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Psych > Evaluation of School, Work, Leisure Participation > Flashcards

Evaluation of School, Work, Leisure Participation Flashcards

1
Q

3 components of education

A

a) Formal education participation
b) Informal personal educational needs or interests
explorations (beyond formal education)
c) Informal education participation

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2
Q

Mental health service that occurs in a school setting

A

School mental health

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3
Q

T/F

Students w typical behaviors may be overwhelmed by the expectations of the school routine

A

False

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4
Q

T/F

Older students face more complex adaptation challenges

A

True

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5
Q

Cognitive, perceptual, or neuromusculoskeletal functions restrict participations

A

True

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6
Q

What are the challenges experienced by Adult Students w Psychiatric Disability

A
  • Commonly have a hx of past failure experiences in the educational system
  • May have been labeled w behavioral problems
  • Juggling other responsibilities such as work, family, and their illness (students w part-time jobs)
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7
Q

used to measure a student’s performance of functional tasks that support his/her participation in the academic and social aspects of an elementary school program (grades K-6)

A

School Function Assessment

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8
Q

T/F

SFA must strictly be used for children w mental conditions only

A

False

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9
Q

3 parts of SFA

A

Participation
Task supports
Act. performance

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10
Q

3 types of Executive Functioning Inventory

A

Childhood Executive Functioning Inventory (CHEXI)
Teenage Executive Functioning Inventory (TEXI)
Adult Executive Functioning
Inventory (ADEXI)

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11
Q

4 Subscales of CHEXI

A

Working memory
Planning
Regulation
inhibition

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12
Q

2 Subscales of TEXI and ADEXI

A

Working memory Inhibition

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13
Q

EXI concludes that higher subscale scores indicates greater difficulty

t/f

A

True

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14
Q

EXI has high correlations to ASD behaviors

A

False

ADHD

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15
Q

SATs for WORK

A 
Occupational Performance History Interview - II 
Worker Role Interview 
Work Environment Impact Scale
Work Environment Scale 
Work Behavior Inventory 
Role Checklist Dynamic 
Performance Analysis
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16
Q

Labor or exertion related to the development, production, delivery or management of objects or services

A

Work

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17
Q

Imposes a time structure on the individual’s day

Implies regularly shared experiences

A

Employment

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18
Q

Links individuals to goals and purposes transcending
their own
Defines important aspects of personal status and
identity

A

Employment

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19
Q

Give 5 Barriers to Work for People with Psychiatric Disabilities

A 
Low educational attainment
Lowered productivity
Unfavorable market dynamics
Lack of effective vocational services
Lack of effective clinical services
Labor force discrimination
Failure of protective legislation
Poverty-level income
Linkage of health care to disability beneficiary status Disadvantages upon labor force entry
Employment disincentives
Ineffective work incentive legislation
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20
Q

uses a semi-structured interview approach to help understand the individual as an occupational being (specifically engaging in ADLs, work, and leisure)

A

Occupational Performance History Interview II

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21
Q

target population of Occupational Performance History Interview II

A

12 years old and above

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22
Q

5 themes of questions (Occupational Performance History Interview II)

A 
Occupational roles
Daily routine
Occupational behavior settings
Activity/occupational choices 
Critical life events
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23
Q

semi-structured interview that elicits information consistent with the MOHO components of volition, habituation, and environment

Should be integrated with findings from observational assessments of a person’s specific work competencies

A

Worker Role Interview

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24
Q

Worker Role Interview consists of __ items, scored using a _-point rating scale

A

16 items; 4-point rating scale

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25
Q

WRI is usually not used alone; but in conjunction with other assessment tools

t/f

26
Q

uses a semi-structured interview format to elicit the person’s perception of their work environment (social, physical, and temporal)

Focus on current work environment or a work environment to which the person expects to return

A

Work Environment Impact Scale

27
Q

WEIS is done thru _______ and consists a __-item rating scale that focuses on the physical space, social contacts and sports, temporal demands, objects utilized, and daily job functions

A

Interview; 17

28
Q

uses a person-environment fit perspective consistent occupational therapy practice and provides a method for facilitating the match between individuals’ and the social environment of their work setting

