Exam 3: Flashcards
who are our clients
- persons: client, caregiver
- groups: group of people with similar needs
- populations: broader sense: homeless, single parents, teen parents, older adults living independently
nature of development
non linear; many factors influence each person’s journey
- internal factors: personal factors
- external factors: cultural expectations, environment, resources, societal attitudes
developmental tasks of infancy
infancy: 0-1 yr
- infants grow rapidly and achieve motor, social, and cognitive
- gross/ fine motor: large and small movements (voluntarily reach, grasp, roll, scoot, sit, crawl, walk)
- infants grow in height and weight
diagnoses & settings (infants)
- early intervention: 0-3 yrs old (home & specialized day-care setting)
- focused on family-centered care; empowering parents to advocate for their children
- do not diagnose; provide info about child’s strengths and challenges, behaviors, development, skills, abilities
- inter-professional team
intervention (infancy)
- developmental frame of reference
- practice in a skill set enhances brain development and helps child progress through stages
- family-centered care
childhood
childhood: 1-6
later childhood/ school-aged children: 6-12
- play
developmental tasks of childhood
- school-aged children refine motor coordination; develop strength and endurance for activities
- play is main occupation: how they learn and practice social, cognitive, and motor
- social participation is important
diagnoses & settings (children)
- work with teachers, teacher aides, school administrators (principals & coaches)
- mobility specialists, speech-language therapists, psychologists, PT, adapted physical education teachers
- must understand policies (laws & ethics), procedures, and roles of the other professionals
intervention (children)
- play as a means
- play as the goal
- least restrictive environment
- inclusive
adolescence
- 12-20 yrs
- develop sense of self
- searching for one’s identity (primary role)
- OTs are aware of the challenges of this period of development when making a plan
developmental tasks of adolescence
- growing/gaining strength
- puberty/self-conscious
- leisure & social participation are important
diagnoses & settings (adolescents)
- hospitals, day treatment centers, community centers, schools, rehab
- require firm limits, choice, understanding, and positive role models (OT relates to adolescent w/o acting like a peer)
- disabled need guidance navigating insurance, policies regarding accessibility, and services in the community as they prepare for their future
intervention (adolescent)
- they question authority figures; OT must be fun & engaging but still firm
- typically have experienced emotional or physical trauma
- engaging teens in fun, healthy group activities provides them with support and mentoring they may need
young middle adulthood
- time of achievement
- make employment decisions
adulthood can be separated into….
- young: 20-40
- middle: 40-65
- late adulthood: 65+
young adults
- finding a significant relationship
- securing employment
- developing a career path
middle aged adult
- established a work history & has met requirements for their job
- they may change careers
diagnoses and settings (adulthood)
- physical of psychological trauma that may have left them unable to function in their roles
- they may also work with other healthcare professionals
- OTs remain in touch with resources and professionals who provide services for adults
later adulthood
- reflection & evaluation of one’s life
- physical changes occur and one needs to adjust
- older adults value group affiliation and may be concerned with what they will leave behind to the younger generation
developmental tasks of later adulthood
- struggle with physical decline (does not mean a loss of independence)
- can be vibrant, active, and challenge ageism
- OTs provide resources and support for independence in engaging in meaningful occupations
diagnoses & settings for elder
- home & community
- challenges look much different in this group than younger groups
- hospice provides comfortability in the end stages of life
- adapt to sensory changes (sight & sound) but not infantilizing
- learned helplessness
summary
- OTs work with people all across the lifespan
- different stages of life look different for all clients
- interviews are important to gather information about where a client is in life
- understanding developmental tasks over the lifespan provides important insight into the occupations associated with a particular stage in life
characteristics of settings
- administration
- levels of care
- areas of practice
administration of setting
- public agencies
- private non-profit agencies
- private for-profit agencies
levels of care
- continuum care
- acute care
- diagnosis-related groups (DRGs)
- subacute care
- long-term care
areas of practice
- biological aspects
- psychological aspects
- sociological aspects
settings (OTs)
- hospitals
- school systems
- skilled nursing facilities
settings (OTAs)
- skilled nursing facilities
- schools
- hospitals
biological focus (settings)
- hospitals
- clinics
- home health agencies
settings with social emphasis
- schools and special ed
- day treatment
- workshops
settings with psychological emphasis
- behavioral health centers
- community mental health centers
- supervised living
settings with special emphasis
- all-inclusive settings
- community based settings
- private practice and consulting
future practice areas
- AI
- digital ADLs
- bullying & cyber bullying
- veterans and wounded soldiers
- etc.
