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OT 103 > 1.1 AA & OA > Flashcards

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
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2
Q

This field is dedicated to examining the form, function & meaning of occupations

A

Occupational Science

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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

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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
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5
Q

What is an Action?

A
  • Smaller units of behavior
  • Voluntary movements, movement patterns, cognitive/perceptual skills
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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
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7
Q

What is an Activity?

A
  • Made up by completion of tasks
  • Set of things to fulfill under an occupation
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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
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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)

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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)

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11
Q

Area of Occupation

All activities that occur because of the occupation of sleeping

Sleep preparation, sleep performance

A

Sleep

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12
Q

Area of Occupation

  • Includes all activities supporting learning
  • Is either formal or self-initiated
A

Education

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13
Q

Area of Occupation

  • Involves activities required to seek, acquire, negotiate and fulfill paid work, volunteerism, and retirement
A

Work

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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

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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

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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
Q

Three Components of Occupational Analysis via Keyhole Metaphor

A
  1. Key: Occupation
  • unlocks and provides meaning, purpose, & participation
  1. Keyhole: Person, Group, or Community
  • secures the choice & performance of occupations
  • Intrinsic factors must be in harmony with occupation for key to fit
  1. Keystone: Contexts
  • Individuals develop within multiple & diverse interrelated contexts
  • These exist regardless of occupation
26
Q

What does the key/occupation involve?

A
  • Involves consideration of the dynamic of required values and skills (physical, cognitive, emotional, spiritual, social, and communicative)
  • Involves circumstances (time, place, equipment, safety)
27
Q

What does the keyhole/person involve?

A
  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
Q

What does the keystone/contexts involve?

A

Different contexts that exist regardless of occupation and have significant impact upon the person

29
Q
  • 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.
A

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
Q
  • 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
A

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
Q
  • 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.
A

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
Q
  • 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
A

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
Q
  • 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
A

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
Q
  • 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.
A

Technological contexts

35
Q

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
A

Physical contexts

OT 103 (7 decks)

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