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NCTRC Grow with Flow > Grow with Flow > Flashcards

Grow with Flow Flashcards

1
Q

Freud’s Psychosexual Development theory: 0-2 years old name?

A. Anal
B. Oral
C. Latency
D. Phallic

A

Oral
Weaning away from mother’s breast

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2
Q

Freud’s Psychosexual Development theory: 2-4 years old name?

A. Genital
B. Phallic
C. Oral
D. Anal

A

D. Anal

Toilet training

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3
Q

Freud’s Psychosexual Development theory: 4-5 years old name?

A. Genital
B. Phallic
C. Oral
D. Anal

A

B. Phallic

Oedipus (boys) and Electra (girls)

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4
Q

Freud’s Psychosexual Development theory: 6-Puberty name?

A. Genital
B. Phallic
C. Latency
D. Anal

A

C. Latency

Same sex friends to avoid sexual feelings.

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5
Q

Freud’s Psychosexual Development theory: puberty- onwards name?

A. Genital
B. Phallic
C. Latency
D. Anal

A

A. Genital

Social rules. Physical sexual changes reawaken.

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6
Q

Erikson’s Stages of Psychosocial Development: Oral- Sensory stage developmental task?

A. Autonomy vs Shame & Doubt
B. Trust vs Mistrust
C. Initiative vs Guilt
D. Industry vs Inferiority

A

B. Trust vs mistrust

Babies learn either to trust or to mistrust that
other will care for their basic needs including nourishment, sucking,
warmth, cleanliness and physical contact.

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7
Q

Erikson’s Stages of Psychosocial Development: Musculo-anal stage developmental task?

A. Autonomy vs Shame & Doubt
B. Trust vs Mistrust
C. Initiative vs Guilt
D. Industry vs Inferiority

A

A. Autonomy vs. shame & doubt.

Children learn either to be self-sufficient in many activities, including toileting, feeding, walking and
talking or to doubt their own abilities.

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8
Q

Erikson’s Stages of Psychosocial Development: Locomotor-Genital developmental task?

A. Autonomy vs Shame & Doubt
B. Trust vs Mistrust
C. Initiative vs Guilt
D. Industry vs Inferiority

A

C. Initiative vs. guilt.

Children want to undertake many adult like
activities, sometimes overstepping the limits set by parents and
feeling guilty

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9
Q

Erikson’s Stages of Psychosocial Development: Latency developmental task?

A. Integrity vs despair
B. Identity vs role confusion
C. Initiative vs Guilt
D. Industry vs Inferiority

A

D. Industry vs. inferiority.

Children busily learn to be competent and
productive or feel inferior and unable to do anything well.

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10
Q

Erikson’s Stages of Psychosocial Development: adolescence developmental task?

A. Integrity vs despair
B. Identity vs role confusion
C. Initiative vs Guilt
D. Industry vs Inferiority

A

B. Identity vs. role confusion.

Adolescents try to figure out “Who Am I?”. They establish sexual, ethnic, and career identities, or
are confused about what future roles to play

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11
Q

Erikson’s Stages of Psychosocial Development: young adulthood developmental task?

A. Integrity vs despair
B. Identity vs role confusion
C. Initiative vs Guilt
D. Intimacy vs Isolation

A

D. Intimacy vs. isolation.

Young adults seek companionship and love
with another person or become isolated from others

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12
Q

Erikson’s Stages of Psychosocial Development: adulthood developmental task?

A. Generativity vs stagnation
B. Identity vs role confusion
C. Initiative vs Guilt
D. Intimacy vs Isolation

A

A. Generativity vs. stagnation.

Middle aged adults are productive,
performing meaningful work, and raising a family, or become stagnant
and inactive.

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13
Q

Erikson’s Stages of Psychosocial Development: maturity developmental task?

A. Generativity vs stagnation
B. Identity vs role confusion
C. Integrity vs Despair
D. Intimacy vs Isolation

A

C. Integrity vs. despair.

Older adults try to make sense out of their lives,
either seeing life as a meaningful whole or despairing at goals never
reached and questions never answered

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14
Q

Piaget Theory of Cognitive Development: Sensory motor phase characteristics?

A

Birth - 2 years old
Differentiates self from objects
* Recognizes self as agent of action: e.g., pulls a string
to do thing
* Achieves object permanence

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15
Q

Piaget Theory of Cognitive Development: Pre-operational phase characteristics?

