Domain Midterm Flashcards
What is OT?
Client-centered health profession, concerned with promoting health and well-being through occupation
What is the primary goal of OT philosophy?
Enabling the client to participate in ADLs
What are occupations?
Activities that occur in a person’s everyday life
The 1700s and 1800s were a period of…
Social Consciousness
When was moral treatment founded and by whom?
- 1700s-1800s
- Philippe Pinel and William Tuke
When was the arts and crafts movement founded and by whom?
- Early 1900s
- Ruskin and Morris
When was AOTA established?
1917
Who are the 6 original founders of AOTA?
- George Edward Barton
- William Rush Dunton
- Eleanor Clarke Slagle
- Susan Cox Johnson
- Isabel Newton
- Thomas B. Kidner
What was the philosophical basis of AOTA?
Holistic Approach
What was AOTA’s original name?
National Society for the Promotion of Occupational Therapy
What 2 major legislative pieces contributed to the boom of OT from WWI-1930s?
- Soldier’s Rehabilitation Act
- Civilian Vocational Rehabilitation Act
Who was Lena Hitchcock?
One of the first OT reconstruction aides (Blue Birds) during WWI
When did OT get its first journal, and what was its name?
- 1922
- Archives of Occupational Therapy
What was the conflict during the 1960s-1980s?
Medical vs occupation-based paradigms
What are the 3 OT paradigms?
1) Moral Treatment
2) Mechanistic
3) Return to Occupation
What is the contemporary OT paradigm? (5)
- Evidence-Based
- Philosophically congruent
- Shift back to roots
- Health and wellness
- Recognizes occupational problems/challenges
What is a defining feature and core of OT practice in the contemporary OT paradigm?
Looking at someone through occupation
What does OTPF stand for?
Occupational Therapy Practice Framework
What is the OTPF?
Essential guiding document of our profession
What are the 5 aspects of domain?
- Occupations
- Client factors
- Performance skills
- Performance patterns
- Contexts and environments
What are the 8 categories of occupations in the OTPF?
- ADLs
- IADLs
- Rest and Sleep
- Education
- Work
- Play
- Leisure
- Social Participation
What is the difference between ADLs and IADLs?
- ADLs: basic, survival
- IADLs: complex, support daily life
What category do these occupations fall under?
- Bathing
- Toileting
- Hygiene
- Dressing
- Eating
ADL
What category do these occupations fall under?
- Care of pets/children
- Financial management
- Driving
- Meal prep
- Shopping
- Safety
- Religious Expression
IADL’s
What category do these occupations fall under?
- sleep prep
- rest
Rest and Sleep
What category do these occupations fall under?
- job hunt
- job performance
- retirement
- volunteering
Work
What category do these occupations fall under?
- formal education
- informal education
Education
What category do these occupations fall under?
- play exploration
- play participation
Play
What category do these occupations fall under?
- leisure participation
- leisure exploration
Leisure
What category do these occupations fall under?
- Community
- Family
- Friend
Social Participation
What is a performance skill?
- Observable goal-directed actions
- Small units of engagement in daily life
- Learned and developed over time
What is a performance skill?
- Observable goal-directed actions
- Small units of engagement in daily life
- Learned and developed over time
What are the factors that influence a person’s ability to engage in occupations?
- Performance Patterns
- Client Factors
- Performance Skills
- Context and Environment
What are the 3 client factors of the OTPF?
- Values/beliefs/spirituality
- Body functions
- Body structures
What category do these fall under?
- Values
- Beliefs
- Spiritualtiy
Values, beliefs, and spirituality of client factors
What category do these fall under?
- Thought
- Orientation
- Muscle endurance
- Joint stability
- Gait pattern
- Voice
Body functions of client factors
What category do these fall under?
- eyes
- ears
- skin
- bladder
Body structures of client factors
What are the 3 performance skills of the OTPF?
- Motor Skills
- Process Skills
- Social Interaction Skills
What category do these fall under?
- Aligns
- Manipulates
- Calibrates
- Walks
- Endures
- Flows
Motor skills of performance skills
What category do these fall under?
- Chooses
- Initiates
- Gathers
- Handles
- Heeds
- Adjusts
- Navigates
Process skills of performance skills
What category do these fall under?
- Thanks
- Replies
- Gesticulates
- Places self
- Questions
Social interaction skills of performance skills
What are the 2 performance patterns of the OTPF?
- Person
- Group/population
What category do these fall under?
- Habits
- Routines
- Rituals
- Roles
Person of performance patterns
What category do these fall under?
- Routines
- Rituals
- Roles
Group/population of performance patterns
What category do these fall under?
- Cultural
- Personal
- Temporal
- Virtual
Contexts of context and environment
What category do these fall under?
- Physical
- Social
Environments of contexts and environments
What does a routine look like for a group?
Ex: All school-aged children getting the flu shot before school starts
What does a ritual look like for a person?
Ex. Going to church on Sundays
What is the domain of OT?
Outlines the profession’s purview and areas in which its members have an established body of knowledge and expertise
What is the nucleus of the domain of OT?
- Client Factors
- Performance Skills
- Performance Patterns
What are the 7 core values of OT?
(FATED PJ)
- Freedom
- Altruism
- Truth
- Equality
- Dignity
- Prudence
- Justice
What is altruism?
Being concerned for the welfare of others; selfless concern
What is equality?
Treating each person impartially and free of bias
What is freedom?
Personal choice in values and desires of a client
What is justice (core value)?
State in which diverse communities are inclusive and flourish
What is dignity?
