INTRO TO TFO AND MOHO Flashcards
1
Q
Proponent of MOHO
A
Dr. Gary Wayne Kielhofner (1949-2010)
2
Q
MOHO was first published in
A
1980
3
Q
is the opposite of occupational competence
A
Occupational dysfunction
3
Q
temporary of enduring inability to engage in the roles, relationships and occupations expected of a person
A
occupational dysfunction
4
Q
- becomes apparent when a person can’t do everyday things
- ranges from simple to extremely complex
A
Occupational Dysfunction
4
Q
well-being reflected on the quality of performance in their ADLs
A
Occupational Competence
5
Q
meet the demands of each tasks, in each environment,
A
Occupational Competence
6
Q
appropriate interaction with situations at hand
A
occupational competence
7
Q
who they are and who they want to be
A
occupational identity
8
Q
their physical, cognitive and social abilities
A
Occupational Performance
9
Q
● absolute reality
● occupational therapy practice are
evident
A
Positivistic Paradigm
10
Q
● Emphasizes diverse perspectives
● do not focus on science
● subjective
A
Post-Modernism
10
Q
How OTs understand their patients while they recognize realistic goals rejecting objective approaches
A
Anti-positivistic Paradigm
10
Q
● Only understanding the meaning through experience
● subjective
A
Phenomenology
10
Q
Created balance for the OT field
A
feminism
11
Q
Client’s environment, views, goals
A
Culture Influence in Occupational Identity
12
Q
makes us aware of the evolving theories, methods, and perspectives
A
Paradigm Shifts
13
Q
allows the practitioners to continuously improve their methods that secure the effectiveness of interventions for the unique wants and needs of every client as beneficial to their well-being
A
Paradigm Shifts
13
Q
application in real life
A
Practice
14
Q
guide for knowledge
A
Theory
15
Q
what are the 7 core skills
A
- Collaboration with Client
- Assessment
- Enablement
- Problem-Solving
- Using Activity as a Therapeutic Too
- Group Work
- Environmental Adaptation
16
Q
Allows patients to practice autonomy by being more involved in their intervention techniques which would attain their needs and preferences comfortably.
A
Collaboration with Client
17
Q
This serves as the foundation of understanding the unique characteristics of your patients — their culture, practices, skills, limitations, and such to give them the most accurate care needed.
A
Assessment
18
Q
Every situation is not the same, circumstances change everything once a variable is moved which is why being a problem-solver allows practitioners to improve their analysis with innovation in every barrier given.
A
Problem-Solving
19
It empowers one’s independence as they are in the process of attaining their goals while still improving their long-term functionality of well-being.
Enablement
20
Occupational Therapy’s goal is to engage clients in meaningful activities which promote their overall well-being may it be physical, mental, emotional, or social. Moreover, these activities serve as a
therapeutic tool as they achieve the goal of the client.
Using Activity as a Therapeutic Tool
21
A supportive environment helps with various interventions through mutual encouragement and shared views in life that benefit individuals in developing their social skills, providing peer support, and establishing a sense of community.
Group Work
22
An individual’s social and physical environment is vital for achieving their desired intervention outcomes as adapting to a more enhanced surrounding increases the chance of accommodating one’s needs compared to an individual adjusting themselves for an unimproved one. This promotes their intervention inclination in their daily life.
Environmental Adaptation
23
refers to the responsibility of every Occupational Therapy Practitioner to communicate with one another
Management
23
refers to a personal and professional quality of innovation that requires a vision and competence
leardership
24
says that there is an absolute reality, which can be measured, studied and understood
positivism
25
- pective that an absolute reality can never be understood and may only be approximated
Post-positivism
26
the optimum way of delivering healthcare, as clients’ perspectives are regarded as important indicators of quality in healthcare
Client Centered
27
popular and evidence-based psychotherapeutic approach
Cognitive Behavioral
28
increasingly encouraged and advocated as the way ahead for occupational therapy internationally
Client Centered
29
term given to a specific psychological approach to conceptualizing and addressing clients’ difficulties
Cognitive Behavioral
29
Contemporary CBT represents a broad church of theoretical developments, interventions and professional groupings
Cognitive Behavioral
30
If an individual has temporarily or permanently lost an occupational role because of occupational performance problems primarily concerning movement, then the _________ ____ __ _______ is likely to inform the therapist and assist the overall therapeutic process.
Biomechanical frame of reference
30
the profession of occupational therapy took its identity from the notion of occupation and the therapeutic belief that this contributed towards health and well-being
Psychodynamic
31
This ensures that the primary concern of occupational therapists is how complicating feelings and issues in both internal and external worlds affected occupational lives.
Psychodynamic
32
consists of the applicable concepts and theories outside the profession’s scope. This helps in understanding an individual's unique functioning for a betterment in their everyday lives.
Theoretical Base of Frame of Reference
33
acts as a scale that helps Occupational Therapists in measuring a client’s range of ability to do their daily activities.
Function-Dysfunction Continuum
34
Evaluation of this process is completely guided through an OT’s keen observation and understanding of the client’s level on the scale which would then indicate their positive and negative abilities or challenges.
Function-Dysfunction Continuum
35
This assists professionals in tailoring interventions based on the scale result leading to an effective and efficient outcome.
Function-Dysfunction Continuum
36
- The use of storytelling and creation to explore therapy.
- Used when therapists work in a more phenomenological practice sphere where the emphasis is on the meaning of the client's illness and illness experience
narrative reasoning
37
The process of hypothesis generation and testing that generally is referred to as hypothetico-deductive reasoning.
