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OTD 500 > Exam #1 > Flashcards

Exam #1 Flashcards

1
Q

What is occupational therapy?

A
  • it is not just the things that we do in our lives

- occupation is everything

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2
Q

Humans are occupational beings

A

We are engaging in daily occupations that meet our needs for survival, growth, that contribute to health and well-being
Ex.) sleep, food, engaging with others

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3
Q

Epistemology

A

What knowledge do we have in the profession

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4
Q

Axiology

A

What is the right action
How do we translate knowledge into practice

Collaborative process - collaborated with clients - client centered care

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5
Q

Occupation based practice

A

Everything we do is centered around occupation

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6
Q

Cornerstones of OT practice

A

(BUCK)

  • behaviors
  • use of self
  • core values
  • knowledge
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7
Q

Language of OT

A

Client centered, evidence based practice, holistic approach, occupations, interventions

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8
Q

participation

A

involvement in a life situation

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9
Q

Life course perspective: unanticipated changes

A
  1. Global pandemic
  2. Car accident
  3. Disability
  4. Illness
  5. Can be very stressful and can lead to maladaptive occupations
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10
Q

Life course perspective: characteristics of an individual

A
  1. Important to consider that we are changing throughout the life span
  2. Race, gender, socioeconomic status
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11
Q

Infancy - primitive reflexes/motor

A

Birth - 1 year
- grasp, roll, sit, crawl
- “protective reflexes”
Ex.) rolling baby head first, at one point they should be able to develop a reflex to help keep their head up, arms forward

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12
Q

Holistic viewpoint

A

Considers a person’s background, beliefs, values, roles, routines, habits, and professions as well as everything that is happening in the environment where these activities are taking place

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13
Q

Core Values in OT’s Axiology

A
  • The essential humanity and dignity of all people
  • the perspectives and subjective experience of clients and their significant others
  • empathy, caring, and genuine engagement in the therapeutic encounter
  • the use of imagination and integrity in creating occupational opportunities
  • the inherent potential of people to experience well-being
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14
Q

Transformation of occupations: Transformation

A
  • change
  • how an occupation might change you as you grow throughout your life
  • can occur due to an illness or disability
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15
Q

Transformation of occupations: discontinuation

A
  • discontinue dark occupations

- as we get older, there are certain things that we discontinue doing such as playing with toys

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16
Q

What is occupational therapy?

A
  • takes on a holistic perspective

- evidence practice deeply rooted in science

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17
Q

Ordinary occupations can be our…

A 
ADL's: preparing coffee in the morning or brushing our teeth
IADL's: driving to class in the morning
- can become significant/special if we lose the ability to do these things
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18
Q

Special occupations can be….

A

A special event that we engage in/celebrating in an achievement

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19
Q

Occupations occur in contexts

A
  • all occupations happen in some sort of environment
  • How, what where
  • observe the environment that is either a barrier to the occupation or a facilitator that is not allowing that occupation to happen
  • make suggestions on how to modify the environment or a different environment to make occupations more successful

Social context - (time) what time do you shower?
Physical context - What is the lightning, seating, noise like?
Natural environments - schools, homes

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20
Q

Occupations can be maladaptive

A
  • don’t always equate to health

“Dark side” of occupation

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21
Q

Understanding Occupations

A

Use occupation as the primary goal for therapy
The thing that we want to achieve from the occupational therapy process
Ex.) client is able to engage in some sort of occupation that they are not currently doing and that they want to get back into doing because they have experienced some sort of illness or injury

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22
Q

“End” goal of therapy is…

A

Participation in some sort of valued occupation (what client wants to do)
-keep it occupation based
Ex.) being able to put clothes back by themselves after a stroke

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23
Q

Occupation as means…

A

Using occupation itself to help remediate some sort of impairment
Ex.) patient goal is to put their clothes on by themselves
- What skills are needed in order to put clothes on by themselves?

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24
Q

Philosophy of OT

A

Allows us to have a core understanding of OT around the world

  • develop professional identity
  • combination of our beliefs, values, perspectives and principles
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25
Q

Ontology

A

What is the more real to our profession

How we are true to our core beliefs

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26
Q

OT’s take on “top-down” approach

A

We look at client as a whole, look at the bigger picture
Ex.) what are you having difficulties with, who are you, what’s going on in the environment, what’s going on, how are you performing the occupation that can be contributing to the struggle to the role as a student, what is your value/beliefs, something physically going on?

