Ch. 13 terms Flashcards
occupational performance
The ability to carry out occupations or those things a person wants to do. Because OT practitioners work with clients of all ages, they consider the progression of developmental tasks throughout the lifespan as part of their analysis of occupational performance
infancy
the period of birth through one year. during this period, infants grow rapidly and achieve motor, social, and cognitive skills. Gross motor skills and fine motor skills develop as infants begin to voluntarily reach, grasp objects, roll, scoot, sit, crawl, and eventually walk. (OT practitioners work with infants who may have experienced birth trauma, disease, or genetic conditions that affect their development)
Interprofessional team
When working with infants, OTPs work with a variety of team members such as physicians, nurses, social workers, case managers, speech language pathologists, physical therapists, physician assistants, dietitians, nutritionists, day care workers, and family
Developmental frame of reference
postulates that practice in a skill set enhances brain development and helps the child progress through the stages. OTPs frequently use this to evaluate infants
Family-centered care
When OT practitioners work with infants, it requires that they collaborate closely with the family of the infant. This philosophy of care supports parents as being “experts” on their child and urges practitioners to listen and respond to family requests.
Early childhood
(ages 1-6)
-Competency phase: children begin to regulate behaviors and refine skills from earlier
-Fluctuations in behavior as child tries to assert itself
-begins to regulate behavior
-refines motor, cognitive, and social skills
-play: dramatic, construction, pregames
-develops conscience
-learns to relate emotionally to parents
- distinguishes between right and wrong
Late Childhood
(ages 6-12)
-Achievement stage: children refine skills and become proficient; there is concern for standard of performance
-student role is emphasized
-develops skills in reading, writing, and calculating
-physical skills for games and sports
-social: develops friendships with peers (outside of home)
-begins to develop self-awareness and identity
-achieves personal independence
play
the occupation of childhood; it is characterized as a spontaneous, enjoyable, rule-free, internally motivated activity in which there is no goal or purpose
-play as means (play session aimed at improving skills)
-play as the goal (focuses on improving ability to engage in play)
least restrictive environment
the setting that most closely resembles the regular classroom. OT practitioners use these to help children function within the classroom
inclusive environments
environments in which children with disabilities are taught with their peers in the classroom
adolescence
(12-20 years of age)
-develops identity
-learns habits for adult roles
-develops more mature relationships with peers
-defines social roles
-develops sexual identification
-develops or explores gender identity
-selects and prepares for occupation
-seeks relationship outside of family
-acceptance of one’s physique
-ability to use body effectively
-set of values and ethics
young adulthood
(20-40 years of age)
-independence
-selects and establishes career
-work is source of meaning
-significant relationships
-self-identity formed
-establishes family
-child rearing
-manages a home
-balances family, work, and self
middle adulthood
(40-65 years of age)
-legacy to others
-achieves civic and social responsibility
-establishes and maintains economic standard of living
-develops leisure activity
-adjusts to aging parents
-financial responsibility
-midlife crisis: reformulate direction
-women lose capacity to bear children
-children leave home (empty nest)
Later adulthood
(65 years or older)
- adjustment to physical and psychosocial changes
-decreasing physical strength and health
-retirement and reduced income
-loss of spouse and/or peers
-independent living
-adjusts to decline in occupational performance
-health changes
-living arrangements
-family stressors
-end of life care, managing legacy, grappling/accepting death as a natural part of life
*study notes
*I listed all of the different developmental tasks associated with each age group, but it is important to study the different diagnoses and settings associated with each age group, as well as the different interventions that OT practitioners use with the different age groups