Treating a client with respect in all situations
What is truth?
Providing accurate info in all forms of communication
What is prudence?
Using clinical and ethical reasoning to make a professional decision
What are the 6 prinicples and standards of conduct?
(BAN JVF)
- Beneficience
- Autonomy
- Normaleficence
- Justice
- Veracity
- Fidelity
What is beneficience?
Helping others, kindness; preventing harm
What is normaleficence?
- Abstaining from harm; not imposing risks of harm
- Avoiding conflicts of interest
What is autonomy?
Principle of self-determination; ability to act freely and make one’s own choices
What is justice (principle)?
- Fair, equitable treatment; impartial consideration of rules; objectivity
- Advocate for change
What is veracity?
Comprehensive, accurate and objective info; truthfulness and honesty
What is fidelity?
Keeping a commitment; treating clients with respect, fairness, and integrity
What are the 2 key components to the delivery of compassionate care?
- Open communication
- Empathy
What are the OT’s roles in comparison to the OTA?
- Provision of services
- Implementing plan of care
What does AOTA stand for?
American Occupational Therapy Association
What is the AOTA?
Main professional organization in the United States for OT practitioners
What does NBCOT stand for?
National Board for Certification in Occupational Therapy
What does the NBCOT do?
Administers a national exam to newly graduated OT practitioners to obtain national registration
What does ACOTE stand for?
Accreditation Council for Occupational Therapy Education
What does ACOTE do?
Stablishes, approves, and administers educational standards for OT programs
What does AOTF stand for?
American Occupational Therapy Foundation
What does AOTF do?
charitable, scientific education organization that supports OT research
What does AOTPAC stand for?
American Occupational Therapy Political Action Committee
What does AOTPAC do?
Further federal legislation that supports the profession of OT through lobbying efforts
What does ASD stand for?
Assembly of Student Delegates
What does the ASD do?
Provide a forum for OT students to express concerns and have input in AOTA and its related affairs
What does WFOT stand for?
World Federation of Occupational Therapy
What does WFOT do?
Promote practice on a global level through research and education
What does FLOTA stand for?
Florida Occupational Therapy Association
What is the key element to OT delivery?
Client-Centeredness
If a client is having difficulty arriving on time to appointments, what part of the OTPF is the client struggling with?
Performance Patterns
What is cultural context?
Customs, beliefs, activity patterns, behavioral standards, expectations that are accepted by society that which the client is a member
What are the 3 elements of OT philosphy?
- Ontology
- Epistemology
- Axiology
What is ontology?
Beliefs about reality
What is axiology?
Beliefs about appropriate actions
For a person to be fulfilled, OT philosphy believes that ___ helps
Engaging in Occupation
Occupation always promotes…
Health and well-being
What are 5 Standards for Continuing Competence?
- Performance Skills
- Interpersonal Abilities
- Ethical Reasoning
- Critical Reasoning
- Knowledge
What is the Standards for Continuing Competence document?
Core resource to assess, maintain, and document continuing competence
To know what occupation is, occupational therapy practitioners must examine…
What humans do with their time
Occupational therapist Karen started a daily self-feeding program for Mr. Parker. The therapist visits Mr. Parker at mealtime and explains the proper use of the adapted spoon to the aide. Karen discusses how to work on independence and what assistance may still be needed upon discharge. The therapist bills Mr. Parker an excessive amount for the therapy she has provided. Which ethical principle has been violated?
Justice
Tonya, a 15-year-old teen, attending an outpatient group for eating disorders, became exceptionally attached to the OT practitioner, Mark. The teen calls Mark at home and begins to discuss her intervention plan, telling Mark she got his phone number from her cousin, whom Mark knows from school. Mark continues to speak with Tonya, and they arrange a lunch date for the next day. Which ethical principle has been violated?
Nonmaleficence
Ricardo, an OT practitioner, accepts a new job in a school system that occasionally uses sensory integration (SI) therapy. Ricardo’s only exposure to SI therapy was in school several years earlier, and he does not feel qualified to use it. Despite this, Ricardo begins to treat a child with SI issues. Which ethical principle has been violated?
Beneficence
Jill is working in a skilled nursing facility and sees a patient who clearly needs OT services. She is told by her manager that she cannot provide those services because the client has Medicaid, which won’t cover OT treatments. Instead, the manager insists that Jill evaluate clients who have Medicare coverage but don’t necessarily need treatment. Which ethical principle has been violated?
Justice
You have just finished working with a client, and you realize that you don’t have time to document what you did in your treatment session. Before you know it, a week has gone by and you failed to document his progress. Which ethical principle has been violated?
Veracity
ADL (Occupations)
Activities oriented toward taking care of one’s own body and completed on a routine basis
Examples of ADL’s (Occupations)
- Bathing
- Showering
- Toileting
- Dressing
- Eating and Swallowing
- Feeding
- Functional Mobility
- Personal Hygiene and Grooming
- Sexual Activity
Person ADL Example (Occupations)
Older adult completing bathing with assistance form an adult child
Group ADL Example (Occupations)
Students eating lunch during a lunch break
IADL (Occupations)
Activities to support daily life within the home and community.
