Model of Human Occupation Flashcards
(82 cards)
1
Q
covers the holistic picture of a client
A
model of human occupation
2
Q
proponent of moho
A
dr. gary wayne kielhofner (1949-2010)
3
Q
1980
A
moho was first published
4
Q
became interested in occupational therapy based on his own experience
A
dr. gary wayne kielhofner (1949-2010)
5
Q
conceptual model defined as a set of evolving theoretical arguments that are used in practice and are tested through research
A
moho
6
Q
- 4 major components
- most evidence-based
- occupation focused
- client-centered OT conceptual practice
A
conceptual practice of moho in focused
7
Q
- person factor
- environment
- occupational adaptation
- complexity of occupation
A
4 major components
8
Q
- volition
- habituation
- performance capacity
A
person factor
9
Q
motivation
A
volition
10
Q
habits and roles
A
habituation
11
Q
current status of client
A
performance capacity
12
Q
other term for occupational adaptation
A
occupational performance
13
Q
- motivation for occupation
- nature of skilled performance
- routine patterning of occupation
- influence of environment on occupation
A
moho addresses
14
Q
to participate, motivation should be targeted; tap on client’s motivation
A
motivation for occupation
15
Q
motor, process, social skills
A
nature of skilled performance
16
Q
- embracing the complexity of the occupation
- components of the person
- environment influences performance
- understanding occupational performance
A
fundamental conceptual ideas of moho
17
Q
dynamic system (human system) to produce system
A
embracing the complexity of the occupation
18
Q
must understand the flow of this system to understand the person
A
dynamic system
19
Q
environment influences or hinders which plays a vital role in performing occupation
A
dynamic and context dependent
20
Q
facilitates or inhibits performance
A
environment (dynamic and context dependent; embracing the complexity of the occupation)
21
Q
performance patterns
A
self-organization (embracing the complexity of the occupation)
22
Q
for a person to achieve occupational performance, they must be able to organize the performance skills to perform
A
performance patterns (self-organization; embracing the complexity of the occupation)
23
Q
result of motivation, patterns, performance capacity, and environmental influences
A
embracing the complexity of the occupation
24
Q
- volition
- habituation
- performance capacity
A
components of the person
25
motivation in choosing and performing
volition
26
- personal causation
- values
- interests
volition
27
thoughts and feelings about one's capacities and effectiveness that each of us have as we do everyday activities
personal causation (volition)
28
you know you are good/excel at it = high motivation
personal causation (volition)
29
you participate in the task because you know you are good at it
personal causation (volition)
30
beliefs and commitment about what we do
values (volition)
31
this activity is good, right, and important
values (volition)
32
feeling of attraction based on the anticipation of a positive experience in doing an occupation
interests (volition)
33
hearing good feedback from other people, thus increasing interest
interests (volition)
34
organization of actions
habituation
35
aims to make it regular and consistent
habituation
36
- habits
- roles
habituation
37
subconscious/automatic
habits (habituation)
38
identity and sense of obligation that goes along with the identity
roles (habituation)
39
"i have to perform well"
obligation that goes along with identity (roles; habituation)
40
- habits
- roles
performance patterns
41
how mental and physical abilities used to experience the task/activity
performance capacity
42
have to analyze client factors:
- musculoskeletal
- neurological
- cardiopulmonary
- other body functions
performance capacity
43
see if environment facilitates participation to client
environment influences performance
44
- skills
- occupational performance
- occupational participation
- occupational identity and occupational competence
- occupational adaptation
understanding occupational performance (the actual doing)
45
to have skills, _______ must be present
person factors (volition, habituation, performance capacity)
46
skills are refined through ______
person factors (volition, habituation, performance capacity)
47
to perform, one must have the ______
skills needed for the occupation (refined)
48
once the occupation is performed, one can ________
participate (you know you how to perform and you know you have the set of skills)
49
participation can achieve _____ and _____
occupational identity and occupational competence
50
you see that you are good; because of social environment (feedback), _____ is formed
occupational identity
51
married to occupational identity
occupational competence
52
you want to do better to instill the occupational identity
occupational competence
53
______ can be achieved through occupational identity and competence
occupational adaptation
54
be able to perform, whatever the context is, without difficulties and independently
occupational adaptation
55
1. humans are biologically mandated to be active beings
2. situation and condition within the environment will greatly affects the person's motivation
3. human is an open-system that can be changed and developed through interaction
4. competence is the ability to put into action what the person regards as meaningful
5. occupation in heterarchical
theoretical bases of moho
56
humans are designed to perform occupation
humans are biologically mandated to be active beings
57
ex: impairment of performance capacity can affect a client's volition
situation and condition within the environment will greatly affects the person's motivation
58
person, input, output, and feedback should work together (interacting)
occupation in heterarchical
59
when he or she can choose, organize, and perform occupations that are personally meaningful
function
60
- exploration
- achievement
- competence
clients must be able to achieve (function)
61
inability to perform occupations, an interruption in role performance, and an inability to meet role responsibilites
dysfunction
62
- helplessness
- incompetence
- inefficacy
what clients feel (dysfunction)
63
1. input
2. person
3. skilled action/occupational performance
4. environment
concepts of moho
64
- input
- person factor
- output
- feedback
the human open system
65
not linear/hierarchy
the human open system
66
environmental inputs perceived by senses
input
67
uses performance skills
output
68
social/personal
feedback
69
1. use data to find out about the client from the viewpoint of an outsider looking in
2. client the data to help the client understand how their personal perception and subjective views affects their occupational performance actions
evaluation process using moho
70
therapist can gather data through
structured and unstructured assessment
71
- performance capacity
- habituation
- volition
evaluate all parts of the entire human system
72
- assessment of communication and interaction skills (ACIS)
- assessment of motor and process skills (AMPS)
non-standardized/observational assessment
73
- modified interest checklist
- role checklist
self-report assessment
74
- occupational performance history interview, version 2 (OPHI-II)
- occupational circumstances assessment interview and rating scales
- work role interview
standardized assessment
75
modified by Scafa and developed by Kielhofner and Naville
modified interest checklist
76
designed for psychiatric patient but can be used for physical dysfunction
modified interest checklist
77
used to assess the interest of the client
modified interest checklist
78
can provide task that is interesting/meaningful to them which can be used for preparatory/purposeful task
modified interest checklist
79
developed by Kielhofner, Oakley, and Barries
role checklist
80
assess the habituation and volition components of human system
role checklist
81
the aim of the intervention is to enhance the open system cycle so that it will yield to a competent and adaptive performance
intervention guidelines
82
1. generating questions about the client
2. gathering information on and with the client
3. using information gathered to create an explanation of the client's situation
4. generating goals and strategies for therapy
5. implementing and monitoring therapy
6. determining outcomes of therapy
6 steps of therapeutic reasoning
