1.1 AA & OA Flashcards
1
Q
What are occupational therapists concerned about?
A
- About the needs & demands (desires, experiences, and expectations) of individuals or groups, and;
- The role of occupation in meeting those needs & demands
2
Q
This field is dedicated to examining the form, function & meaning of occupations
A
Occupational Science
3
Q
According to occupational therapists, appropriate engagement in relevant occupations has the potential to:
A
Improve lives of individuals, groups, and communities
Structure, shape, transform lives
4
Q
What is an Occupation?
A
- All the things people do that give meaning to life
- Central to people’s identity;
- They are shaped by personal interests, desires & values which influence their priority and meaning
- Have a purpose; contribute to the needs of people
5
Q
What is an Action?
A
- Smaller units of behavior
- Voluntary movements, movement patterns, cognitive/perceptual skills
6
Q
What is a Task?
A
- Checklist of steps/goals to fulfill an activity
- Made up by the completion of actions
- Piece of work undertaken
7
Q
What is an Activity?
A
- Made up by completion of tasks
- Set of things to fulfill under an occupation
8
Q
Sample hierarchy
Action, Tasks, Activity, Occupation, Purpose/Theme for Minute-taking:
A
- Action: Position notepad and pick it up
- Tasks: Listen and record important points and decisions
- Activity: Taking minutes at a meeting
- Occupation: Performance of defined work role
- Purpose: Productivity
9
Q
Area of Occupation
Self-care or self-maintenance activities that facilitate basic survival and life satisfaction in an interactive world
Eating, bathing, dressing, sexual activity, toileting
A
Activities of Daily Living (ADLs)
10
Q
Area of Occupation
Activities that support daily life in the home and community
Care of pets, financing, meal preparation,shopping, participating in religious activities, etc.
A
Instrumental Activities of Daily Living (IADLs)
11
Q
Area of Occupation
All activities that occur because of the occupation of sleeping
Sleep preparation, sleep performance
A
Sleep
12
Q
Area of Occupation
- Includes all activities supporting learning
- Is either formal or self-initiated
A
Education
13
Q
Area of Occupation
- Involves activities required to seek, acquire, negotiate and fulfill paid work, volunteerism, and retirement
A
Work
14
Q
Area of Occupation
- Any spontaneous or organized activity that provides enjoyment, entertainment, amusement, or diversion
- Most engaging area of occupation for children
A
Play
15
Q
Area of Occupation
- Intrinsically motivated amd performed during times allocated for personal pleasure
- Occur when there are no demands or responsibilities from other areas of occupation
A
Leisure
16
Q
Area of Occupation
- Requires interactions of individuals within a social structure
- Support successful interactions
A
Social Participation
17
Q
Area of Occupation
- Improving or maintaining health (physical, mental, emotional, psychological, spiritual) to support participation in other occupations
A
Health Management
18
Q
Function of the Activity Analysis:
A
- Indicates the requirements for successful performance of the activity
- Indicates the therapeutic potential of the activity
19
Q
Under the AA, what are the requirements that should be listed for an activity to be considered for intervention?
A
- Isolates the required actions in appropriate sequence
- Analyzes the particular skills required
- Lists the equipment used
- Safety
20
Q
What does the AA not need?
A
- Does not consider all aspects of people
- Does not include the needs of people
- Does not require the presence of person performing the activity
This is due to AA being generalized
21
Q
Diagram of AA:
A
Activity
↓
Actions
↓
Sequences of Actions
↓
Equipment, Skills, Safety
↓
Therapeutic Potential
↓
Therapeutic Goals
22
Q
Function of Occupational Analysis:
A
- Considers all elements in analyzing an activity, such as individual person, contexts, limitations, needs & demands, activity requirements
- Enables the choice of relevant, meaningful, and safe OT interventions
- Facilitates the role of the therapist as an enabler of occupational participation
- Identifies relevant occupations, factors to person
23
Q
What happens when failure to view OT interventions in a client-based way occurs?
A
Therapist may align intervention with a medical model that limits client’s therapy
24
Q
What do OAs require?
A
- Knowledge of the demands of the particular occupation
- Circumstances (time, place, equipment, safety) that influence engaging in occupations
- Collaboration
25
Three Components of Occupational Analysis via **Keyhole Metaphor**
1. Key: **Occupation**
- *unlocks and provides **meaning, purpose, & participation***
2. Keyhole: **Person, Group, or Community**
- *secures the **choice & performance** of occupations*
- ***Intrinsic factors** must be in **harmony with occupation** for key to fit*
3. Keystone: **Contexts**
- *Individuals develop within multiple & diverse interrelated contexts*
- *These exist regardless of occupation*
26
What does the **key/occupation** involve?
