Test 1

Question 1

What are Cole’s 7 steps

Answer 1

1. Introduction
2. Activity
3. Sharing
4. Processing
5. Generalizing
6. Application
7. Summary

Question 2

Which of Cole’s 7 steps is described below?
Goal:
-Assess individual needs, applying knowledge of abilities and disabilities
-Chose activity to fulfill goals of most

Includes:

• Activity Analysis
• Activity Synthesis

Answer 2

Activity

Question 3

Which of Cole’s 7 steps is described below?
Goal:
-Feel about the experience, the leader, and each other
-Express both positive and negative feelings
-Discussion of nonverbal group aspects – struggles, attraction, avoidance, conflict
-

Answer 3

Processing

Question 4

Which of Cole’s 7 steps is described below?
Goal:
Share item or share experience
-Make sure each member has a chance to share
-encourage to share but may refuse

Answer 4

Sharing

Question 5

Which of Cole’s 7 steps is described below?
Goal:
-First group assume therapist has an idea of group
- Includes a warm-up; sets the mood; expectations are discussed; purpose of the group is stated and goals are outlines

Answer 5

Introduction

Question 6

Which of Cole’s 7 steps is described below?
Goal:
-Leader reviews the group’s response to the activity
-Leader can look at the patterns of response among members.
-What were the common elements?
-What was the group’s energy?
-What were the differences/disagreements?

Answer 6

Generalizing

Question 7

Which of Cole’s 7 steps is described below?
Goal:
-Purpose – verbally emphasize the most important aspects of the group to ensure understanding
-Emphasize important points
-Acknowledge feelings
-Review the goals, content, process
-End the group on time.

Answer 7

Summary

Question 8

Which of Cole’s 7 steps is described below?
Goal:
Therapist helps the group to understand how the skills learned during the group can be applied to everyday life.
-Now that you know how _______, what are you going to do about it?
-Link to goals and individualized treatment
-Limited self disclosure

Answer 8

Application

Question 9

What are the 3 different leadership styles?

Answer 9

1) Directive - Dictator
2) Facilitative - Democratic
3) Advisory – Most Passive - Consultant

Question 10

What leadership is described below?
(directive, facilitative, advisory)

• Leader gathers support from members
• OT earns their support by giving them choices and asking them to collaborate in reaching goals
• Leader is point of resource for members
• Presumes a certain level of ability and rational thought

Answer 10

2) Facilitative - Democratic

Question 11

What leadership is described below?
(directive, facilitative, advisory)

• Therapist determines structure, activity, and processing
• Therapist takes an active role in shaping member participation
• Communication groups are an example
• Group goals are achieved through active leadership

Answer 11

1) Directive - Dictator

Question 12

What leadership is described below?
(directive, facilitative, advisory)

• Assumes high level of functioning
• Appropriate for more informal activities
• Assumes motivation of members
• OT leader acts as resource
• OT imparts information as needed

Answer 12

3) Advisory – Most Passive - Consultant

Question 13

What type of leadership is most appropriate for the description below?

• Occupational therapist’s role is consulting, wellness, or caregiver education
• Members have high cognition, verbal skills, insight capacity, and motivation
• Members have selected a specific activity or topic area
• Members can seek advice from leader on as-needed basis
• Members lead their own group and experience natural consequences from the environment

Answer 13

3) Advisory – Most Passive - Consultant

Question 14

What type of leadership is most appropriate for the description below?

• Members have cognitive impairment, poor capacity for insight, immaturity, poor verbal skills or low motivation
• Specific goals and activities are desired
• Topic is educational and requires therapist expertise/demonstration
• Most group roles are performed by the leader
• Feedback to members given mostly by the leader

Answer 14

1) Directive - Dictator

Question 15

What type of leadership is most appropriate for the description below?

• Members have a middle-high level of cognition and capacity for insight
• Members have at least a medium level of maturity, verbal skills, and motivation
• Members are capable of making choices of activity, topic, structure
• Members can learn from experience
• Therapist can delegate some leadership roles to members
• Members are encouraged to give each other feedback
• Therapist/leader does not do anything for the group that they can do for themselves

Answer 15

Facilitative - Democratic

Question 16

What are Yalom’s 11 factors?

