health service
- Promote successful participation of occupations
- -- Barriers: funding → may have to apply for grants
- Emerging practice area presentations
- -- Primary care settings
- -- Correction facilities
- -- Climate charge
142
Where do OT’s work most - AOTA 2019 Workforce Survey: Continuum of Care
- Academia
- Community
- Early intervention
143
Where do OT’s work most - AOTA 2019 Workforce Survey: Administration
- Government/public
- Private for Profit
- Private Not for Profit
144
Where do OT’s work most - AOTA 2019 Workforce Survey: Location
Urban
Suburban
Rural