- *Involves **consideration** of the **dynamic** of required **values and skills** (physical, cognitive, emotional, spiritual, social, and communicative)*
- *Involves **circumstances** (time, place, equipment, safety)*
27
What does the **keyhole/person** involve?
1. **Intrinsic Elements** - exist within the person, own factors independent of external influences
- age,
- gender,
- ***physical abilities*** - range of joint motion, muscle strength and endurance, body positioning, joint stability
- ***cognitive skills*** - memory,thinking,concentration, problem solving and decision making
- ***emotional regulation*** - identification, management and expression of feelings during interactions
- ***spiritual element*** - affects their connection with and understanding of themselves, others and the world
- ***social communication***
- ***occupational roles***
28
What does the **keystone/contexts** involve?
Different contexts that exist **regardless of occupation** and have **significant impact** upon the person
29
- Provide the **setting** in which individuals **grow and develop**.
- They may be **global** and **related to ethnicity**, but may also be the culture of a particular family, group, workplace, organisation or institution.
- Affect how individuals **view themselves and others** and how **others view them**
- They also determine the **value, suitability and acceptability** of particular occupations.
**Cultural Contexts**
- *For example, particular cultures value water and suitable water collection occurs with a bucket.*
- *For example, some cultures expect all children to develop a creative skill (dancing, painting, playing music and the like) at an early age.*
30
- Provides the **values and beliefs** that sustain and motivate individuals/groups.
- It affects the **occupational habits and routines** that affect occupational performance.
- Values and beliefs often determine the **regularity and time** of the day, the week, the year or the particular situations for occupational participation
- **Encourages** individuals or groups to **perform meaningful occupations**, thereby promoting **healing, participation and functions**
Spiritual Contexts
- *For example, football or ice hockey are valued sports in particular contexts and thus are the focus of attention for many at particular times*
- *Personal values and meaning relate to commitment, for example, to social interaction, sport, house cleaning, learning a new skill, performing particular things, such as music*
31
- It **determines the resources available** and directs the **use of those resources**.
- This context causes **occupational deprivation for certain groups** in society, which adversely **affects health and wellbeing**.
- This context also determines where an **individual might live** and the **resources (including educational resources) available** to the surrounding community or groups within that community.
**Socio-Economic Contexts**
- *For example, groups with unlimited socio-economic resources may outsource household tasks whereas groups with limited economic resources generally adapt their manner of performing occupations*
- *For example, some have their own car to travel from suburb to suburb, whereas others with limited resources might walk or use public transport.*
32
- Control **policies, legislation and provision/allocation of funding** and affect occupations, and people around the world
- These contexts may **affect availability of resources** for particular populations within some sectors of society, thereby either **establishing or removing basic human rights**
**Political & Institutional Contexts**
- *Political and institutional decisions can result in war, reduction in employment, inflation and affordability of resources*
- *These contexts make particular occupational routines inevitable, for example, living on the street, squatting, begging, violence and crime.*
33
- They include **interaction** with family, friends, colleagues, carers, pets, social groups, organisations and institutions.
- Often **produce unconscious expectations**, which **manipulate occupational choices and performance**
- Lead to development of **co-occupations**, which occur when **more than one person** performs the occupation; **Reciprocity & interaction**
- **Social structures**, provide structure to **habits & routines**
**Social Contexts**
- *Include gender roles, work hours, age of school attendance, retirement age; structures for appointment of leaders of groups and selection of government bureaucrats; structures for progressing through organizations and the demands and expectations of occupational roles*
34
- an **increasing reality** in the **twenty-first century**
- They facilitate travel (e.g. perhaps exploring the galaxy later in the century), medical advances (e.g. genetic engineering), development of energy-saving devices (e.g. motorised bicycles and electric scooters), use of computers for leisure or work pursuits and immediate communication without physical contact.
Technological contexts
35
Include:
- **Natural aspects** such features as *weather, terrain, flora and fauna, climate and fragrances*.
- **Built aspects** include *buildings, access to buildings, equipment and devices, lighting and temperature controls, furniture and tools*
- **Temporal aspects** refer to the reality of the *24-hour clock and the related progression of time throughout life*
Physical contexts