Examples of IADL’s (Occupations)
- Care of others
- Care of pets and animals
- Child rearing
- Communication Management
- Driving and community mobility
- Financial Management
- Home Establishment and Management
- Meal Preparation and Cleanup
- Religious and spiritual expression
- Safety and emergency maintenance, shopping
Person IADL Example (Occupations)
Parent using a phone app to pay a babysitter electronically
Group IADL Example (Occupations)
Club members using public transportation to arrive at a musical performance
Rest and Sleep (Occupations)
Activities related to obtaining restorative rest and sleep to support healthy, active engagement in other
occupations
Rest and Sleep Examples (Occupations)
- Rest
- Sleep Preparation
- Sleep Participation
Person Rest and Sleep Example (Occupations)
Person turning off lights and adjusting the room temperature to 68 before sleep
Group Rest and Sleep Example (Occupations)
Children engaging in nap time at a daycare center
Health Management (Occupations)
Activities related to developing, managing, and maintaining health and wellness routines, including self-management, with the goal of improving or maintaining health to support participation in other occupations.
Health Management Examples (Occupations)
- Social and emotional health promotion and maintenance
- Symptom and condition management, communication with the health care system
- Medication management
- Physical activity
- Nutrition management
- Personal care device management
Person Health Management Example (Occupations)
Patient scheduling an appointment with a specialist after referral by the primary care doctor
Group Health Management Example (Occupations)
Parent association sharing preparation of healthy foods to serve at a school sponsored festival
Education (Occupations)
Activities needed for learning and participating in the educational environment.
Education Examples (Occupations)
- Formal educational participation
- Informal personal educational needs or interests exploration
- Informal educational participation
Person Education Examples (Occupations)
College student taking an african american history class online
Group Education Example (Occupations)
Students working on a collaborative science project on robotics
Work (Occupations)
Labor or exertion related to the development, production, delivery, or management of objects or services; benefits
may be financial or nonfinancial
Work Examples (Occupations)
- Employment interests and pursuits
- Employment seeking and acquisition
- Job performance and maintenance
- Retirement preparation and adjustment
- Volunteer exploration
- Volunteer participation
Person Work Example (Occupations)
Electrician turning off power before working on a power line
Group Work Example (Occupations)
Peers volunteering for a day of action at an animal shelter
What is epistemology?
Beliefs about knowledge
Play Examples (Occupations)
- Play Exploration
- Play Participation
Person Play Example (Occupations)
Child playing superhero dress up
Group Play Example (Occupations)
Class playing freeze tag during recess
Leisure (Occupations)
“Non Obligatory activity that is intrinsically motivated and engaged in during discretionary time, that is, time not
committed to obligatory occupations such as work, self-care, or sleep”
Person Leisure Example (Occupations)
Family member knitting a sweater for a new baby
Group Leisure Example (Occupations)
-Friends meeting for a craft circle
Social Participation (Occupations)
Activities that involve social interaction with others, including family, friends, peers, and community
members, and that support social interdependence
Social Participation Examples (Occupations)
- Community Participation
- Family Participation
- Friendships
- Intimate Partner Relationships
- Peer Group Participation
Person Social Participation Example (Occupations)
New mother going to lunch with friends
Group Social Participation Example (Occupations)
Older adults gathering at a community center to wrap holiday presents for charity distribution
Values, Beliefs, Spirituality (Client Factor Categories)
Client’s (person’s, group’s, or population’s) perceptions, motivations, and related meaning that influence or are influenced by engagement in occupations.
Values (Client Factor Categories)
Acquired beliefs and commitments, derived from
culture, about what is good, right, and important to do
-Person: Honesty with self and others, Commitment to family
-Group: Obligation to provide a service, Fairness, Inclusion
-Population: Freedom of speech, Equal opportunities for all, Tolerance toward others
Beliefs (Client Factor Categories)
“Something that is accepted, considered to be true, or held as an opinion”
-Person: One is powerless to influence others, Hard work pays off.
-Group: Teaching others how to garden decreases their reliance on grocery stores, Writing letters as part of a neighborhood group can support the
creation of a community park.
-Population: Some personal rights are worth fighting for, A new health care policy, as yet untried, will positively affect Society.
Spirituality (Client Factor Categories)
“A deep experience of meaning brought about by engaging in occupations that involve the enacting of personal values and beliefs, reflection, and intention within a supportive
contextual environment” It is important
to recognize spirituality “as dynamic and often evolving”
Person: Personal search for purpose and meaning in life, Guidance of actions by a sense of value beyond the acquisition
of wealth or fame
Group: Study of religious texts together, Attendance at a religious service
Population: Common search for purpose and meaning in life, Guidance of actions by values agreed on by the collective
Body Functions and Subcategories (Client Factor Categories)
“The physiological functions of body systems (including psychological functions)” This section of the table is organized according to the classifications of the ICF; for fuller descriptions and definitions, refer to WHO.
Specific Mental Functions (Body Functions & Subcategories)
- Higher level cognitive
- Attention
- Memory
- Perception
- Thought
- Mental functions of sequencing complex movement
- Emotional
- Experience of self and time
Global Mental Functions (Body Functions & Subcategories)
- Consciousness
- Orientation
- Psychological
- Temperament and personality
- Energy
- Sleep
Sensory Functions (Body Functions & Subcategories)
- Visual functions
- Hearing functions
- Vestibular functions
- Taste functions
- Smell functions
- Proprioceptive functions
- Touch function
- Interoception
- Pain
- Sensitivity to temp and pressure
Functions of Joints and Bones (Body Functions & Subcategories)
- Joint Mobility
- Joint Stability
Muscle Functions (Body Functions & Subcategories)
- Muscle power
- Muscle tone
- Muscle endurance
Movement Functions (Body Functions & Subcategories)
- Motor reflexes
- Involuntary movement reactions
- Control of voluntary movement
- Gait patterns
Cardiovascular, Hematological, Immune, and Respiratory System Functions (Body Functions & Subcategories)
-Cardiovascular system functions
-Hematological and immune system functions
-Respiratory system functions
-Additional functions and sensations of the cardiovascular and respiratory systems
(Note. OT’s have knowledge of these body functions and understand broadly the interaction that
occurs among these functions to support health, well-being, and participation in life through engagement in occupation.)
