Module 4: Tools Of Practice Flashcards by sophie julliana

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.

Occupational Analysis

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

Activity Analysis

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Why do we have to analyze activities?

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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Essential Features of Purposeful Activity

Performance area
Skills required
Environment where it usually occurs

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Why do we analyze occupations?

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

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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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

Contexts

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

Environmental Factors

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

Natural Environment and Human-Made Changes to the Environment

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

Products and Technology

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

Support and Relationships

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

Attitudes

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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

Services, Systems, Policies

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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.

Personal Factors

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Enables the clients to fully grasp their therapy journey

OT oversees the giving the instructions clearly and concisely

Educating Clients

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

Health Literacy

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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

Functional literacy

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

Using culturally relevant scenarios and terminologies

Client

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

Professional Reasoning

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Steps of the Cognitive Process Underlying Professional Reasoning

Cue acquisition
Pattern recognition
Limiting the problem space
Problem formulation
Problem solution

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

Cue acquisition

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

Pattern Recognition

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

Limiting the Problem Space

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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.

Problem Formulation

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

Problem Solution

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

Effective Reasoning

Memory based on experiences of the OT

Short-term memory

Memory based on processing info while doing the task

Working Memory

Aspects of Professional Reasoning

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

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.

Scientific

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

Diagnostic

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.

Procedural

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

Narrative

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

Pragmatic

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

Ethical

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

Interactive

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.

Conditional

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

Reflection on Action

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

Reflection in Action

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

Expertise Continuum

Stages of Expertise Continuum

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

Friendship vs. Therapeutic Relationships

**Friendship** – give and receive relationship **Therapeutic relationships** – only the client benefits

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

Intentional Relationship Model

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.

Advocating

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

Collaboration

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.

Empathizing

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

Encouraging

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.

Instructing

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

Problem-solving

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

Therapeutic Use of Self or Relationships

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

Self-Awareness

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

Ideal Self

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

Perceived Self

A blending of the internal & external worlds involving intention and action plus environmental awareness How you are by yourself + how you are with others

Real Self

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

Empathy

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

Trust

involves speaking or using words Include tone, pitch, jargons/vocabulary used, speed OT should be aware of how they use and say words

Verbal Communication

includes eye contact, facial expression, body language, touch

Non-Verbal Communication

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

Active Listening

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

Active Friendliness

Still friendly but not as much Effective on patients who are suspicious or shy

Passive Friendliness

Used on hostile, aggressive, or violent patients Speaking with authority, Effective on patients with character disorders, or neurotic behavior patterns, or mild hostility

Matter-of-Factness

Communicate with patients as if you do not want anything from them Used on hostile, frightened, and suspicious patients

No Demand

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

Kind Firmness

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.

Group interventions

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

Group

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

Transference

When the therapist experiences transference with a client Feelings of the therapist to the client

Countertransference