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518 Class > Class 4 > Flashcards

Class 4 Flashcards

1
Q

What makes a group a group

A
  • a background, history and purpose
  • structure imposed by the group leader
  • an interaction pattern
  • communication or action, verbal or nonverbal
  • cohesion or a “we” feeling
  • standards or rules of acceptable behaviours
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2
Q

What are the advantages of groups

A
  • they are time and cost effective
  • there is interaction with others
  • > this facilitates persona growth through interaction
  • > self knowledge through experience with others
  • > experience of closeness and caring in a safe or trusting context
  • > trying new behaviors with feedback provided by different people
  • > OT groups facilitate learning new skills from others
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3
Q

When is group work inappropriate

A
  • severely ill clients who are disoriented, confused, highly suspicious of others, in a full fledged manic state
  • when a client has high level of cognitive impairment
  • other conditions
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4
Q

What are group dynamics

A
  • dynamics
  • > forces that influence relationship of members and outcomes
  • > eg; behaviors, roles assumed, norms in the group, leader style/behaviors
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5
Q

What is a group process

A
  • how work/task of group is carried out

- >how members interrelate with each other, tasks are accomplished, decisions are made

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6
Q

What are micro level interactions vs macro level interactions

A

Micro level
->interpersonal difficulties can emerge between individuals at the structural or micro level of process

Macro Level

  • > at the psychodynamic level
  • > the members cover latent conflicts
  • > unknown fantasies emerged in the form of behaviors
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7
Q

What are Yalom’s therapeutic factors

A

1)Interpersonal learning(input)

2) Catharsis
- >emotional discharge

3) Group cohesiveness
- >we’re here for each other

4) Self-understanding
- >is that why I do that?

5) Interpersonal learning
- >I can get along with others better

6) Existential factors
- >those deep human issues we all face and need to discuss
- >acceptance of death, long-term illness

7) Universality
- >I am not alone

8) Instillation of hope
- >maybe things can get better

9) Altruism
- >I have the chance to help others

10) Family re-enactment
- >let’s try that again

11) Imparting information
- >I might know something that can help you

12)Imitation

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8
Q

What are the 3 types of leadership styles in OT groups

A
  • directive
  • facilitative
  • advisory
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9
Q

Describe the directive leadership style

A
  • group is immature
  • cognitive level is low
  • insight is minimal
  • verbal skills are low
  • motivation is low
  • goal is to accomplish the task
  • therapists are in charge of selecting, teaching and demonstrating
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10
Q

Describe the facilitative leadership style

A
  • the group’s maturity is medium to high
  • cognitive level is medium
  • insight is fair-good
  • verbal skills are average
  • motivation is medium
  • goal is to learn skills from experience
  • therapists select and learn together with clients
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11
Q

Describe the advisory leaderships style

A
  • the group has high level of maturity
  • cognitive level is high
  • insight is very good
  • verbal skills are at a high level
  • motivation levels are high
  • goal is to understand the process
  • members select and seek advice
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12
Q

What is the role of the co-leader

A
  • mutual support
  • increased objectivity
  • collective knowledge
  • models
  • other various roles
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13
Q

What is the difference between leader-centered interaction and group-centered interaction

A
  • leader-centered interactions is where the leader is in the middle and interacts with all other members
  • > no interactions between members

-group-centered interaction is where interactions occcurs between group members and also the leader

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14
Q

Describe the group process

A

1) Introduction
- >warm up; set the mood and expectations, purpose, rules, outline

2) Activity
- >timing; therapeutic goals, knowledge and skills of the leader

3) Sharing
- >members share work/experience with the group

4) Processing
- >members express how they feel about the experience

5) Generalizing
- >what do we learn from the group(a few principles)

6) Application
- >how the principles learned can be applied to everyday life

7) Summary
- >review the goal, content, process of the group, including the emotional component, the learning component
- >homework, the next session

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15
Q

What are some problems that may arise in groups

A

1) Unequal participation
- >non participant
- >silence
- >monopolizing(dominance)