A

Work Environment Scale

29
Q

3 forms of WES

A

Real
Ideal
Expected

30
Q

3 dimensions of WES

A

Relationship dimensions
Personal growth or goal orientation dimensions
System maintenance and change dimensions

31
Q

3 subscales of WES under Relationship dimensions

A

Involvement
Peer cohesion
Supervisor support

32
Q

Subscalses of WES under System maintenance and change dimensions

A

Clarity
Control
Innovation
Physical comfort

33
Q

Personal growth or goal orientation dimensions subscales (WES)

A

Autonomy
Task orientation
Work pressure

34
Q

measures changes in work behavior over time, can serve as an outcomes measure for work rehabilitation interventions

requires the administrator to have access to individual’s worksite

A

Work Behavior Inventory

35
Q

WBI is done through?

A

Combination of 10 to 15-minute observation and a semi-structured interview

36
Q

5 behavioral scales of WBI

A 
Work habits
Work quality
Personal presentation
Social skills
Cooperativeness
37
Q

designed to elicit information about a person’s occupational roles (both playful and productive behaviors)

A

Role Checklist

38
Q

T/F
RC provides data on individuals’ perception of their
participation in roles throughout their lifespan, degree to which the role is valued, and supplemental information regarding an individual’s capacity to maintain a balance among roles

39
Q

How many minutes does it take when administering RC?

40
Q

Which part of RC assess the major occupational roles

41
Q

What does Part 2 of RC assesses?

A

Degree to which each occupational role is valued

42
Q

dynamic, iterative process, carried out as the client performs the occupation

it identifies where performance breaks down and test
out solutions.

A

Dynamic Performance Analysis

43
Q

T/F

DPA is not an assessment tool

44
Q

Activities which produce intrinsic rewards and provide the participant with life enhancing meaning and a sense of pleasure

45
Q

T/F

Leisure is a type of activity and not just state of mind

A

False

Leisure is as much an attitude or state of mind as it is a type of activity

46
Q

Factors Affecting Leisure

A

Occupational Balance
Flow
Occupational Deprivation
Occupational alienation

47
Q

a standardized self-report measure of leisure engagement

5-point Likert scale (from Never true for you to Always true for you)

A

Leisure Satisfaction Scale/Measure

48
Q

6 subscales of Leisure Satisfaction Scale/Measure

A 
Psychological
Educational
Social 
Relaxational
Physiological 
Aesthetic
49
Q

gathers information on a client’s strength of interest and engagement in 68 activities in the past, currently, and in the future

Based on MOHO

A

Modified Interest Checklist

50
Q

T/F

MIC can be used by adolescents but not adults

51
Q

Made to meet the needs of diverse learners and readers in a community mental health setting

A

Modified Interest Checklist – Diverse Learners

52
Q

T/F
Executive Functioning Inventory can be used as diagnostic tool for ADHD because of existing high correlations between the two.

53
Q

T/F
Modified Interest Checklist mainly focuses on measuring leisure satisfaction and engagement by identifying different leisure activity/interests.

54
Q

How many roles are assessed in the Role Checklist?

55
Q

This assessment tool is administered in three forms, which assesses the client’s perception of the work environment, ideal workplace goals, and expectation.

A

Work Environment Scale

56
Q

This assessment tool can be completed over multiple days, and can be used up to grade 6 students only.

A

School Function Assessment

57
Q

This tool uses a semi-structured interview that elicits information about the client’s roles, habits, volition, and environment.

A

Worker Role Interview

58
Q

T/F
Students are vulnerable to mental health conditions as the onset of psychosis and other serious mental health conditions often occurs during adolescence.

59
Q

All of the following are benefits of being employed to a job, except:

  • Allows interaction with other people
  • Provides identity to an individual
  • None of these
  • Primarily enforces a sense of pleasure
  • Imposes a routine on an individual’s day
A

Primarily enforces a sense of pleasure

60
Q

All of the following are barriers to engaging in work for people with psychiatric disability, except:

  • low educational attainment
  • stigma
  • lack of vocational training services
  • None of these
  • lack of benefits
61
Q

What does the second part of the role checklist assesses?

A

value of occupational role

Psych (17 decks)

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