Answer 16

1.Instillation of hope
2.Universality
3.Imparting information
4.Altruism
5.Corrective recapitulation of primary family group
6.Social learning
7.Imitative behaviors
8.Interpersonal learning
◦Interpersonal relationships
◦Corrective emotional experiences
◦Social microcosm
9.Group cohesiveness
10.Catharsis
11.Existential factors

Question 17

1.Instillation of hope

Answer 17

provides group members with encouragement that change is possible and recovery is achievable

Question 18

2.Universality

Answer 18

Group member learns that she or he is not alone or unique in his or her problems and suffering

*in groups, members naturally seek to find their similarities

Question 19

3.Imparting information

Answer 19

Group member receives didactic (intended to teach) instruction and direct advice from group members

*advice, suggestions and guidance

Question 20

4.Altruism

Answer 20

Group member offers support, reassurance, suggestions and insight to other group members

Question 21

5.Corrective recapitulation of primary family group

Answer 21

Group member relives early familial conflicts in group in a corrective, more satisfying way

Question 22

6.Social learning

Answer 22

Group member develops basic social skills through interactions with other group members

Question 23

7.Imitative behaviors

Answer 23

Group members learn to model behaviors from other group members

Question 24

8.Interpersonal learning

Answer 24

Group member learns about own maladaptive interpersonal patterns through feedback provided by other members

Question 25

9.Group cohesiveness

Answer 25

Group member feels connection to and solidarity with other group members and the groups as a whole

Question 26

10.Catharsis

Answer 26

group member experiences and expresses strong affect **Expression of emotion in groups creates bonds between members and is vital to the meaningfulness of the group experience.***

Question 27

11.Existential factors

Answer 27

Group member confronts issues on the ultimate concerns of existence; death, isolation, freedom and meaninglessness **Recognizing that life is at times unfair; no escape, face life alone, acing life or death makes life more meaningful,**

Question 28

Group Development: Stages | What are the 4 stages in Yalom

Answer 28

1. Orientation - Search for meaning - Dependency on leader - Active Leader 2. Conflict - dominance, rebellion - hostility - leader is challenged 3. Harmony - develop cohesiveness 4. Maturity - conflicts are not avoided - negative emotions are expressed - cohesive continues

Question 29

Group Development: Stages | What are the 3 stages in Bion

Answer 29

1. Flight - members depend on leader - avoid responsibility 2. Fight - members attack leader - use scapegoat 3. Unite - begins pairing/subgrouping - stable working group

Question 30

Group Development: Stages | What are the 3 stages in Schutz

Answer 30

1. Inclusion - over talking, individually centered behaviors, self-centered, not really listening - leader idealized - search for similarities - conflicts avoids - concern over goals structure, size 2. Control - leadership struggle - therapist is mistrusted - member attempts to lead - leader show no signs of defensiveness - protect scapegoats 3. Affection - group cohesiveness - express positive feelings, listening to each other - members explore new behaviors - separation anxiety

Question 31

Group Development: Stages | What are the 4 stages in Tuckman

Answer 31

1. Form - testing/dependence - orientation/testing group task - look at therapist for guidance - attempt to gain acceptance 2.Storm Intragroup conflict -members become hostile towards each other -members challenge leader -members express individuality -focus on differences rather than similarities 3. Norm - cohesion - accept each other - harmony - open to each other 4. Perform - emotion is supportive - can work together - insights are openly discussed - members can be self-critical and attempt to change abnormal behaviors

Question 32

What are the 3 stages in counseling skills?

Answer 32

Stage I: Problem definition (OT evaluation, group orientation) Stage II: Self-understanding (goal setting, group conflict) Stage III: Behavior change (intervention, group maturity)-

Question 33

What occurs in Counseling Skills: Stage One

Answer 33

stage one counseling skills seek to define the problem the individual is experiencing.