Voice and Speech Functions (Body Functions & Subcategories)
Fluency and rhythm, alternative vocalization functions
Play (Occupations)
Activities that are intrinsically motivated, internally controlled, and freely chosen and that may include suspension of
reality
Skin and related structure functions (Body Functions & Subcategories)
Hair and Nail Functions
Body Structures and Subcategories (Client Factor Categories)
“Anatomical parts of the body, such as organs, limbs, and their components” that support body function
-Structure of the nervous system
-Structures related to the eyes and ears
-Structures involved in voice and speech
-Structures of the cardiovascular, immunological, and respiratory
systems
-Structures related to the digestive, metabolic, and endocrine
systems
-Structures related to the genitourinary and reproductive
systems
-Structures related to movement
-OT’s have knowledge of body structures and understand broadly the interaction that occurs
between these structures to support health, well-being, and participation in life through engagement in occupation
Performance Skills Categories
- Endures, chooses, adjusts, transitions Be able to recognize from a description what each is.
- Muscle endurance would be sustaining a muscle contraction for a period of time.
Motor Skills (Performance Skills Categories)
- Stabilizes
- Aligns
- Positions
- Reaches
- Bends
- Grips
- Manipulates
- Coordinates
- Moves
- Lifts
- Walks
- Transports
- Calibrates
- Flows
- Endures
- Paces
Stabilizes (Motor Skills)
Moves through task environment and interacts with task objects without momentary propping or loss of balance
Ex. Person moves through kitchen without propping or loss of balance
Aligns (Motor Skills)
Interacts with task objects with out evidence of persistent propping or leaning
Ex. Person washes dishes without using counter for support
Positions (Motor Skills)
Positions self an effective distance from task objects and without evidence of awkward arm or body positions
Reaches (Motor Skills)
Effectively extends arm and when appropriate bends trunk to effectively grasp or place task objects that are out of reach
Ex. Person reaches without effort for the game box
Bends (Motor Skills)
Flexes or rotates trunk as appropriate when sitting down or when bending to grasp or place task objects that are out of reach
Ex. Person bends without effort when reaching for game box
Grips (Motor Skills)
Effectively pinches or grasps task objects such that the objects do not slip (from between fingers, from between teeth, from between hand and supporting surface)
Ex. Person grips the game box and game pieces and they do not slip from the hand
Manipulates (Motor Skills)
Uses dexterous finger
movements, without evidence of fumbling,
when manipulating task objects
Ex. Person readily manipulates the game pieces with fingers while setting up and playing the game
Coordinates (Motor Skills)
Uses two or more body
parts together to manipulate and hold task objects without evidence of fumbling
or task objects slipping from the grasp
Ex. Person uses both hands to shuffle the game cards without fumbling them, and
the cards do not slip from the hands
Moves (Motor Skills)
Effectively pushes or pulls task objects along a supporting surface, pulls to open or pushes to close doors and drawers, or pushes on wheels to
propel a wheelchair
Ex. Person moves the broom easily pushing and pulling it across the floor
Lifts (Motor Skills)
Effectively raises or lifts task objects without evidence of excessive physical effort
Ex. Person easily lifts cleaning supplies out of the cart
Walks (Motor Skills)
During task performance, ambulates on level surfaces without shuffling feet, becoming unstable, propping, or using assistive devices
Ex. Person walks steadily through the factory
Transports (Motor Skills)
Carries task objects from one place to another while walking or moving in a wheelchair
Ex. Person carries cleaning supplies from one factory location to another, either by walking or using a wheelchair, without effort.
Calibrates (Motor Skills)
Uses movements of appropriate force, speed, or extent when interacting with task objects (e.g., does
not crush task objects, pushes a door with enough force to close it without a bang)
Ex. Person uses an appropriate amount of
force to squeeze liquid soap onto a cleaning cloth.