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27
Q

International classification of functioning

A

Body functions, body structures, impairments, activity, participation, activity limitations, participation restrictions, environmental factors

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28
Q

Domain

A

[OCPPC]
Things what we can address in our own practice
Have the most knowledge and expertise about it

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29
Q

Name the Domains of occupation

A 
(OCPPC)
occupation 
client factors 
performance patterns
performance patterns 
context
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30
Q

Process

A

Evaluation, intervention, outcomes

-actions that we take when we are providing services

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31
Q

“Red target area”

A

To achieve health, well being, and participation in life through engagement in occupations

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32
Q

Define engagement in occupation

A

Performance as the result of choice, motivation, and meaning

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33
Q

Define health

A

A state of complete physical, mental and social well-being, not merely the absence of disease or infirmity

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34
Q

Define well-being

A

Encompassing the total universe of human life domains, including physical, mental, social aspects that make up what can be called a “good life”

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35
Q

Principles that guide OT practice

A
  • client centered practice
  • occupation centered practice
  • keep occupation as the goal of therapy
  • evidence based practice
  • culturally relevant practice
  • incorporating research, data, evidence based theory or model
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36
Q

Transformation of occupations: Acquisition

A

Acquire a new occupation

Ex.) help someone acquire in an occupation for someone who has retired

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37
Q

Life course perspective: anticipated changes

A

Some anticipated changes as we age

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38
Q

Life course perspective: societal changes

A
  1. Cultural expectations and community changes

2. Joining a new community

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39
Q

Life course perspective principles

A
  1. Aging and transformations of occupations are lifelong processes
  2. People are interconnected and these relationships shape occupations
  3. History and societal events shape and alter what people do, how they do it and give it meaning
  4. People make choices about their occupations which reflect their circumstances and perceive occupational opportunities at that particular time
  5. Antecedents to an event or life transition and the consequences of such events for a person’s occupations vary according to the timing in the life course
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40
Q

Infancy - social skills

A

Communicated through laughing, crying, cooing, and babbling, and respond to simple commands

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41
Q

Infancy - cognitive skills

A

Develop awareness of different objects
Objective permanence - being able to recognize that there is still going to be an object even though you have covered it up and uncovered it again

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42
Q

Settings

A

NICU - early intervention, diagnostic clinics, outpatient, home health, community-based programs

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43
Q

Developmental tasks of infancy

A

Exploration phase, sleep/wake cycle, gross motor, oral motor, language, fine motion, social, cognitive

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44
Q

Childhood

A
  • around age 5 children start to engage in school, school becomes their primary occupation
  • solo play in early childhood, once they start pre-school they play alongside other kids (parallel play)
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45
Q

what age gap is 1-6 years?

A

Early childhood

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46
Q

What age gap is 6 - 12 years old?

A

Later childhood

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47
Q

Childhood settings

A
  • school based OT
  • outpatient
  • early childhood centers (birth - 3 years)
  • general developmental delay
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48
Q

Body functions

A

The physiological or cognitive functions

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49
Q

Body structures

A

Anatomy

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50
Q

What does ICF stand for?

A

INTERNATIONAL CLASSIFICATION OF FUNCTIONING

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51
Q

Impairments

A

○ A problem in body function or structure

○ Significant loss- decrease strength, memory loss, loss of limb,

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52
Q

Activity

A

Execution of task or action by the individual

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53
Q

Participation

A

○ Involvement in a life situation

○ How we participate in life

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54
Q

Activity limitations

A

Difficulty in executing an activity

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55
Q

Participation Restrictions

A

A problem that individual has in engaging in life situation

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56
Q

Environmental factors

A

The physical, social, environment in which people conduct their lives

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57
Q

what are the two main areas of OTPF

A

domain and process

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58
Q

domain

A

■ Things we can address in our practice
■ If its outside of our domain we cannot practice it. Probably belongs to a different profession
■ Have the most knowledge about and expertise in

59
Q

Process

A

– Evaluation, Intervention, Outcomes
● Actions we take when we are providing services
● Incorporate all of them