2) Attention getting behaviors
- >the self-deprecator
- >the help-rejecting complainer
- >the narcissistic member

3)Psychotic behaviours

4) Aggressive behaviours
- >hostile
- >passive-aggressive

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16
Q

What does the group protocol include

A
  • includes group content and structure
  • may include:
  • > group’s name
  • > purpose, short description or narrative
  • > goals
  • > content or methods
  • > contraindications for memberships
17
Q

How should group outcomes be defined

A
  • it should define types of outcomes to measure group success
  • > should be tied to goals
18
Q

How should evaluation be conducted in a group setting

A
  • attendance record
  • self-report(evaluation by members that include journals, narratives)
  • behavioral observation form
  • goal attainment scaling
19
Q

What does documentation cover in a group setting

A

-it covers process, content and outcomes

20
Q

What are the key ingredients to OT groups

A
  • doing(activity engagement)
  • > develops skills
  • > experiences positive emotions

Interpersonal connection

  • > a sense of belonging and support
  • > a sense of acceptance and understanding

Here and NOw

  • > distracted them from the symptoms or negative life events
  • > allow them to be themselves without having to hide unpleasant feelings
21
Q

What are positive experiences borne out of a transformative process facilitated by the key ingredients in OT

A
  • enhanced self-esteem
  • senses of belonging
  • developed skills
  • emotional experience
22
Q

What is psychoeducation

A
  • it is a structured approach for partnering with clients and family to support recovery
  • psychoeducation has its roots as a family-focused intervention
  • > it is considered evidence-based approach
  • clients/families receive information about living with mental illnesses
  • > this includes managing symptoms, problem-solving, communication, coping skills, stress management, activity/participation, time management
23
Q

What is the target population of psychoeducation

A
  • the mental health system
  • > from adolescences to older adulthood
  • > inpatients
  • > outpatients
  • > family members/caregivers
24
Q

What kind of mental health conditions can psychoeducation be used for

A
  • it can be used for individuals of a wide range of health-related conditions
  • > particularly for those who have a more persistent or chronic nature of health conditions and are learning to live with it
25
Q

What are the roles of family members with individuals of serious mental illnesses

A
  • case manager
  • medication monitor
  • supportive therapist
  • symptom “controller
  • financial planner
  • housing coordinator
26
Q

What are the goals of psychoeducation

A
  • increase knowledge and skills regarding illness management
  • facilitating an informed and self-responsible handling of the illness
  • relapse prevention
  • engaging in crisis management and suicide prevention
  • supporting healthy components
  • problem solving
  • communication skills training
  • life skills(adaptation)
  • expanded social networks and support
  • emotional support
27
Q

How does the change theory apply to psychoeducation

A

psychoeducation is assumed to effect change by

  • > developing knowledge and skills
  • sharing experiences and expertise
  • > providing support
28
Q

What are three effective ingredients of psycho education

A

1) clarification
- >convey fundamental background information surrounding the illness
- >discuss the impact on the patient’s behavior

2) Enhancement of coping competence(control attribution)
- >convey treatment knowledge, practical knowledge and assistance to handling problems

3) Therapeutic interaction
- >process of interaction between the therapist and patient or among group members

29
Q

What are psychoeducation modalities

A
  • clear objective to teach specific information or techniques to clients, caregivers
  • typically time limited
  • utilizes cognitive-behavioural and social learning theory
  • focused on changing behaviors to enable occupation
  • new skills can be practiced in safe setting
  • therapist is more directive and active
30
Q

What are the six parts to the empowerment process of psychoeducation

A

1) Education
- >health condition

2) Skills training
3) Problem solving
4) Activities/link to occupations
5) Connection/sharing information and resources

6) Group dynamics
- >facilitate dialogue and interaction
- >the emotional support participants receive from attending groups
- >sharing experience to reduce loneliness, become open

31
Q

Describe a typical psychoeducation session

A

1) Socialize
2) Identify current issues–go-around the group
3) Select a single problem
4) Use structured problem solving
5) Socialize

518 Class (6 decks)

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