Scientific Reasoning
38
Used to make a diagnosis of the client's medical condition.
Scientific Reasoning
39
More concerned with identifying the client's occupational problems rather than the medical diagnosis, therapists do draw on the ideas reasoning procedurally
Scientific Reasoning
40
Used to identify underlying impairments or occupational performance issues, define desired outcomes, set goals, develop intervention/solutions
Diagnostic Reasoning
41
The thinking associated with the procedural aspects of therapy, such as the evaluations and interventions to be used with the client, and how the client is performing.
Procedural Reasoning
42
represents the more scientific components of practice, which include systematic data collection, hypothesis formulation and testing
Procedural Reasoning
43
Concerned with how the therapist interacts with the client.
Interactive Reasoning
44
Takes into account the whole of the client's condition, as the therapist considers the client's temporal contexts (past, present and future) and their personal, c
Conditional Reasoning
45
this type of reasoning used when trying to understand what is meaningful to the client in their world by imagining what their life was like before the illness or disability, what it is like now and what it could be like in the future
Conditional Reasoning
46
Personal context includes the reasoning surrounding the therapist's own motivation, negotiation skills, repertoire of therapy skills, ability to read the practice culture
Pragmatic Reasoning
46
someone who continuously embodies the three dominant modes of reasoning within their field.
3 track mind
46
The practice context includes organizational, political environments and economic influences, such as resources and reimbursement.
Pragmatic Reasoning
46
The thinking that accompanies analysis of a moral dilemma where one moral conviction or action conflicts with another, and then generating possible solutions and selecting action be taken
Ethical Reasoning
46
Within the forms of procedural, interactive, conditional and pragmatic reasoning, therapists use generalization reasoning to draw on past experience or knowledge to assist them in making sense of a current situation or client circumstance.
Generalization Reasoning
46
The kind of reasoning in force when a therapist thinks about a particular issue or scenario with a client, then reflects on their general experiences or knowledge (i.e. making generalizations) related to the situation, and then refocuses the reasoning back on the client (TIncorth 2005)
Generalization Reasoning
46
what are the 3 types of reasoning
procedural reasoning that is in-line with medical contexts’ problem-solving which resembled by practices of biochemical while on the other hand, (2) interactive reasoning and (3) conditional reasoning which are said to be a natural fit in the meaning of their field.
46
Concerned with the therapist's practice and personal contexts.
Pragmatic Reasoning
46
Three Elements of Clinical Reasoning
Scientific Element
Ethical Element
Artistic Element
47
Habits, roles, and routines
(occupational skills) should be practiced to achieve occupational performance — occupational adaptation
Self-organization
48
Motivation in choosing and performing the tasks
Volition
49
factors under volition
personal causation
values
interests
50
thoughts and feelings about your own capacity’s
Personal Causation
51
beliefs and commitment about what we do — that the activity is worthy, important, good, and right for us
Values
52
feeling of attraction based on the experience of performing it
Interests
53
Organization of actions.
- Aims to make it regular and consistent
habituation
54
factors under habituation
habits
roles
performance capacity
55
subconscious actions
habits
56
- gives identity
and sense of
responsibility
- connected
- performance patterns
roles
57
Kung ano lang kaya nilang gawin as of the moment
How mental and physical abilities used to experience/perform the task/activity
performance capacity
58
if the muscles of our patients are contracting normally, etc., range of motions (ROM), joints
musculoskeletal
59
use global mental functions to assess
Neurological
60
breating
cardiopulmonary
61
this is where you mostly form your identity and competence — these two starts out from volition
occupational participation
62
Humans are biologically mandated to be
active beings
63
___ and ___ within the environment will greatly affect the person’s ____
Situation - condition - motivation
64
Human is an ____ that can
be changed and develop through
interaction
open-system
65
is the ability to put into
action what the person regards as meaningful
competence
66
Occupation is
- Output and feedback should
be working with each other
heterarchical
67
- Assessment of communication and interaction skills (ACIS)
- Assessment of motor and process skills (AMPS)
Non-standardized/Observational Assessment
68
ACIS
Assessment of communication and interaction skills
69
AMPS
Assessment of motor and process skills
70
EX OF Self report assessment
Modified Interest Checklist
71
Modified Interest Checklist wsas modifed and developed by
modified by Scaffa
and developed by Kielhofner and Naville
72
6 steps of therapeutic reasoning
1. generating
2. gathering
3. using
4. generating
5. implementing
6. determining
73
- Formulate questions about the client
- Evaluation process
- Subjective and Objective inputs
Generating
74
- Information on and with the client
Gathering
75
- Information gathered to create an explanation of the client's situation
- How will you plan
- How will you do the management for
ur patients
Using
76
- Goals and strategies for therapy
- Long term goal and short term goals
Generating
77
And monitoring therapy
implementing
78
Outcomes of therapy
determining
79
what are the Standardized assessments
○ Occupational Performance History Interview, Version 2 (OPHI-II)
○ Occupational Circumstances Assessment Interview and Rating scales
○ Work Role Interview
80
who: role checklist
Developed by
Kielhofner, Oakley,
and Barris
81
when he or she can choose,
organize, and perform occupations that are personally meaningful
■ exploration
■ achievement
■ competence
function
82
○ inability to perform
occupations, and interruption in role performance, and an inability to meet role responsibilities
■ helplessness
■ incompetence
■ inefficacy
● our goal is to shift from dysfunction toward function
dysfunction
83
concepts of MOHO
Input
Person
Skilled action/occupational performance
Environment