60
Q

Engagement in Occupation

A

Performance as the result of choice, motivation, and meaning

61
Q

Health

A

A state of complete physical, mental and social well-being, not merely the absence of disease or infirmity

62
Q

Well-being

A

Encompassing the total universe of human life domains, including physical, mental, social aspects that make up what can be called a “good life”

63
Q

Participation

A

Involvement in a life situation

64
Q

Evidence-based practice

A

Incorporating research, data, evidence based theory or model

65
Q

Culturally relevant practice

A

– Incorporating clients beliefs and values into practice
– Especially if they are different from your own and make sure to
understand

66
Q

Prehistory: 1700 to 1899

A

Arts and Crafts movement: WHERE OT WAS BORN

    • Age of enlightenment
    • Industrialization and migration
    • Moral treatment: Changes in how we view mental illness and people with it = more human treatment
    • engagement in productive activities (first time we see this)
67
Q

History of OT: 1900-1919

A

Progressive Era: social progress (reforms for education/mental health)

    • Science & Medicine: valuing science over psych/social/spiritual factors
    • “The Great War”/WW1 & Reconstruction Aides: Set the stage for permanent place for rehab
    • Clifton Springs March 1917: OT established as official profession
    • 19th amendment ratified in 1920: Sets the state for women within the profession of OT
68
Q

John Locke

A

Physician, philosopher, sensory learning, pragmatism (practical application of
theories and beliefs)

69
Q

Phillippe Pinel

A
    • Pioneer for humanitarian treatment in asylums

- - Emphasis on leisure and activities

70
Q

William Tuke

A

Father of Moral Treatment movement

    • Eliminated restraints, physical punishment
    • Emphasis on Leisure and work
71
Q

Adolf Meyer

A
    • Understanding key events in life history of patients
    • Went to Hull House after injury -> saw connection between daily occupation and improvements in mental illness
    • Engaging in occupations, prevent depression, increase self confidence
72
Q

Herbert Hall

A

“Work Cure” - actively engage patients in activities (basketry/pottery)

73
Q

Susan E. Tracy

A

Active approach to treatment, wrote the first book on the therapeutic use of occupations

74
Q

William Rush Dunton, Jr.

A
    • taught course to nurses on occupations and recreations

- - Put in charge of first school of OT

75
Q

Clifford Beers

A

mental hygiene movement - looked at treating mental illness through prevention, and outside of asylums

76
Q

Eleanor Clarke Slagle

A
    • studied and developed OT program with Adolf Meyer
    • At the first meeting for OT
    • Inaugural VP
    • Promoting OT in women’s groups
    • Created national office
77
Q

George Edward Barton

A

became huge proponent of for use of OT in physical illness

78
Q

History of OT: 1920-1939

A

Roaring 20’s - optimism, excess, transpo, communication

    • Great Depression
    • The New Deal: Recognized the arts -> cultural belief that creative and produced activities essential to people
    • Rise in Nationalism: Led to WW2
    • Medicalization of OT: OT’s started treating Polio
79
Q

William Rush Dunton, Jr.

A
    • Last screen, advancement for OT
    • Embraced psychobiology for treating mental illness
    • Balance of activity, work, rest as essential for wellbeing (first ex of occupational balance)
80
Q

Thomas Kinder

A

Bring concept of vocational rehab into OT

81
Q

History of OT: 1940-1959

A
    • WW2: Influx of women into workforce
    • Health care advances in 50s: Big Pharma: Pharma became the norm for mental health treatment moved away from OT
    • Invention of orthotics and prosthetics
    • “Essentials of an Acceptable School of OT” : First guidelines for OT education
    • Beginning of ACOTE
82
Q

Karel and Berta Bobath

A

Neurodevelopmental treatment (NDT)

83
Q

Col. Ruth A. Robinson

A

Helped army develop OT programs

84
Q

Margaret Rood

A

Early Motor Control theorist/facilitation and rehab techniques/USC OT program

85
Q

History of OT: 1960-1979

A

60s: legitimize profession, return us back to roots

    • Establishment of Medicare and Medicaid (‘65)
    • Modernization of healthcare: Correlated w advancements in OT
    • Proliferation of models theories and frames of reference: Took reductionist, bottom up approach
86
Q

Mary Reilly

A
    • Occupational Behavior- influence development of the Model of Human Occupation
    • 1961 Lecture- reclaim OT to roots in occupation
87
Q

