Groups and transition housing Flashcards
task oriented groups
task is the means by which we explore THOUGHTS AND FEELINGS to enhance self awareness and insight
practice and learn new behavior
understanding how we operate
aligns with psychodynamic frame of reference
activities of self-expression, like composing lyrics to a song
thematic groups
acquire the knowledge and skills to perform a specific occupational performance task
structured and graded activity; specific task in a real or simulated environment (cooking, grooming, med management)
thrive with thematic: sense of competence and confidence when you feel skilled enough to do something
tangible end product is important to produce
topical group
task is verbal discussion about a topic
discuss activities the members are involved in outside of the group
concurrent - happening now (parenting a child with a disability, medication management)
anticipatory - happen in the future (retirement planning)
evaluation group
evaluate the group interaction skills
activity: requires the interaction of members for completion
**not intervention focused/increase skill level
instrumental group
prevent decline, maintain highest optimal function and quality of life through socialization and meaningful activities
chronic symptoms, progressive
“in the moment” enjoyable activities to maintain quality of life
common with dementia
parallel group
group interaction NOT required to complete a task
doing your own thing, but maybe sharing materials
therapist is a direct leader
project level group
group interaction required
short term with 2+ people
think partner project
less direct therapist as leader
egocentric-cooperative group
activity selected by members
long term with 5-10 people
focus on the tasks to be completed with little attention devoted to the feelings of participants; do not yet make independent decisions
therapist is a role model
cooperative group
fulfilling needs is MORE IMPORTANT than the activity itself
develop a sense of cohesion, belonging, trust
therapist is advisor
mature group
carry out all social, emotional, and functional roles and tasks
therapist is a peer/group member
norm priority in all groups
safety, respect, and confidentiality
correct answers will include adherence to these norms
Co-leadership advantages
effective in group situations that place multiple demands on the group leader - something complex like a group about caregiving for infants with multiple disabilities - one leader can focus on individualized questions/support and the other on the group in progress
co-leadership disadvantages
splitting behavior, competition, unequal responsibilities
due to these disadvantages, supervision should be actively sought as soon as co-leadership concerns arise
progression of groups
parallel, project/associative, cooperative, mature
developmental group
social skills, acquire and develop group interaction skills
(parallel, project, cooperative, mature)
examples of intervention group types
- ADL/IADL
- basic task skills
- community participation and reintegration
- coping skills
- directive (highly structured)
- discharge planning
- 5 stage groups (sensory distortions sensorimotor intervention)
- goal setting
- leisure
- modular (people come in and out/can join at any time)
- play
- pre vocational
- psychoeducational
- reminiscence
- self awareness
- sensory awareness
- social interaction
stages of group development
- origin phase: leader composing group protocol and plans
- orientation phase: learning what group is about, initial connections
- intermediate: developing interpersonal bonds, group norms, roles
- conflict phase: challenging the group, disagreement
*unsuccessful resolution results in dissolution of the group - cohesion phase: members regrouping after conflict with a clearer sense of purpose
- maturation phase: productive, achieve goals
- termination phase: dissolution of group
therapeutic group norms
- encourage self reflection, self disclosure, interaction
- reinforce value and importance of the group by being on time and prepared
- establish at atmosphere of support and safety
- maintain confidentiality and respect
- regard group members as effective agents of change by not placing the group leader in the expert role
medicare indicators for group membership
individual is able to: engage willingly and actively participate, respond appropriately, attend to group guidelines, benefit from input and more than 1:1 intervention, incorporate feedback, complete activities toward goal attainment
community and transition programs order
group home (vocational workshops for basic low level work role), PHP (partial hospitalization), halfway house (more independent living), clubhouse
Transition from halfway house to a psychosocial club house, most important info
IADL skills
Clubhouse activity
selected by members and led by the members; therapist does not have a direct role
Prevocational program
develop an individual’s task skills, social interaction skills, and work habits that are prerequisites to work
Vocational rehab workshop
significant cognitive deficits and intellectual disorders that limit their ability to participate in unstructured work environments – structured, repetitive, concrete tasks with minimal technical skills
Transitional employment program
provides training in a specific job, generally time limited with discharge to competitive employment, supportive, or rehab workshops
norms vs protocol
- Group norms: expected and accepted behaviors in the group (mutual respect, safety, support)
- Group protocol outlines the membership criteria, goals, and activities; does not describe group behaviors
therapist roles in order
direct leader, less direct leader, role model, advisor, peer/group member
