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OT 101 > Module 4: Tools Of Practice > Flashcards

Module 4: Tools Of Practice Flashcards

1
Q

The systematic analyzation of HOW or WHAT a client does in an activity. It is the client’s personal experience of the performance. It attends carefully to the specific details of the client’s occupations with a specific context.

A

Occupational Analysis

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2
Q

It considers a more general idea of how things are usually done.

A

Activity Analysis

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3
Q

Why do we have to analyze activities?

A
  • To identify the essential features of purposeful activity and the effect of activity engagement upon an individual
  • To describe the performance of an activity in action step sequence
  • To identify precautions, contraindications, and acceptable criteria for completion of an activity
  • To formulate alternative of performing an activity in an acceptable manner through adaptation or modification of task or environment
  • Problem-solve the selection of activities that meet the needs of a client receiving OT
  • Apply uniform technology to describe, analyze, and document the use of activities in the practice of OT
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4
Q

Essential Features of Purposeful Activity

A
  • Performance area
  • Skills required
  • Environment where it usually occurs
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5
Q

Why do we analyze occupations?

A
  • To focus on specific areas of occupation and contexts that need to be addressed
  • To observe client’s performance in desired occupations, noting the effectiveness of performance skills and patterns
  • To identify what supports and hinders client performance
  • To create goals in collaboration with the client that address desired outcomes
  • To identify ways to grade or adapt occupations to foster improved performance
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6
Q

What makes Activity Analysis and Occupational Analysis different from each other?

A

Activity Analysis
- doesn’t consider all aspects or contexts of client
- needs of clients are not included
- doesn’t require the presence of clients to consider individual ways of performing the activity

Occupational Analysis
- examines the personal meaning and value of occupations
- appreciates occupation as an enabler for people to engage in occupations of their choice

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7
Q

Encompasses both environmental and personal factors

The interconnection of personal factors such as gender, race, age, lifestyle, social background, education, occupation, and psychological characteristics with environmental factors

A

Contexts

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8
Q

Aspects of the physical, social, and attitudinal surroundings in which people live and conduct their lives

A

Environmental Factors

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9
Q

Environmental factor that can be animate or inanimate elements in the environment that have been modified by people

A

Natural Environment and Human-Made Changes to the Environment

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10
Q

Environmental Factor - natural or human-made products, equipment, and technology that are gathered, created, produced, or manufactured which includes

A

Products and Technology

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11
Q

Environmental Factor that include people or animals that provide support, nurturing, protection, and defense to other persons

A

Support and Relationships

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12
Q

Environmental Factor - Evidence of customs, practices, ideologies, values, norms, factual beliefs held by people other than the client

A

Attitudes

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13
Q

Environmental factor
- established by government, at the local, regional, national, and international levels or by other recognized authorities
- constituted by rules, regulations, conventions, and standards established by governments at the local, regional, national, and international levels or by other recognized authorities

A

Services, Systems, Policies

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14
Q

The particular background of a person’s life and living and consist of the unique factors of a person that are not a part of their health condition or state.

A

Personal Factors

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15
Q

Enables the clients to fully grasp their therapy journey

OT oversees the giving the instructions clearly and concisely

A

Educating Clients

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16
Q

In knowing information, this is the ability to obtain and process basic health information

A

Health Literacy

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17
Q

In knowing information, this is being able to read below the 5th grade level

OTs should also know how to explain things at a 5th grade level

A

Functional literacy

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18
Q

In knowing information, this is being careful to not make judgements or interpretations without checking the client

Using culturally relevant scenarios and terminologies

A

Client

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19
Q

The process that practitioners use to plan, direct, perform, and reflect on client care.

A

Professional Reasoning

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20
Q

Steps of the Cognitive Process Underlying Professional Reasoning

A
  1. Cue acquisition
  2. Pattern recognition
  3. Limiting the problem space
  4. Problem formulation
  5. Problem solution
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21
Q

The step in the cognitive process that searches for helpful and targeted information through observation and questioning

A

Cue acquisition

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22
Q

The step in cognitive process that notices similarities and differences among situations

A

Pattern Recognition

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23
Q

The step in cognitive process that uses patterns to help focus cue acquisition and knowledge application on the most fruitful areas.

A

Limiting the Problem Space

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24
Q

The step in cognitive process that develops an explanation of what is going on, why it is going on, and what a better situation or outcome might be.

A

Problem Formulation

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25
Q

The step in cognitive process that identifies courses of action based on the problem formulation.

A

Problem Solution

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26
Q

________ is based on OT’s long-term or short-term memory

A

Effective Reasoning

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27
Q

Memory based on experiences of the OT

A

Short-term memory

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28
Q

Memory based on processing info while doing the task

A

Working Memory

29
Q

Aspects of Professional Reasoning

A
  1. Scientific
  2. Diagnostic
  3. Procedural
  4. Narrative
  5. Pragmatic
  6. Ethical
  7. Interactive
  8. Conditional
30
Q

The aspect of Professional Reasoning that is used to understand the condition that is affecting an individual and to decide on interventions that are in the client’s best interest.

A

Scientific

31
Q

The aspect of Professional Reasoning that is concerned with clinical problem sensing and problem definition.

A

Diagnostic

32
Q

The aspect of Professional Reasoning that occurs when practitioners think about the disease and decide which intervention activities/procedures to employ to remediate performance problems.