A. Jean Ayres

A
    • Applied neuroscience to practice

- - Sensory processing and sensory integration (tools and assessments)

88
Q

Ann Mosey

A
    • Psychodynamic frame of reference

- - Understanding use of groups in therapy

89
Q

Gail Fidler

A
    • Occupation is means for emotional expression
    • Leader in mental health
    • Book: Therapeutic Use of Self
90
Q

Wilma L. West

A
    • Leader in the 60s, advancement of OT

- - Helped create first research journal

91
Q

Elizabeth Yerxa

A

Lecture: Steps toward professionalism, produce research that focuses on unique
aspects of OT

92
Q

Lela A. Llorens

A

Theory based on human development (holistic in nature)

93
Q

History of OT: 1980-1999

A

Digital tech (computers)

    • Healthcare expansion
    • Shift in mental health treatment
    • IDEA and Balanced Budget Acts of 1997
    • Occupational Science: Occupational based models developed thru occupational science
94
Q

Florence Clark

A

– Basis of occupational science, study of humans as occupational beings
— academic discipline
– President in recent years of AOTA

95
Q

Gary Keilhofner

A
    • Developing model of Human Occupation (valued humans as occupational beings)
    • Most well cited authors in OT
96
Q

Mary Law

A

Co-developed Canadian Occupational Therapy Model

97
Q

History of OT: 2000 to present

A
    • Globalization: Led to understanding cultures outside of the West & led to Kawa Model
    • Terrorism: OT practice largely influenced by legislation, cost containment, and EBP
    • Increase in research in OT
    • Patient Protection and Affordable Care Act
    • Aimed to improve access to healthcare
    • Increased support for OT in habilitation and rehab
98
Q

Ann Wilcock

A

population health

99
Q

Elizabeth Townsend

A

occupational justice/engaging in occupation is prereq for wellbeing and should be provided to all

100
Q

M. Carolyn Baum

A

Link between practice, education, and research

101
Q

Acquisition

A
    • Acquire a new occupation
    • Ex: help someone acquire in an occupation for someone who has retired
    • We do this alot with children
      • Child might not be engaging in an occupation yet, however we try to build their skills in the expected occupation
102
Q

Exploration phase of infancy

A
  • Babies are curious about their environment
  • We see them reaching for things
  • Start to roll so they can see whats around in their environment
  • Start to get curious about their surroundings
103
Q

Sleep/wake cycle phase of infancy

A
  • Very important
  • Essential in the 1st year
  • Have an expected schedule
104
Q

Gross Motor phase of infancy

A

Rolling, reaching, being on prone, propping on elbows (tummy time), sit, crawl

105
Q

Oral motor of infancy

A

Suck reflex (suck on bottle or on mom to get milk), Lip closure (able to eat from spoon) ,move tongue around

106
Q

language phase of infancy

A
  • Cooing and babbling

- May say their first word

107
Q

Fine motor phase of infancy

A

Grasp patterns start to develop

Gross grasp (grab with their whole hand), raking grasp (rake their hand across the table to grab something)

Develop after more than 1 yr

108
Q

Social phase of infancy

A

Purposeful communication exchange with another person

Play “peek-a-boo”

At age 5

109
Q

Cognitive

A

Object permanence, cause and effect

Familiarity of people, places, and things

Awareness of safety- people and places

110
Q

Play for childhood

A
  • The primary occupation
  • Many periods of intense play that occur and varied play
  • Developmental play
    – In early childhood, we see a lot of solo play. Exploring toys on their own, however it progress over time once they start pre- school where they play alongside other kids (parallel play)
    – However they don’t directly interact. They only play alongside
    – This then moves to cooperative play, where kids start to play together
    Imaginative play/ make believe
111
Q

school for childhood

A

Around age 5 children start to engage in school

School becomes their primary occupation

112
Q

Settings for OT’s during childhood phase

A
  • School-based OT
  • Second largest work setting OT’s work in
  • Has to be related to the child’s occupation (education)
  • Outpatient
113
Q

Early Childhood is known as

A

competency phase

114
Q

Regulate behaviors for early childhood

A

Work on emotions as well

115
Q

Play for early childhood

A

Developmental play.