Question 34

What are the 3 components in Counseling Skills: Stage One

Answer 34

Three components: Attending: Concreteness: PAE (Primary Accurate Empathy) :

Question 35

Three components of Counseling Skills: Stage One : Define 1) Attending:

Answer 35

Attending: attending to the individual. The attentive physical presence the therapist focuses on the client. i.e: The way our body is facing towards the client, leaning forward slightly, etc. ``` Body language Posture Seating Position Eye contact Facial expression ```

Question 36

Three components of Counseling Skills: Stage One : Define 2) Concreteness:

Answer 36

Concreteness: Ability to elicit specific info from the client or about their problems. Asking questions that helps you to get that information. Ask open-ended questions Encourage communication and interaction Begin question with “what” or “how”

Question 37

Three components of Counseling Skills: Stage One : Define 3) PAE (Primary Accurate Empathy) :

Answer 37

PAE: (Primary Accurate Empathy) Reflection of feeling and content expressed by the client. Achieved by developing a personal, emotional vocabulary and helping the client to develop that vocabulary ``` “You feel____________ because…” (feeling) (thoughts/behaviors) Empathy Vocabulary Levels of intensity: -Mild -Moderate -Severe Empathy Vocabulary ```

Question 38

Which of the Three components of Counseling Skills: Stage One : is described below? (Attending; Concreteness or PAE) Ask open-ended questions Encourage communication and interaction Begin question with “what” or “how”

Answer 38

2) Concreteness:

Question 39

Which of the Three components of Counseling Skills: Stage One : is described below? (Attending; Concreteness or PAE) ``` Body language Posture Seating Position Eye contact Facial expression ```

Answer 39

1) Attending:

Question 40

Which of the Three components of Counseling Skills: Stage One : is described below? (Attending; Concreteness or PAE) ``` “You feel____________ because…” (feeling) (thoughts/behaviors) Empathy Vocabulary Levels of intensity: -Mild -Moderate -Severe ```

Answer 40

3) PAE (Primary Accurate Empathy) :

Question 41

What the purpose of Counseling Skills: Stage Two?

Answer 41

The purpose of stage two counseling skills is to promote self-understanding.

Question 42

There's 5 different types of Counseling Skills for Stage Two, what are they?