A

Procedural

33
Q

The aspect of Professional Reasoning that is used to make sense of people’s circumstances to create a collaborative story through intervention.

A

Narrative

34
Q

The aspect of Professional Reasoning that is used to fit therapy possibilities into the current realities of service delivery.

A

Pragmatic

35
Q

Aspect of Professional Reasoning that is directed towards analyzing ethical dilemma, generating alternative solutions, and determining actions to be taken.

A

Ethical

36
Q

Aspect of Professional Reasoning that is thinking directed toward building positive interpersonal relationships with clients, permitting collaborative problem identification and problem solving.

A

Interactive

37
Q

Aspect of Professional Reasoning that is a blend of all forms of reasoning for the purposes of flexibility responding to changing conditions or predicting possible client futures.

A

Conditional

38
Q

OT reflects after a treatment session or after a patient’s therapy journey.

Understand the things you did well (treatment and strategy) and things that can still be improved

A

Reflection on Action

39
Q

Done during OT sessions

OT tries to see if the exercise/activity is a good idea, while the client is doing the task

A

Reflection in Action

40
Q

It is how consistently an OT practitioner is effective within a given context.

A

Expertise Continuum

41
Q

Stages of Expertise Continuum

A
  1. Novice (no experience)
  2. Advanced Beginner (less than 1 year)
  3. Proficient (3-5 years)
  4. Expert (5-10 years)
42
Q

Friendship vs. Therapeutic Relationships

A

Friendship – give and receive relationship

Therapeutic relationships – only the client benefits

43
Q

Guide on how OTs interact with their patient

Explain the therapeutic use of self in OT and how that relationship can facilitate or hinder a client’s occupational engagement

How an OT interacts with their patients can affect their progress in the sessions

A

Intentional Relationship Model

44
Q

This is done to ensure that client’s rights are enforced and resources are secured. May require the therapist to communicate with external persons and agencies.

A

Advocating

45
Q

It is expecting the client to be an actively equal participant in therapy. Ensures choice, freedom, and autonomy to the greatest extent possible.

A

Collaboration

46
Q

It is to understand the clients thoughts, feelings, and behaviors while suspending any judgment. It ensures that the client verifies and experiences the therapists understanding as truthful and validating.

A

Empathizing

47
Q

It is to instill hope in a client. It celebrates a client’s thinking or behavior through positive reinforcement.

A

Encouraging

48
Q

It is carefully structuring therapy activities, and being explicit with clients about the plan, sequence, and events of therapy. It is providing clear instructions and feedback about performance. It sets limits on a client’s requests or behavior.

A

Instructing

49
Q

It is facilitating pragmatic thinking and solving dilemmas by outlining choices, posing strategic questions, and providing opportunities for comparative or analytical thinking.

A

Problem-solving

50
Q

The therapist’s role in working consciously with the interpersonal side of the therapeutic relationship to facilitate an optimal experience and outcome for the client

A

Therapeutic Use of Self or Relationships

51
Q

Is the ability to recognize one’s own behavior, emotional responses, and effect on others

A

Self-Awareness

52
Q

What an individual would like to be if free of the demands of mundane reality

A

Ideal Self

53
Q

The aspect of self that others see without the benefit of knowing a person’s intentions

How others see you

A

Perceived Self

54
Q

A blending of the internal & external worlds involving intention and action plus environmental awareness

How you are by yourself + how you are with others

A

Real Self

55
Q

Ability to place oneself in the other person’s position to try and understand their experience

A

Empathy

56
Q

Allow the client to feel comfortable in sharing personal info that could influence the intervention process

A

Trust

57
Q

involves speaking or using words

Include tone, pitch, jargons/vocabulary used, speed

OT should be aware of how they use and say words

A

Verbal Communication

58
Q

includes eye contact, facial expression, body language, touch

A

Non-Verbal Communication

59
Q

listening without making judgment, jumping in with advice, or providing defensive replies

A

Active Listening

60
Q

A lot of energy, more facial expressions, and gestures, smiling a lot, very encouraging

Effective when dealing with withdrawn or regressed patients, with clients who also have little success

A

Active Friendliness

61
Q

Still friendly but not as much

Effective on patients who are suspicious or shy

A

Passive Friendliness

62
Q

Used on hostile, aggressive, or violent patients

Speaking with authority,

Effective on patients with character disorders, or neurotic behavior patterns, or mild hostility

A

Matter-of-Factness

63
Q

Communicate with patients as if you do not want anything from them

Used on hostile, frightened, and suspicious patients

A

No Demand

64
Q

OT conveys what they want to be done and expects the client to carry out their instructions

A

Kind Firmness

65
Q

Cost effective and versatile, build social relationships, provide context for social support, and can be designed to achieve multiple goals simultaneously. Communication and self-expression is enhanced. Atmosphere of nonjudgmental acceptnce is provided. Multiple opportunities to share learnings are offered. Client participation is facilitated, and context for problem solving is provided.

A

Group interventions

66
Q

An aggregate of people who share a common purpose that can only be achieved through collaboration

A

Group

67
Q

Occurs when clients transfer feelings, expectations, and impressions about a person in their past onto the therapist or other group members

Client has feelings towards the therapist or to another client

Positive or negative

A

Transference

68
Q

When the therapist experiences transference with a client

Feelings of the therapist to the client

A

Countertransference

OT 101 (9 decks)

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