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551 > Examen finale > Flashcards

Examen finale Flashcards

1
Q

OT charting

A
  • inital note or evaluation
  • progress note
  • discharge note
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2
Q

ABCD

A

A= audience
B = comportement
C = contexte
D = Durée/degree

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3
Q

5 steps Analyse OT

A
  1. ID et global goal
  2. déterminants
  3. what provoked and precipitated actual state
    4.. Limiting factors
  4. Strength/positive
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4
Q

7 catégories d’interventions

A
  • Employement/education: facilite acquisition job + retours école (SE + SEd)
  • approche psychoéducation: routine durant hospitalisation (prévention relapse)
  • Occupations et activités créatives: social skills group, recreational activities, role playing)
  • Time use/occupation balance: explorer activités et la fixation d’objectifs, suivi, rafiner
    Skills/habit development: skill training with aim of living more fulfilling lives
  • Intervention famille et groupe: n’importe quel aspect, mais en groupe
  • Thérapie animaux: adress meaningfull engagement, and social community integration
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5
Q

Therapeutic factors of group thérapies

A

-inter-personal learning/social skills building
- emotional release if linked to cognitive learning and reflection
- forming bonds
-promotes self-understanding
-existential factors (universalité, sens of hope, altruism, family re-enactment (corrective experience), guidance, identification

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6
Q

leading group (steps)

A
  1. introduction
  2. activity (ice-breaker + activité)
  3. sharing between members
  4. processing what happened between members
  5. generalizing (similarités/différences)
  6. application vrai vie
  7. résumé (points plus importants, contribution des membres, etc.)
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7
Q

group process (éléments à observer)

A
  • le ton (amical vs tense)
  • l’atmosphère (conductive of free expression?)
  • communication blocks (not listening, met with critiques)
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8
Q

Rôles des membres du groupe

A
  • rôle de tâche: rôle que les membres prennent pour faire ce que le groupe doit faire (ex. initiate, coordinate, give or seek opinions, energize)
  • Group building roles: rôle que les membres prennent pour aider le groupe à fonctionner (ex. follow the leader, propose compromis)
  • rôles individuels: rô;le qui sont disruptive to the group, self-centered (attention seeking, dominator, etc.)
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9
Q

Stades des groupes

A
  • Orientation
  • dissatisfaction/conflit
  • résolution/cohésion
    -maturité
    -termination
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10
Q

Types de leadership

A
  • Autoritaire “I know best”
  • Démocratique: member-centered, problem solving
  • Laissez-faire: leaderless
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11
Q

Étapes planification d’un groupe

A
  1. Population
  2. Modèle de référence
  3. Bût du groupe (purpose) : Global goal
  4. Outline group treatment + program of sessions (specific goals)
  5. Outcome (mesure efficacité)
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12
Q

Employement/education

A

-SE + Independant Placement and Support model (IPS)
-SEd (ex. Bridge program)
-Interventions combinées (SE+ neurocognitive, SE + social skills, SE + coping skills)
- bénévolat

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13
Q

Return to work for early psychosis

A
  • self-awarness
    -job seeking skills
  • social interactions
  • formation travail simulée
  • developper et maintenir intérêts
    -responsabilité
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14
Q

Psychoéducation approche

A

related to managing chronic condition and adopting healthy life-style
- éducation on self-management, well-being and mental health
- Augmente insight sur ce qui améliore ou empire condition, identification de déclencheurs
- Doit être adapté à la personne (self-tailored)
- pas généralisation
- Mindfulness-based group, physical activity, coping strategies

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15
Q

Mindfulness-based groups (psychoed)

A

changes in brain (mémoire, sens de soi, empathie, stress
Aide pour: dépression, anxiété, douleur chronique, solitude, caregiver burden
Self-soothing kits (coping strategies)

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16
Q

Physical activity (psychoed)

A

impact sur:
- symptômes depressifs
- estime de soi
-participation
-satisfaction dans activité quotidienne

17
Q

Creative occupations and activities-based interventions

A
  • Activity and task-based interventions: emphase sur résultats, production d’un produit tangible. Possible tâche parallèle. Shared expetience (support) and problem-solving (cognitif)
  • Creative occupations and activities: activité qui demande imagination and habiletés créative (dessin, peinture, dance, theatre). Participation, affirmation de soi, engagement occupationel, socialisation
18
Q

Time use and occupational balance

A

Promote self-being, satisfaction, sens de balance occupationel
REDo (exploration activité et objectifs + stratégies pour atteindre. Réarrangement des actions quotidiennes)
AOI (+ activités significatives quand inertie)

19
Q

5 étapes AOI

A
  1. Évalue pattern d’activité actuel
  2. Permet réflection personnel du pattern
  3. Évaluation du pattern en collaboration + détermine changements
  4. Éducation + information
  5. Planification changement + implentation
20
Q

Skills training and habit development

A

-life skills program (community living expectations, new habits or patterns of behaviours)
- social skills training
-neurocognitive training (process skills: awareness of cognitive difficulties + identification de stratégies)
-cognitive strategies (modality-specific strategies, mental or self-verbalisation strategies, task modification/specification)

21
Q

Family interventions

A

Surtout ado et jeunes adultes
- relapse et hospitalisation
-habiletés de résolution de problème
- augmente fonctionnement général

22
Q

Occupation-based activity analysis

A
  • sequence and timing (best time of day + complexity of sequence)
    -Objects, space and social demands (choice of material and social interactions)
  • required body functions
  • required mental and sensory functions (physical, cognitive, sensory and emotional demands)
  • required actions/performance skills
    -environnement
23
Q

Most common resistances

A

-Involuntary client
-Reluctance to give information
- Request advice
-Fighting the rules of the program, the system
-Demands of personal information
-Personal contacts outside OT
-Confidentiality
-Member to leader dialogue
-Non-participative behaviour
-Attention-getting behaviour (seeker/monopolise)
- Last minute input
- apathy
-Suicidal threats
-Refuse to do the proposed activity
-Conflits

24
Q

Environnement

A

-environnement imédiat (when doing activity, with what objects, tasks, space, with whom)
-conditions economiques (facilitateurs et barrière dans voisinage, assistance sociale)
-culture (what does culture mean for a particular person. NEED TO ASK, not assume)
- environnement politique (policies influencing access ressources, housing and work, discrimination, ADVOCATE

25
Q

4 types of adapted environmments

A
  • social support
  • supportive vocational and educational setting and opportunities
    -Housing
  • Day programs
26
Q

Types of social support

A
  • emotional (self-estime, sens d’appartenance, support moral)
  • practical (instrumental, tangible, aid)
    -informational (advice, guidance, information about ressouces)
27
Q

Types of supportive vocational/educational settings and opportunities

A

-club House (service by members, services for users, access to services and supports)
- Unpaid or pair stages
- workshops or social entreprises
-SE
-SEd

28
Q

Day program

A

-specialized in using crative activities
- Day programs (courses like computer or french courses)
- Sorties (subventionnées, donc low cost)

29
Q

Housing project

A

Custodial care: foster home
supportive housing: group homes
supportive housing: supervised appartements
independent living

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