Flows (Motor Skills)
Uses smooth and fluid arm and wrist movements when interacting with task objects Ex. Person demonstrates fluid arm and wrist movements when wiping tables
Endures (Motor Skills)
Persists and completes the task without demonstrating physical fatigue, pausing to rest, or stopping to catch breath
Ex. Person completes bathing of parent without evidence of physical fatigue
Paces (Motor Skills)
Maintains a consistent and effective rate or tempo of performance throughout the entire task performance
Ex. Person uses an appropriate tempo when bathing the parent
Process Skills (Performance. Skills Categories)
The group of performance skills that represent small, observable actions related to selecting, interacting with, and using tangible task objects (tools, utensils, clothing, food or other supplies, digital devices, plant life); carrying out individual actions and steps; and preventing problems of occupational performance from occurring or reoccurring in the context of performing a personally and ecologically relevant daily life task”
Process Skills Subcategories (Performance Skills Categories)
- Paces
- Attends
- Heeds
- Chooses
- Uses
- Handles
- Inquires
- Initiates
- Continues
- Sequences
- Terminates
- Searches Locates
- Gathers
- Organizes
- Restores
- Navigates
- Notice Responds
- Adjusts
- Accommodates
- Benefits
Paces (Process Skills)
Maintains a consistent and effective rate or tempo of performance throughout the entire task performance
Ex. Person uses a consistent and even tempo when writing sentences
Attends (Process Skills)
Does not look away from task performance maintaining ongoing task progression
Ex. Maintaining gaze on assignment and continues writing sentences without pause
Heeds (Process Skills)
Carries out and completes the task originally agreed on or specified by another person
Ex. Person completes the assignment writing the number of sentences required
Chooses (Process Skills)
Selects necessary and appropriate type and number of objects for the task, including the task objects that one chooses or is directed to use (e.g., by a teacher
Ex. Person chooses specified medicine bottles appropriate for the specific timed dose
Uses (Process Skills)
Applies task objects as they are intended (using a pencil sharpener to sharpen a pencil but not a crayon) and in a hygienic fashion
Ex. Person uses a medicine spoon to take a dose of liquid medicine
Handles (Process Skills)
Supports or stabilizes task objects appropriately protecting them from being damaged by slipping, moving or falling
Ex. Supports medicine bottle keeping it upright without the bottle tipping or falling
Inquires (Process Skills)
Seeks needed verbal or written information by asking questions or reading directions or labels and (2) does not ask for information when fully oriented to the task and environment
and recently became aware of the answer
Ex. Person reads the label on the medicine bottle before taking the medication
Initiates (Process Skills)
Starts or begins the next task action or task step without any hesitation
Ex. Person begins each step of ATM use without hesitation
Continues (Process Skills)
Performs single actions or steps without any interruptions so that once an action or task step is initiated, performance continues without pauses or delays until the action or step is completed
Ex. Person continues each step of ATM use without delays
Sequences (Process Skills)
Performs steps in an effective or logical order and with an absence of randomness in the ordering or inappropriate
repetition of steps
Ex. Person completes each step of ATM use in logical order
Terminates (Process Skills)
Brings to completion single actions or single steps without inappropriate persistence or premature cessation
Ex. Person completes each step of ATM use in the appropriate length of time.
Searches/Locates (Process Skills)
Looks for and locates task objects in a logical manner
Ex. Person readily locates needed office supplies from shelves and drawers.
Gathers (Process Skills)
Collects related task objects into the same work space and regathers tasks objects that have spilled, fallen, or been misplaced
Ex. Person gathers required clerical tools and supplies in the assigned work space
Organizes (Process Skills)
Logically positions or spatially arranges task objects in an orderly fashion within a single work space or between multiple appropriate work spaces such that the work space is not too spread out or too crowded
Ex. Person organizes required clerical tools and supplies within the work space so all are within reach.
Restores (Process Skills)
Puts away task objects in appropriate places and ensures that the immediate work space is restored to its original condition
Ex. Person returns clerical tools and supplies to their original storage location.
Navigates (Process Skills)
Moves body or wheelchair without bumping into obstacles when moving through the task environment or interacting with task objects
Ex. Person moves through the office space without bumping into office furniture or machines
Notices/ Responds (Process Skills)
Responds appropriately to (1) nonverbal task-related cue (e.g., heat, movement), (2) the spatial arrangement and alignment of task objects to one another, and (3) cupboard doors or drawers that have been left open during task performance
Ex. Person notices the carrot rolling off the cutting board and catches it before it rolls onto the floor.
Adjusts (Process Skills)
Overcomes problems with ongoing task performance effectively be (1) going to a new workspace; (2) moving task objects out of the current
workspace; or (3) adjusting knobs, dials, switches, or water taps
Ex. Person readily adjusts the flow of water from the tap when washing vegetables
Accommodates (Process Skills)
Prevents ineffective performance of all other motor and
process skills and asks for assistance only when appropriate or needed
Ex. Person prevents problems from occurring during the salad preparation
Benefits (Process Skills)
Prevents ineffective performance of all other motor and process skills from recurring or persisting
Ex. Person prevents problems from continuing or reoccurring during the salad preparation
Social Interaction Skills (Performance Skills Categories)
The group of performance skills that represent small, observable actions related to communicating and interacting with others in the context of engaging in a personally and ecologically relevant daily life task performance that involves social interaction with others
Social Interaction Skills Subcategories (Performance Skills Categories)
- Approaches starts
- Concludes/Disengages
- Produces Speech
- Gesticulates
- Speaks Fluently
- Tuned Towards
- Looks
- Places Self
- Touches
- Regulates
- Questions
- Replies
- Discloses
- Expresses Emotions
- Disagrees
- Thanks
- Transitions
- Times Response
- Times Duration
- Takes Turns
- Matches Languages
- Clarifies
- Acknowledges
- Empathizes
- Heeds
- Accommodates
- Benefits
Approaches Starts (Social Interaction Skills)
Approaches or initiates interaction with the social partner in a manner that is socially appropriate. Person politely begins interactions with support group members.
Concludes / Disengages (Social Interaction Skills)
Effectively terminates the conversation or social interaction, brings to closure the topic under discussion, and disengages or says goodbye
Ex. Person politely ends a conversation with a
support group member.
Produces Speech (Social Interaction Skills)
Produces spoken, signed, or augmentative (computer-generated) messages that are audible and clearly articulated
Ex. Person produces clear verbal, signed, or augmentative messages to communicate with other children playing in the sandbox
Gesticulates (Social Interaction Skills)
Uses socially appropriate gestures to communicate or support a message
Ex. Person gestures by waving or pointing while communicating with other children playing in the sandbox.