Leads to cooperative play

Hopefully by the age of 6 yrs

116
Q

Regulate behaviors for early childhood

A
117
Q

Relate emotionally for early childhood

A

Emotionally relate to family and peers

– Ex: child says “I’m sad” b/c mom is sad

118
Q

Student role in late childhood

A

Highly emphasized

119
Q

what stage of life does cognitive skills in reading, writing, calculating get developed

A

late childhood

120
Q

Independent in self care skills during late childhood

A

Dressing, brush teeth, comb hair

121
Q

Adolescence

A
  • Identity and independence
  • Puberty
  • Sexual identity
  • Leisure and social participation
122
Q

what age range is adolescents?

A

12-20 years

123
Q

Settings for OT’s in adolescents age range

A
  • Hospitals
  • School based
  • Rehabilitation centers
124
Q

development tasks for adolescents

A
  • Developing identity
  • Learning habits for adult roles
  • Develop sexual identification
  • Prepare for workforce/career
125
Q

what age range is you and middle adulthood?

A

Young: 20-40 years
Middle: 40-65 years

126
Q

Young and Middle Adulthood

A
  • Career establishment
  • Marriage and starting a family
  • Midlife crisis
  • can see a disruption in these life stages: such as illness, disability ex: accidents
127
Q

Settings for OT’s in young/middle adulthood age range

A
  • Hospitals
  • Rehabilitation settings: Psychiatric, specialized rehab settings (substance abuse or eating disorders )
  • Outpatient
  • Vocational: Vocational training
  • Psychological Settings
128
Q

Developmental tasks of young adulthood

A
  • Select and establish career
  • Significant relationships
  • Establish family
  • Child-rearing
  • Balancing family, work, self
129
Q

Developmental tasks of middle adulthood

A
  • Legacy to others
  • Leisure
  • Sandwich generation
  • Financial responsibility
  • Become “empty nesters” if children decide to leave home
130
Q

Later Adulthood age range?

A

65+

131
Q

Later Adulthood

A
  • Physical decline
  • Retirement
  • Cognitive changes/decline
132
Q

Settings for OT’s in later adulthood age range

A
  • Independent living
  • Wellness programs
  • Hospice
133
Q

Developmental tasks of older adulthood

A
  • Adjustment to physical and psychosocial changes
  • Retirement
  • Loss of social group
  • Independent living
134
Q

OT Setting Conderations

A
  • Work with clients of all ages & abilities in many different settings
      • Administration
      • Levels of care
      • Area of practice
135
Q

OT Treatment Setting: Administration

A
  • Public: Governmental run
  • Private not-for profit: Receive a tax exemption/Charge for service can be different (not over inflating costs)
  • Private for-profit: Ran by group investors or individual/ They can inflate the services /They can have multi facilities
136
Q

Levels of Care: Continuum of Care Levels

A
  • Acute care
  • Long term acute care
  • Inpatient rehabilitation
  • Outpatient rehabilitation
  • Home health
  • Skilled nursing
137
Q

Levels of Care: Pediatric Levels of Care

A
  • Early intervention
  • Home health
  • School
  • Community agencies
  • Outpatient Clinics

NOTE: early intervention and home health are interchangeable

138
Q

Areas of Practice: Biological (medical)

A

continuum of care: acute in/outpatient rehab → focus on why they came

139
Q

Areas of Practice: Sociological (social)

A

focuses on how to help individuals meet societal expectations

140
Q

Areas of Practice: Physiological

A

focus is more on cognition (memory/emotions

    • after school programs
    • Mental health hospitals
141
Q

Emerging Practice/ Non-traditional Setting

A

Expanding service delivery models and context often beyond traditional medical and health service

  • Promote successful participation of occupations
    • – Barriers: funding → may have to apply for grants
  • Emerging practice area presentations
    • – Primary care settings
    • – Correction facilities
    • – Climate charge
142
Q

Where do OT’s work most - AOTA 2019 Workforce Survey: Continuum of Care

A
  • Academia
  • Community
  • Early intervention
143
Q

Where do OT’s work most - AOTA 2019 Workforce Survey: Administration

A
  • Government/public
  • Private for Profit
  • Private Not for Profit
144
Q

Where do OT’s work most - AOTA 2019 Workforce Survey: Location

A

Urban
Suburban
Rural

OTD 500 (2 decks)

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