FOR Flashcards
Function/Dysfunction
Function involves the ability for an individual to effectively utilize cognitive processes to reason for instance being able to test hypothesis, develop accurate self-awareness and realistic perceptions of others and the environment. When a person can function in this model it is saying that the person is able to manage his or her feelings, control thoughts, and able to cope with daily stresses that life brings. Presence of maladaptive behaviors
Cognitive behavioral therapy
Function/Dysfunction:
______is described as a deeply personal, unique process of changing one’s attitudes, values, feelings, goals, skills, and/or roles. It is a way of living a satisfying, hopeful, and contributing life even with limitations caused by illness. _____ involves the development of new meaning and purpose in one’s life as one grows beyond the catastrophic effects of mental illness.
Recovery
Change:
happens through reinforcements, many subtle aspects of the environment can reinforce passivity and dependence which will in turn make change difficult. Clients are motivated by both external and internal reinforcement, in addition to money or other external forces clients are motivated by their will to fulfill their obligations or to meet the expectations of others
CBT
Change:
engagement in occupation is argued as both a means to and evidence of _____.
Discovering a more active self refers to the individual’s awareness that he or she is more than the illness.
Taking stock of the self refers to a review of one’s strengths and limitations for engaging in daily life.
Putting the self into action refers to the person actually engaging or re-engaging in occupation.
Appealing to the self refers to the person’s ability to use his or her new sense of self as functional to buffer him- or herself against the ongoing effects of the illness
Recovery
Main tenets:
Use this FOR whenever there are psychological barriers present in the ability to perform activities and full engagement is impeded. This FOR is specifically effective in dealing with issues of emotion and motivation. This FOR offers useful strategies for self-management that occupational therapists can use in addressing barriers to performance.
Behavioral responses are learned and can be unlearned (teaching situation) The OT and patient are considered teachers and students learning together. The Pt. is expected to respond to rewards (such as privilege to leave the psychiatric unit)
CBT
Main Tenet:
is a process, a way of life, an attitude, and a way of approaching the day’s challenges. It is not a perfectly linear process. At times our course is erratic and we falter, slide back, regroup and start again. The need is to meet the challenge of the disability and to reestablish a new and valued sense of integrity and purpose within and beyond the limits of the disability
Recovery
List/Terms:
Based on the principles of social learning, cognitive, and behavioral theories.
A person’s emotions and feelings are interdependent with what he or she knows and believes.
self-knowledge , cognitive functioning, sense of safety, emotional development (ability to identify with others and establish an autonomous identity) ability to express and control feelings
Feelings of competence
Self-regulation
CBT
List/Terms:
Connectedness represents the importance of the social support that emerges in meaningful relationships with others, both peers and non-peers, and being part of the community of mental health recovery
Hope and optimism about the future is represented by an individual’s “belief in the possibility of recovery,” “motivation to change,” “positive thinking and valuing success,” and “having dreams and aspirations”
Identity is represented by the individual’s efforts at “rebuilding/redefining [a] positive sense of identity” and “overcoming stigma”
Meaning in life is represented by an individual’s efforts to incorporate and/or make sense of the “meaning of the mental illness experience” and to build or rebuild a “meaningful life” with “social roles/goals.”
Empowerment is represented by the individual taking “personal responsibility,” “control over [their] life,” and “focusing upon strengths”
Recovery
Assessments:
Folstein’s Mini Mental Status, Becks Depression Scale, The Stress Management Questionaire, Life Satisfaction Inventories, Allens Cognitive Levels Screening, the Bay Area Functional Performance Evaluation, the Barthel Index and Kohlman Evaluation of Living Skills
CBT
Assessments:
the Stages of Recovery Instrument and the Recovery Assessment Scale
Recovery
This FOR really focuses on thoughts and how your thoughts influence your behaviors
CBT
This FOR really focuses on addiction and finding ways to prevent the maladaptive behavior by providing the individual with tools to not go back down that path
Recovery
OT uses:
Interventions work best with individuals who are capable of reaching self-awareness; however, it can be utilized for people with less cognitive ability through the use of a more behavioral approach. Psychosocial groups, social and life skills groups, self-regulation programs, and Williamson coping model can all be utilized in intervention.
CBT
include strategies for sustained and successful participation in meaningful activities and social roles, WRAP approach is a self-management approach, which aligns well with the growth of peer-support as a key aspect of recovery-oriented practices. A growing body of research evidence is demonstrating that WRAP has good potential to positively influence recovery by, for example, facilitating hope, providing self-management strategies, and facilitating recognition of early warning signs
The Recovery Workbook: Practical Coping and Empowerment Strategies for People with Psychiatric Disabilities represents an evidence-based recovery curriculum that facilitates reflection and action toward recovery, increased knowledge and control, management of life’s stresses, enhanced personal meaning, building personal support, and setting personal goals.
Recovery
Thoughts and behaviors
CBT
Case study: a beautiful mind movie
Recovery
Function/Dysfunction: Occupational health means physical and mental health, individuals can engage in occupations that improve health, even with life disruptions occupations can bring wellbeing, stability
CMOP
Function: A person shows satisfactory functioning when he or she is able to express a level of competency in his or her ability to perform and master occupations. A healthy person will perform occupations that are meaningful and meet a balance of personal and environmental demands. Moreover, this person can manage, maintain, work, play and fully participate in life. This person can adapt to life’s challenges as they come.
Dysfunction: A person’s performance in occupations are restricted or limited. Which then leads to unachievable occupational competence. The person may lack in accomplishing goals and fully participating in activities. Moreover, disability is defined by a lack of a persons ability to perform roles to a level of satisfaction. This can be due to barriers, health condition, and lack of resources with the environment
PEO
Change: They need autonomy and choice, they have knowledge and expertise that should be respected, people know themselves the best
CMOP
Change: occurs if a person perceives his or her occupational performance as competent and meaningful. Client’s view of the most important occupational performance problem and integrating this belief into an intervention plan. Experiencing a sense of accomplishment will create a positive cycle for the client who will experience satisfaction. A person’s desire to achieve mastery within their environment increases motivation
PEO
Main Tenets:
Defines how humans experience meaning through occupations and interaction between the person and environment that makes it possible (person, occupation, environment and their relationship)
Occupation-self care, productivity and leisure, personal level components (what makes up a person, physical affective and cognitive traits, spirituality)
environment-physical , social and institutional
Canadian Model of Occupational Performance and Engagement (CMOP-E)
Main tenets
steps for delivering services that promote enablement of occupations in a client-centered manner (enter/initiate, set the stage, assess/evaluate, agree on plan, implement plan, monitor/modify, evaluate outcome, conclude/exit (similar to the process from OTPF
Canadian Process Practice Framework
Main Tenets:
Identifies and develops a range of enablement skills for occupations with sensitivity to collaboration, power, equity, and justice describes how OT can enable to seek out and perform meaningful occupations (improve occupational performance, address personal skills)
Disabling (alienation of client if OT always consider themselves as the expert) make sure the client is apart of the process.
Enabling skills: advocate, adapt, coach, collaborate, consult, coordinate, design or build, educate, engage, optimize potential, specialize
Canadian Model of Client-Centered Enablement
Main tenets:
Person includes the physical, social and physiological aspects of the individual. Environment includes the physcal and social supports the individual has and those things that interfere with the individual’s performance. Occupation refers to the everyday things that people do and in which they find meaning. Performance means the actions of occupations. The model focuses on ADL, motivation, and the personal characteristics that influence the person’s ability to manage the environment. Performance is the result of relationships between the person and the environment and occupation facilitates adaptation.
PEO