Speaks Fluently (Social Interaction Skills)
Speaks in a fluent and continuous manner, with an even pace (not too fast, not too slow) and without pauses or delays, while sending a message
Ex. Person speaks, without pausing, stuttering, or hesitating, when engaging with other children playing in the sandbox.
Tuned Towards (Social Interaction Skills)
Actively positions or turns body and face toward the social partner or the person who is speaking
Ex. Person turns body and face toward other residents while interacting during the meal
Looks (Social Interaction Skills)
Makes eye contact with the social partner
Ex. Person makes eye contact with other residents while interacting during the meal
Genitourinary and Reproductive Functions (Body Functions & Subcategories)
Genitourinary and reproductive functions
Places Self (Social Interaction Skills)
Positions self at an appropriate distance from the social partner
Ex. Person sits an appropriate distance from other residents at the table.
Touches (Social Interaction Skills)
Responds to and uses touch or bodily contact with the social partner in a socially appropriate manner
Ex. Person touches other residents appropriately during the meal.
Regulates (Social Interaction Skills)
Does not demonstrate irrelevant, repetitive, or impulsive behaviors during social interaction
Ex. Person avoids demonstrating irrelevant, repetitive, or impulsive behaviors while interacting during the meal.
Questions (Social Interaction Skills)
Requests relevant facts and information and asks questions that support the intended purpose of the social interaction
Ex. Person asks customers for their choice of ice cream flavor.
Replies (Social Interaction Skills)
Keeps conversation going by replying appropriately to suggestions, opinions, questions, and comments
Ex. Person readily replies with relevant answers to customers’ questions about ice cream products.
Discloses (Social Interaction Skills)
Reveals opinions, feelings, and private information about self or others in a socially appropriate manner
Ex. Person discloses no personal information about self or others to customers.
Expresses Emotions (Social Interaction Skills)
Displays affect and emotions in a socially appropriate manner
Ex. Person displays socially appropriate emotions when sending messages to customers.
Disagrees (Social Interaction Skills)
Expresses differences of opinion in a socially appropriate manner
Ex. Person expresses a difference of opinion about ice cream products in a polite way.
Thanks (Social Interaction Skills)
Uses appropriate words and gestures to acknowledge receipt of services, gifts, or compliments
Ex. Person thanks the customers for purchasing ice cream.
Transitions (Social Interaction Skills)
Handles transitions in the conversation or changes the topic without disrupting the ongoing conversation
Ex. Person offers comments or suggestion that relate to the topic of mental health challenges, smoothly moving the topic in a relevant direction.
Times Response (Social Interaction Skills)
Replies to social messages without delay or hesitation and without interrupting the social partner
Ex. Person replies to another group member’s question about community supports for mental health challenges after briefly considering how best to respond
Times Duration (Social Interaction Skills)
Speaks for a reasonable length of time given the complexity of the message Ex. Person sends messages about mental health challenges of an appropriate length
Takes Turns (Social Interaction Skills)
Speaks in turn and gives the social partner the freedom to take their turn
Ex. Person engages in back-and-forth conversation
with others in the group.
Matches Languages (Social Interaction Skills)
Uses a tone of voice, dialect, and level of language that are socially appropriate and matched to the social partner’s abilities and level of understanding
Ex. Person uses a tone of voice and vocabulary that match those of the Social Security agent.
Clarifies (Social Interaction Skills)
Responds to gestures or verbal messages from the social partner signaling that the social partner does not comprehend or understand a message and ensures that the social partner is following the conversation
Ex. Person rephrases the initial question when the Social Security agent requests clarification.
Acknowledges (Social Interaction Skills)
Acknowledges receipt of messages, encourages the social partner to continue the social interaction, and encourages all social partners to participate in the interaction
Ex. Person nods to indicate understanding of the information shared by the Social Security
Agent.
Empathizes (Social Interaction Skills)
Expresses a supportive attitude toward the social partner by
agreeing with, empathizing with, or expressing understanding of the social partner’s feelings and experiences
Ex. Person shows empathy when the Social Security agent expresses frustration with the slow computer system.
Heeds (Social Interaction Skills)
Uses goal-directed social interactions focused on carrying out and completing the intended purpose of the social interaction
Ex. Person maintains focus on deciding which restaurant to go to.
Accommodates (Social Interaction Skills)
Prevents ineffective or socially inappropriate social interaction
Ex. Person avoids making ineffective responses
to others about restaurant choice.
Benefits (Social Interaction Skills)
Prevents problems with ineffective or socially inappropriate social interaction from recurring or persisting
Ex. Person avoids making reoccurring ineffective comments during the decision making.
Performance Pattern Categories
-Habits
-Routines
-Roles
-Rituals
(Know difference between a habit and a routine, routine and ritual / Difference between a group routine and an individual routine)
Habits (Performance Patterns Categories)
-Person:Specific, automatic behaviors performed repeatedly,
relatively automatically, and with little variation”
Habits can be healthy or unhealthy, efficient or inefficient, and
supportive or harmful
Ex. automatically puts keys in same place
-Group: n/a
Routines (Performance Patterns Categories)
-Person: Patterns of behavior that are observable, regular,
and repetitive and that provide structure for daily
life. They can be satisfying, promoting, or damaging.
