Final

Question 1

Retrospective

Answer 1

What experiences have they had in the past?

Question 2

Prospective

Answer 2

What kind of experiences do they want?

Question 3

Dualism

Answer 3

Because mind doesn’t have physical presence there is often a disconnect between mind and body

Question 4

Sensory modulation

Answer 4

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

Question 5

sensory gating

Answer 5

filtering out irrelevant stimuli

Question 6

mismatch negativity

Answer 6

brain responses with unpredictable patterns (locating important info in the environment difficult)

Question 7

Sensory processing patterns

Answer 7

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

1. registration: high threshold and passive - miss more sensory cues than others
2. Seeking: high threshold and active - need input, always moving, touching, tasting, less likely to have depression. Busier and more engaged in sensory experiences.
3. 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.
4. Avoiding: low threshold and active - little bit of stimulus overwhelming, cover ears, don’t like touch, good at planning ahead to avoid stimuli.

Question 8

sensory integration

Answer 8

learning to respond to stimuli in an appropriate way

Question 9

Global goals

Answer 9

what really matters, strengths based, 5 Cs, should be something client is not already doing but wants to be, recovery oriented

Question 10

Analysis steps

Answer 10

1. Global goal
2. What is getting in way of global goal (PEO factors)
3. what provoked current state
4. limiting factors can’t be addressed in therapy
5. positive elements that show potential for rehab

Question 11

Specific Objectives

Answer 11

Like a STG
ABCD format
Focus on improving life outside OT
Affective, cognitive, communication, physical, environmental

Question 12

observing groups

Answer 12

Content: superficial or deep?
Flow of group convo
how they interact, intersubjectivity
were there communication blocks

Question 13

group member roles

Answer 13

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

Question 14

stages of group development

Answer 14

orientation
conflict
resolution
maturity/production
termination

Question 15

types of group leaders

Answer 15

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

Question 16

challenging group membera

Answer 16

involuntary
reluctant to share
requests for advice
fighting rules of program
demands personal info/no boundries

Question 17

levels of EBP

Answer 17

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

Question 18

SMI interventions with strong evidence

Answer 18

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)

Question 19

SMI interventions with medium evidence

Answer 19

skills training: social skills, life skills, coping skills, integrated psych training (IPT)
supported education: supported employment

Question 20

SMI interventions with limited evidence

Answer 20

tech-supported interventions

vocational training: return to work, bridge programs

Question 21

5 Cs

Answer 21

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

Question 22

grading easy to hard

Answer 22

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

Question 23

Skills training - integrated psychological training program (IPT)

Answer 23

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

Question 24

Skills training - social skills

Answer 24

Interventions to address interpersonal performance and communication

Question 25

Skills training - coping skills

Answer 25

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)

Question 26

Skills training - life skills

Answer 26

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.

Question 27

Occupation-based intervention: action over inertia

Answer 27

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.

Question 28

Psycho-education: recovery workbook program

Answer 28

Level 1 evidence, 12 week program focuses on knowledge of ones illness, stress management, increasing hope, dealing with ADLs, developing goals and plans

Question 29

psycho-ed: wellness recovery action plan

Answer 29

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.

Question 30

psycho-ed: mindfulness groups

Answer 30

Need training to offer, meditation classes etc

Question 31

Psycho-ed: physical actiivity

Answer 31

Level 2 evidence says prescribing exercise has been linked to mental health improvements

Question 32

Cognitive interventions: neurocognitive training

Answer 32

mixed results for effect. Computerized cognitive training to improve skills such as attention, memory, decision making

Question 33

work education interventions: supported employment

Answer 33

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