Final Flashcards
Retrospective
What experiences have they had in the past?
Prospective
What kind of experiences do they want?
Dualism
Because mind doesn’t have physical presence there is often a disconnect between mind and body
Sensory modulation
Neurological function that allows for organization and reaction to sensory stimuli. If it is effective it allows attention to stimuli to be prioritized and irrelevant stimuli to be filtered out. If it is ineffective there can be sensory modulation disorder where one struggles to regulate the intensity of response to stimuli
sensory gating
filtering out irrelevant stimuli
mismatch negativity
brain responses with unpredictable patterns (locating important info in the environment difficult)
Sensory processing patterns
high threshold: slow to notice sensory stimuli
low threshold: quick to notice sensory stimuli
Passive self-regulation: allow sensory experiences to happen and then react
Active self-regulation: engage in behaviors to manage or control sensory input
- registration: high threshold and passive - miss more sensory cues than others
- Seeking: high threshold and active - need input, always moving, touching, tasting, less likely to have depression. Busier and more engaged in sensory experiences.
- Sensitive: passive and low threshold - don’t need a lot of stimulation to react, don’t strategies to deal with input, react more quickly and intensely to input than others.
- Avoiding: low threshold and active - little bit of stimulus overwhelming, cover ears, don’t like touch, good at planning ahead to avoid stimuli.
sensory integration
learning to respond to stimuli in an appropriate way
Global goals
what really matters, strengths based, 5 Cs, should be something client is not already doing but wants to be, recovery oriented
Analysis steps
- Global goal
- What is getting in way of global goal (PEO factors)
- what provoked current state
- limiting factors can’t be addressed in therapy
- positive elements that show potential for rehab
Specific Objectives
Like a STG
ABCD format
Focus on improving life outside OT
Affective, cognitive, communication, physical, environmental
observing groups
Content: superficial or deep?
Flow of group convo
how they interact, intersubjectivity
were there communication blocks
group member roles
task: member takes this role to get things done
group building: roles people take to help group function
individual: roles that disrupt group, self-centered
stages of group development
orientation conflict resolution maturity/production termination
types of group leaders
authoritarian: leader in direct control and members compliant
democratic: receptive to suggestions but still guides group and participates with them
laissez faire: does not make decision or help facilitate group
challenging group membera
involuntary reluctant to share requests for advice fighting rules of program demands personal info/no boundries
levels of EBP
level 1: RCT level 2: compares 2 groups but not randomized level 3: one group no randomization level 4: 1 descriptive study level 5: expert opinion or case study
SMI interventions with strong evidence
psycho-education: recovery workbook, wellness recovery action plan, mindfulness groups, physical activity
occ-based interventions: action over inertia
cognitive interventions: neurocognitive training
individual palcement and support programs for work integrations (IPS)
SMI interventions with medium evidence
skills training: social skills, life skills, coping skills, integrated psych training (IPT)
supported education: supported employment
SMI interventions with limited evidence
tech-supported interventions
vocational training: return to work, bridge programs
5 Cs
Centering: foster presence, awareness, calmness such as repetitive tasks
Contemplation: reflective, spiritual nature (prayer, mediation)
Creation: need to create
Connecting: belonging to one’s community
Contribution: allow one to give back, be productive
grading easy to hard
environment: inpatient where you’re expected to come, day group, weekly sessions, going to activity of own volition
task complexity: can grade instructions, number of steps, decisions to make, level of cueing
social interaction: group interactions, sensory needs, level of trust
Skills training - integrated psychological training program (IPT)
Integrated psychological training program: uses CBT strategies to apply to real life, role play, etc. Made for schizo population. Takes a year, lots of training, expensive
Skills training - social skills
Interventions to address interpersonal performance and communication
Skills training - coping skills
Offered instead of IPT but still CBT based. Enhance individuals management of emotion, part of return to work, associated with job retention ((groups during which they discuss/ do exercises on how they handle stress, how they regulate their emotions)
Skills training - life skills
Interventions related to community living, budgeting groups, etc. about teaching IADLs (probably cognitive strategies) in people’s homes. Could be done also with people with severe conditions, for example if they wish to move out of a group home.
Occupation-based intervention: action over inertia
Goal is to reconnect person with SMI to a meaningful activity, health, and well-being. 5 steps to focus on current activity patterns, reflecting on them, coming up with changes, planning for implementation. Action Over Inertia, to be used with people who have a severe chronic condition, they often live in group homes and have adopted a very passive and limited life style and occupational schedule.
Psycho-education: recovery workbook program
Level 1 evidence, 12 week program focuses on knowledge of ones illness, stress management, increasing hope, dealing with ADLs, developing goals and plans
psycho-ed: wellness recovery action plan
structured system for monitoring and addressing symptoms through planned response to reduce, modify, or eliminate them. Need to discuss when they are feeling well so you can make a plan for how to respond to triggers, crisis planning, etc.
psycho-ed: mindfulness groups
Need training to offer, meditation classes etc
Psycho-ed: physical actiivity
Level 2 evidence says prescribing exercise has been linked to mental health improvements
Cognitive interventions: neurocognitive training
mixed results for effect. Computerized cognitive training to improve skills such as attention, memory, decision making
work education interventions: supported employment
Idea is to allow reintegration into work as soon as possible. On site job coaching and assessment. Difficult to put in place because people don’t want to disclose at work. Other return to work interventions are volunteering and bridge programs