Routines require delimited time commitment
and are embedded in cultural and ecological
Contexts
Ex. Follows sequence of steps involving meal preparation
-Group: Patterns of behavior that are observable, regular,
and repetitive and that provide structure for daily
life. They can be satisfying, promoting, or damaging. Time provides an organizational structure or
rhythm for routines
Routines are embedded in cultural and ecological
Contexts
Ex. Workers attend weekly staff meeting
Roles (Performance Patterns Categories)
-Person: Aspects of identity shaped by culture and context that may be further conceptualized and defined by the client and the activities and occupations one
engage in. Ex. Sibling in a family with 3 three children
-Group: Sets of behaviors by the group or population expected
by society and shaped by culture and
context that may be further conceptualized and
defined by the group or population.
Ex. nonprofit civic group providing housing for people living with mental illness
Rituals (Performance Patterns Categories)
-Person: Symbolic actions with spiritual, cultural, or social meaning contributing to the client’s identity and
reinforcing values and beliefs. Rituals have a strong
affective component and consist of a collection of
Events
Ex. Shares a highlight from the day during evening meals with family
-Group: Shared social actions with traditional, emotional, purposive, and technological meaning contributing to values and beliefs within the group or
Population.
Ex. employees attend an annual holiday celebration
Context
Environmental & Personal Factors
Environmental Factors (Context)
-Aspects of the physical, social, and attitudinal surroundings in which people live and conduct their lives
-Influence functioning and disability and have positive aspects (facilitators) or negative aspects (barriers or
hindrances)
Environmental Factors Subcategories (Context)
- Natural Environment and Human
- Products and Technology
- Support and relationships
- Attitudes
- Services, Systems, and Policies
Natural Environment and Human (Environmental Factors)
Made changes to
the environment: Animate and inanimate elements of
the natural or physical environment and
components of that environment that have been
modified by people, as well as characteristics of
human populations within that environment.
Engagement in human occupation influences the
sustainability of the natural environment, and
changes to human behavior can have a positive
impact on the environment
Products and Technology (Environmental Factors)
Natural or human-made
products or systems of products, equipment, and
technology that are gathered, created, produced, or manufactured.
Support and Relationships (Environmental Factors)
People or animals that
provide practical physical or emotional support,
nurturing, protection, assistance, and connections to other persons in the home, workplace, or school or at play or in other aspects of daily occupations.
Attitudes (Environmental Factors)
Observable evidence of customs, practices, ideologies, values, norms, factual beliefs, and religious beliefs held by people other than the client.
Services, Systems, and Policies (Environmental Factors)
Benefits, structured programs, and regulations for operations
provided by institutions in various sectors of society
designed to meet the needs of persons, groups, and
populations
Personal Factors (Context)
The unique features of a person that are not part of a health condition or health state and that constitute the particular background of the person’s life and living. Personal factors are internal
influences affecting functioning and disability and are not considered positive or negative but rather reflect the
essence of the person- “who they are.” When clients
provide demographic information, they are typically describing personal factors.
-Also include customs, beliefs, activity patterns, behavioral standards, and expectations accepted by the society or cultural group of which a person is a member.
-Generally considered to be
enduring, stable attributes of the person, although some
personal factors change over time.
Personal Factors (Subcategories (Context)
-Chronological age
-Sexual orientation (sexual preference, sexual identity)
-Gender identity
-Race and ethnicity
-Cultural identification and attitudes
-Social background, social status, and socioeconomic status
-Upbringing and life experiences
-Habits and past and current behavioral patterns
-Psychological assets, temperament, unique character traits, and copin styles
-Education
-Profession and professional identity
- Lifestyle
-Health conditions and fitness status (that may affect
the person’s occupations but are not the primary
concern of the occupational therapy encounter).
Chronological Age (Personal Factors)
x
Sexual orientation (sexual preference, sexual identity) (Personal Factors)
x
Gender Identity (Personal Factors)
x
Race and Ethnicity (Personal Factors)
x
Cultural Identification and Attitudes (Personal Factors)
x
Social background, social status, and socioeconomic status (Personal Factors)
x
Upbringing and life experiences (Personal Factors)
x
Habits and past and current behavioral patterns (Personal Factors)
x
Psychological assets, temperament, unique character traits, and coping styles (Personal Factors)
x
Education (Personal Factors)
x
Profession and professional identity (Personal Factors)
x
Lifestyle (Personal Factors)
x
Health conditions and fitness status (that may affect
the person’s occupations but are not the primary
concern of the occupational therapy encounter) (Personal Factors)
x
Beneficence (Ethical Principles & Core Values)
Principle 1. Occupational therapy personnel shall demonstrate a concern for the well-being and safety of the recipients of their services.
- Includes all forms of action intended to benefit other persons.
- Connotes acts of mercy, kindness, and charity
- Requires taking action by helping others, in other words, by promoting good, by preventing harm, and by removing harm.
- Ex. Protecting and defending the rights of others, preventing harm from occurring to others, removing conditions that will cause harm to others, helping persons with disabilities, and rescuing persons in danger
Non-Maleficence (Ethical Principles & Core Values)
Principle 2. OT personnel shall refrain from actions that cause harm.
-“Obligates us to abstain from causing harm to others” The Principle of also includes an obligation to not impose risks of harm even if the potential risk is without malicious or harmful intent. (often is examined under the context of due care.)
-The standard of due care “requires that the goals pursued justify the risks that must be imposed to achieve those goals”
Ex. In OT, this standard applies to situations in which the client might feel pain from a treatment intervention; however, the acute pain is justified by potential longitudinal, evidence-based benefits of the treatment.
Autonomy (Ethical Principles & Core Values)
Principle 3. OT’s shall respect the right of the individual to self-determination, privacy, confidentiality, and consent.