A

2 - 7 years old
- Learns to use language and to represent objects by images and words
-Thinking is still egocentric: has difficulty taking the viewpoint of others
-Classifies objects by a single feature: e.g. groups together all the red blocks
regardless of shape

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16
Q

Piaget Theory of Cognitive Development: concrete operational phase characteristics?

A

7 - 11 years old
- Can think logically about objects and events
-Classifies objects according to several features and can order them in series along a
single dimension such as size

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17
Q

Piaget Theory of Cognitive Development: Formal operational phase characteristics?

A

11 & up
- Can think logically about abstract propositions and test hypotheses systematically
- Becomes concerned with the hypothetical, the future, and ideological problems

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18
Q

Transtheoretical Model/Stages of Change: Precontemplation description?

A. Admits they have a problem
B. Follows plan to change behavior
C. Does not feel they have a problem
D. Realizes a need to change and gathers info

A

C. Client does not feel they have a problem

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19
Q

Transtheoretical Model/Stages of Change: Contemplation description?

A. Admits they have a problem
B. Follows plan to change behavior
C. Does not feel they have a problem
D. Realizes a need to change and gathers info

A

A. Admits they have a problem

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20
Q

Transtheoretical Model/Stages of Change: Preparation/commitment description?

A. Sees benefits of new behaviors
B. Follows plan to change behavior
C. Can’t imagine ever doing the old behavior
D. Realizes a need to change and gathers info

A

D. Realizes a need to change and gathers info

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21
Q

Transtheoretical Model/Stages of Change: Action description?

A. Sees benefits of new behaviors
B. Follows plan to change behavior
C. Can’t imagine ever doing the old behavior
D. Realizes a need to change and gathers info

A

B. Follows plan to change behavior

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22
Q

Transtheoretical Model/Stages of Change: Maintenance description?

A. Sees benefits of new behaviors
B. Follows plan to change behavior
C. Can’t imagine ever doing the old behavior
D. Realizes a need to change and gathers info

A

A. Sees benefits of new behaviors

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23
Q

Transtheoretical Model/Stages of Change: termination description?

A. Sees benefits of new behaviors
B. Follows plan to change behavior
C. Can’t imagine ever doing the old behavior
D. Realizes a need to change and gathers info

A

C. Can’t imagine ever doing the old behavior

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24
Q

Social Cognitive Theory (SCT) definition…

A

Follows the realization that people learn by watching others

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25
Q

Maslow’s Hierarchy of needs

A

Motivation based theories
1. Subsistence needs
2. Safety needs
3. Need for love and affection
4. Achievement
5. Self-actualization

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26
Q

Aphasia

A. Inability to swallow
B. Impairment of language ability

A

B. Impairment of language ability

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27
Q

Personality Disorders: Cluster A is…

A. Dramatic and erratic
B. Anxious and fearful
C. Odd, bizarre, and eccentric

A

C. Odd, bizarre, and eccentric

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28
Q

Personality Disorders: Cluster B is…

A. Dramatic and erratic
B. Anxious and fearful
C. Odd, bizarre, and eccentric

A

A. Dramatic and erratic

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29
Q

Personality Disorders: Cluster C is…

A. Dramatic and erratic
B. Anxious and fearful
C. Odd, bizarre, and eccentric

A

B. Anxious and fearful

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30
Q

Americans with Disability Act 1990

A
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31
Q

The Rehabilitation Act, Section 504

A
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32
Q

Education for all Handicapped Children Act

A
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33
Q

Architectural Barriers Act

A
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34
Q

Individuals with Disabilities Education Act (IDEA)

A
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35
Q

Older Americans Act

A
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36
Q

Health Insurance Portability and Accountability Act (HIPPA)

A
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37
Q

Holistic approach

A

Looks at the whole person & their needs.
Recognizes & integrates multiple factors.
Developed from a broad base of information.
Integrated from an interdisciplinary frame of reference.

38
Q

TR Service Delivery Model

A
  • Nature of service
  • Planned interventions as well as leisure experience dimension
  • Key element of determining whether an activity is an intervention or a leisure experience is not the nature
    of the activity, but the clients perception of the experience
39
Q

Leisure Ability Model

A
  • Client-oriented approach to TR
  • The needs of the client determine the nature of programs provided
40
Q

NCTRC Code of Ethics: Meaning of Integrity?