Answer 42

``` Immediacy Advanced Accurate Empathy AAE Construction Confrontation Disclosure ```

Question 43

What type of counseling skills for stage 2 is described below: (Immediacy; Advanced Accurate Empathy; AAE Construction; Confrontation;Disclosure) Personal stories and experiences Goal: ⬆Self-awareness & understanding Level 1 - Indirect: Body language, nod, smile, laugh Level 2 - Direct: Short story with similar themes Clearly describes strategies to cope/resolve situation "I had a similar experience (elaborate) and this is how I handled it (particular strategy)..." Always relate back to client Open-ended question “How does this relate to your experience?” Not a venting session for OT Maintain therapist/client boundaries

Answer 43

Disclosure

Question 44

What type of counseling skills for stage 2 is described below: (Immediacy; Advanced Accurate Empathy; AAE Construction; Confrontation;Disclosure) You’ll notice a bit of reservation in these responses… they are not flat-out statements; they are prefaced in such a way to prevent damaging the relationship. You are allowing the individual some freedom of choice in affirming your AAE or denying it Helpful AAE phrases "I could be wrong, but..." "Could it be that..." "It seems likely that..." Cautious of damaging relationship

Answer 44

Stage Two: AAE Construction

Question 45

What type of counseling skills for stage 2 is described below: (Immediacy; Advanced Accurate Empathy; AAE Construction; Confrontation;Disclosure) Dig deeper than PAE, skills enables therapist to bring feelings and thoughts that the client may be implying to the forefront ``` Dig deeper than PAE Helps client… See pattern of behavior Raise of awareness to hidden feelings Draw logical conclusions ```

Answer 45

Stage Two: Advanced Accurate Empathy

Question 46

What type of counseling skills for stage 2 is described below: (Immediacy; Advanced Accurate Empathy; AAE Construction; Confrontation;Disclosure) Therapist points out maladaptive behavior Extension of AAE Points out inconsistencies in behaviors/comments Invites client to clarify “Start With The Heart” Takes skill to master Tone is critical

Answer 46

Stage Two: Confrontation

Question 47

What type of counseling skills for stage 2 is described below: (Immediacy; Advanced Accurate Empathy; AAE Construction; Confrontation;Disclosure) Direct, manual communication between therapist and client (discuss what’s happening here and now of their interpersonal relationship) ``` "What do you think the silence means" Here and now communication Rebellious, anger, resentment Call attention to the dynamics, relationship "What is going on right now?" ```

Answer 47

Stage Two First Skill: Immediacy

Question 48

Psychodynamic Group Interventions: - Structure/Limitations: - Goals: - Leadership: - Activities:

Answer 48

- Structure/Limitations: Loosely structured, task oriented - Goals: Develop and practice ego skills, gain insight; emotional and spiritual dimensions - Leadership: Facilitative - Activities: creative art, expressive media, free choice task or activities, e.g: make Easter chocolate, make and disrupt candy: to address self- identify, self-esteem, identification, nurturing children, cooking spaghetti dinner, satisfy basic needs, identification, testing, impulsive control

Question 49

Behavioral Cognitive Group Interventions: - Structure/Limitations: - Goals: - Leadership: - Activities:

Answer 49

-Structure: Highly structured Goals: Specific, observable, measureable; learning skills, changing thoughts and behaviors - Leadership: Directive - Activities: educational session, skill learning, practice, and worksheets (e.g: assertiveness training, anger management, psychoeducational groups (pain/time management); exercise groups

Question 50

Allen Cognitive Group Interventions: - Structure/Limitations: - Goals: - Leadership: - Activities:

Answer 50

- Change: when brain recovers, or brain chemistry affected by the activity, diet or medication - Structure: Highly structured, groups of similar cognitive level - Goals: Ongoing evaluation, problem solving in activities of daily living, building safe environments and habits; Leadership: Directive -Activities: therapist chose/limits the activity, can be arts and crafts and task of daily living in specific environment

Question 51

Sensorimotor Group Interventions: - Structure/Limitations: - Goals: - Leadership: - Activities:

Answer 51

Structure/Limitations: highly structured sequence of sensory motor activities Goals: stimulate development of CNS, normalize movement patterns, sensory modulation and integration, increasing adaptive responses Leadership: Directive Activities: movement activities, sensory stimulation activities and just right challenge

Question 52

Model of Human Occupation Group Interventions: - Structure/Limitations: - Goals: - Leadership: - Activities:

Answer 52

* Function/Dysfunction: participation, performance, skills, patterns sustained in everyday occupations * Change and Motivation: self-organization of internal and external life, urge to explore and master the environment * Structure/Limitations: focus on roles of clients not diagnosis * Goals: restore order in daily function * Leadership: Advisor and collaborator •Activities: Everyday activities as tasks, common roles…What? open craft group in a school setting, within which members worked mostly in parallel, each doing their own craft project; A community group example is the Opportunities to Promote Self-Responsibility program, a sheltered workshop program developed for criminal offenders with mental ill-ness, based on the OA model. The participants were evalu-ated and, based on their interests and abilities, were assigned to one of three work crews: (1) handmade paper making crew, A Model of Human Occupation and Other Occupation-Based Models 299(2) leather craft crew, or (3) ceramic craft crew; Another example comes from a long-term care facility in Virginia, where the occupational therapist designed a therapeutic gardening group in which clients became the change agents, and the occupational therapist facilitated adaptations to the task and the environment to support client performance.

Question 53

Developmental Group Interventions: - Structure/Limitations: - Goals: - Leadership: - Activities:

Answer 53

- Structure/Limitations: group by life stages, structure around stage-specific tasks, skills, and challenges - Goals: skill mastery, altering life structure, successful transitions, facilitating environments - Leadership: directive/facilitative - Activities: graded tasks and age appropriate activities, life review, transitional adaptation