- The Principle expresses the concept that practitioners have a duty to treat the client according to the client’s desires, within the bounds of accepted standards of care, and to protect the client’s confidential information. -Respect for Autonomy is referred to as the self-determination principle. However, respecting a person’s autonomy goes beyond acknowledging an individual as a mere agent and also acknowledges a person’s right “to hold views, to make choices, and to take actions based on [his or her] values and beliefs”
- Individuals have the right to make a determination regarding care decisions that directly affect their lives. In the event that a person lacks decision-making capacity, his or her autonomy should be respected through involvement of an authorized agent or surrogate decision maker.
Justice (Ethical Principles & Core Values)
Principle 4. OT’s shall promote fairness and objectivity in the provision of occupational therapy services.
- The Principle relates to the fair, equitable, and appropriate treatment of persons
- OT’s should relate in a respectful, fair, and impartial manner to individuals and groups with whom they interact. They should also respect the applicable laws and standards related to their area of practice.
- Requires the impartial consideration and consistent following of rules to generate unbiased decisions and promote fairness.
- As OT’s we work to uphold a society in which all individuals have an equitable opportunity to achieve occupational engagement as an essential component of their life.
Veracity (Ethical Principles & Core Values)
Principle 5. OT’s shall provide comprehensive, accurate, and objective information when representing the profession.
-Based on the virtues of truthfulness, candor, and honesty.
-The Principle refers to comprehensive, accurate, and objective transmission of information and includes fostering understanding of such information
-Based on respect owed to others, including but not limited to recipients of service, colleagues, students, researchers, and research participants. In communicating with others, OT’s implicitly promise to be truthful and not deceptive. When entering into a therapeutic or research relationship, the recipient of service or research participant has a right to accurate information. In addition, transmission of information is incomplete without also ensuring that the recipient or participant understands the information provided.
Concepts of veracity must be carefully balanced with other potentially competing ethical principles, cultural beliefs, and organizational policies. Veracity ultimately is valued as a means to establish trust and strengthen professional relationships. Therefore, adherence to the Principle of Veracity also requires thoughtful analysis of how full disclosure of information may affect outcomes.
Fidelity (Ethical Principles & Core Values)
Principle 6. OT’s shall treat clients, colleagues, and other professionals with respect, fairness, discretion, and integrity.
- The Principle comes from the Latin root meaning loyal. Fidelity refers to the duty one has to keep a commitment once it is made -In the health professions, this commitment refers to promises made between a provider and a client or patient based on an expectation of loyalty, staying with the client or patient in a time of need, and compliance with a code of ethics. These promises can be implied or explicit. The duty to disclose information that is potentially meaningful in making decisions is one obligation of the moral contract between provider and client or patient
- Whereas respecting Fidelity requires occupational therapy personnel to meet the client’s reasonable expectations, the Principle also addresses maintaining respectful collegial and organizational relationships. Professional relationships are greatly influenced by the complexity of the environment in which occupational therapy personnel work. Practitioners, educators, and researchers alike must consistently balance their duties to service recipients, students, research participants, and other professionals as well as to organizations that may influence decision making and professional practice.
What is an OTR and what are they responsible for?
Educated at the professional knowledge and skill level and receives an entry-level graduate degree. Responsible for overall service provision and can carry out all facets of service provision (ex. Evaluation, intervention implementation and review, and outcomes assessment)
What is an OTA and what are they responsible for?
Currently educated at the technical level and receives an associate of arts degree. Responsible for the implementation phase of service provision and may contribute to other aspects of service provision such as performing selected assessments for which they have demonstrated service competence, or recommending intervention changes, but only under the supervision of the OT.
Supervisory responsibilities of the OTR
The supervisory relationship between the OT practitioner and OT assistant is characterized as a partnership
OT Philosophy
The foundation upholding all that practitioners, educators, and researchers do; it help members of the profession to (1) Develop clear and coherent professional identities as occupational therapists, (2) hone a practice that is unique among health care providers, and (3) explain the hidden and often underestimated complexity of the profession bit to themselves and others
Client-Centeredness
Practitioners must be willing to enter the client’s world and create a relationship that encourages the other to enhance his or her life in ways that are most meaningful to that client.
Therapeutic Use of Self
“Planned use of his or her personality, insights, perceptions, and judgements as part of the therapeutic process”
A component of the therapeutic relationship, should not be considered a separate intervention but should instead influence and inform all of the aforementioned intervention approaches.
OT practitioners enable health and wellbeing
Client centered profession concerned with promoting health and well being through occupation
Paradigm Shift (History of Occupational Therapy)
- The founding paradigm of OT was occupation, and the occupational perspective focused on people and their health “in the context of the culture of the daily living and its activities”
- Beginning in the 1930’s, OT strove to become more like the medical profession, entering into a paradigm of reductionism that lasted into the 1970’s. During that time, occupation, both as a concept and as a means and/or outcome of intervention, was essentially absent from professional discourse
- With time, a few professional leaders began to call for OT to return to its roots in occupation and since the 1970’s acceptance of occupation as the foundation of OT has grown
- With that growth, professional debates about the definition and nature of occupation emerged and continue to this day
Original Society Name (History of Occupational Therapy)
National Society for the promotion of OT
Moral Treatment Movement (History of Occupational Therapy)
Characterized by the provision of humane conditions of care for persons with mental illness, influenced by the ideas emanating from the age of enlightenment.
Digestive, metabolic, and endocrine system functions (Body Functions & Subcategories)
Digestive system functions, metabolic system, and endocrine system functions