A

Professionals act in ways that protect, preserve and promote the soundness and completeness of their commitment to service. Professionals do not forsake nor arbitrarily
compromise their principles. They strive for unity, firmness, and consistency of character.
Professionals exhibit personal and professional qualities conducive to the highest ideals of human
service.

41
Q

NCTRC Code of Ethics: Meaning of Honest?

A

Professionals are truthful. They do not misrepresent themselves, their knowledge, their
abilities, or their profession. Their communications are sufficiently complete, accurate, and clear in
order for individuals to understand the intent and implications of services.

42
Q

NCTRC Code of Ethics: Meaning of Fairness?

A

Professionals are just. They do not place individuals at unwarranted advantage or
disadvantage. They distribute resources and services according to principles of equity

43
Q

NCTRC Code of Ethics: Meaning of Competence?

A

Professionals function to the best of their knowledge and skill. They only render
services and employ techniques of which they are qualified by training and experience. They recognize their limitations, and seek to reduce them by expanding their expertise.

44
Q

NCTRC Code of Ethics: Meaning of Diligence?

A

Professionals are earnest and conscientious. Their time, energy, and professional resources
are efficiently used to meet the needs of the persons they serve

45
Q

NCTRC Code of Ethics: Meaning of Awareness?

A

Professionals are aware of how their personal needs, desires, values, and interests may
influence their professional actions.

46
Q

ATRA Code of Ethics: Beneficence/ No Maleficence

A

Personnel strive to maximize possible benefits, and minimize possible harms.

47
Q

ATRA Code of Ethics: Autonomy

A

Right to choice

48
Q

ATRA Code of Ethics: Justice

A

Access to services must be available to all

49
Q

ATRA Code of Ethics: Fidelity

A

Tell the whole truth and nothing but the truth

50
Q

ATRA Code of Ethics: Veracity/Informed concent

A

We are responsible for providing each individual receiving service
with information regarding the service and the professional’s training and credentials; benefits,
outcomes, length of treatment, expected activities, risks, limitations.

51
Q

ATRA Code of Ethics: Confidentiality

A

Responsible for safeguarding pt information

52
Q

ATRA Code of Ethics: Competence

A

Continue to expand one’s knowledge base

53
Q

ATRA Code of Ethics: Compliance with Laws and Regulations

A

Comply with local, state, and federal laws and ATRA policies

54
Q

Free Time Boredom: Purpose?

A

To identify the degree to which the participant is bored in the four components that make up boredom.

55
Q

Idyll Arbour leisure Battery (IALB): Purpose?

A

There are four separate testing tools. Each one measures a specific type of leisure attribute

56
Q

Leisure Attitude Measurement (LAM): Purpose?

A

Identify leisure attitude

57
Q

Leisure Motivation Scale (LMS): Purpose?

A

Measure motivation for engaging in leisure

58
Q

Leisure Interest Measure (LIM): Purpose?

A

Measure interest in the domains of leisure activities

59
Q

Life Satisfaction Measure (LSM): Purpose?

A

Measure if “needs” are being met through leisure

60
Q

Leisure Diagnostic Battery (LDB): Purpose?

A

Assess “leisure functioning”

61
Q

Leisurescope: Purpose?

A

Identify areas of leisure interest

62
Q

Life Satisfaction Scale (LSS): Purpose?

A

Measure life satisfaction

63
Q

CERT- Psych/R: Purpose?

A

To identify and evaluate behaviors relevant to successfully integrate into society using appropriate social skills

64
Q

CERT – Physical Disabilities: Purpose?

A

Establish baseline for functional skills related to leisure

65
Q

Reliable definition?

A. Describes how well the assessment results match their intended purpose
B. Indicate the probability that, given similar conditions, similar results will be achieved

A

B. Indicate the probability that, given similar conditions, similar results will be achieved

66
Q

Validity definition?

A. Describes how well the assessment results match their intended purpose
B. Indicate the probability that, given similar conditions, similar results will be achieved

A

A. Describes how well the assessment results match their intended purpose

67
Q

Definition of Duration Recording:

A. The amount of time that the
client displays the behavior.
B. How frequently a behavior is displayed during a specified time interval.
C. The therapist records both the beginning of the behavior and the end of the behavior

A

A. The amount of time that the client displays the behavior.

68
Q

Definition of Interval Recording:

A. The amount of time that the
client displays the behavior.
B. How frequently a behavior is displayed during a specified time interval.
C. The therapist records both the beginning of the behavior and the end of the behavior

A

B. How frequently a behavior is displayed during a specified time interval.

69
Q

Definition of Continuous Recording:

A. The amount of time that the
client displays the behavior.
B. How frequently a behavior is displayed during a specified time interval.
C. The therapist records both the beginning of the behavior and the end of the behavior

A

C. The therapist records both the beginning of the behavior and the end of the behavior

70
Q

Subjective definition?

A. What pt tells you
B. Anything observed

A

A. What pt tells you

71
Q

Objective definition?

A. What pt tells you
B. Anything observed

A

B. Anything observed

72
Q

Facial expression: Blunted

A. None
B. Wide range
C. Inconsistent and inappropriate
D. Little, very slow

A

D. Little, very slow

73
Q

Facial expression: Flat affect

A. None
B. Wide range
C. Inconsistent and inappropriate
D. Little, very slow

A

A. None

74
Q

Facial expression: Broad

A. None
B. Wide range
C. Inconsistent and inappropriate
D. Little, very slow

A

B. Wide range

75
Q

Facial expression: Inappropriate

A. None
B. Wide range
C. Inconsistent and inappropriate
D. Little, very slow

A

C. Inconsistent and inappropriate

76
Q

SOAP note: S stands for…

A

Subjective data
Ex: Stated feelings

77
Q

SOAP note: O stands for…

A

Objective data
Ex: Engaged in group for 30 min

78
Q

SOAP note: A stands for…

A

Assessment
Conclusions based on data review.
Ex: anxiety level is slowly decreasing & there appears to be an inability to express
feelings.

79
Q

SOAP note: P stands for…

A

Plan
Ex: Continue plan as outlined in initial plans.

80
Q

Components of Goals: Define behavior

A

A specific behavior to be demonstrated by participant - verb

81
Q

Components of Goals: Define condition

A

When and where the behavior will occur - a given or a restriction
Ex: after ten lessons (condition) the participant will swim (behavior) one length of the pool (criteria)

82
Q

Components of Goals: Define criteria

A

A measurable outcome. How well task must be done. Timespan, percentage, what = success.
Ex: after ten lessons (condition) the participant will swim (behaviour) one length of the pool (criteria)

83
Q

APIE: What does A stand for?

A

Assess

84
Q

APIE: What does P stand for?

A

Plan (goals, objectives, activity analysis)

85
Q

APIE: What does I stand for?

A

Implement

86
Q

APIE: What does E stand for?

A

Evaluation and revise

87
Q

Tuckman’s Model

A
  1. Forming
  2. Storming
  3. Norming
  4. Performing
88
Q

Tuckman’s Model: Forming definition…
A. Emergence of group harmony and group openly shares ideas and opinions.
B. Productive collaboration where members support each other and work together.
C. Members establish interpersonal relationships and become familiar with the assigned task
D. Intragroup conflict due to lack of unity. See themselves as individuals rather than a group.

A

C. Members establish interpersonal relationships and become familiar with the assigned task

89
Q

Tuckman’s Model: Storming definition…
A. Emergence of group harmony and group openly shares ideas and opinions.
B. Productive collaboration where members support each other and work together.
C. Members establish interpersonal relationships and become familiar with the assigned task
D. Intragroup conflict due to lack of unity. See themselves as individuals rather than a group.

A

D. Intragroup conflict due to lack of unity. See themselves as individuals rather than a group.

90
Q

Tuckman’s Model: Norming definition…
A. Emergence of group harmony and group openly shares ideas and opinions.
B. Productive collaboration where members support each other and work together.
C. Members establish interpersonal relationships and become familiar with the assigned task
D. Intragroup conflict due to lack of unity. See themselves as individuals rather than a group.

A

A. Emergence of group harmony and group openly shares ideas and opinions.

91
Q

Tuckman’s Model: Performing definition…
A. Emergence of group harmony and group openly shares ideas and opinions.
B. Productive collaboration where members support each other and work together.
C. Members establish interpersonal relationships and become familiar with the assigned task
D. Intragroup conflict due to lack of unity. See themselves as individuals rather than a group.

A

B. Productive collaboration where members support each other and work together.

NCTRC Grow with Flow (2 decks)

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