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TFO > INTRO TO TFO AND MOHO > Flashcards

INTRO TO TFO AND MOHO Flashcards

1
Q

Proponent of MOHO

A

Dr. Gary Wayne Kielhofner (1949-2010)

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2
Q

MOHO was first published in

A

1980

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3
Q

is the opposite of occupational competence

A

Occupational dysfunction

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3
Q

temporary of enduring inability to engage in the roles, relationships and occupations expected of a person

A

occupational dysfunction

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4
Q
  1. becomes apparent when a person can’t do everyday things
  2. ranges from simple to extremely complex
A

Occupational Dysfunction

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4
Q

well-being reflected on the quality of performance in their ADLs

A

Occupational Competence

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5
Q

meet the demands of each tasks, in each environment,

A

Occupational Competence

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6
Q

appropriate interaction with situations at hand

A

occupational competence

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7
Q

who they are and who they want to be

A

occupational identity

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8
Q

their physical, cognitive and social abilities

A

Occupational Performance

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9
Q

● absolute reality
● occupational therapy practice are
evident

A

Positivistic Paradigm

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10
Q

● Emphasizes diverse perspectives
● do not focus on science
● subjective

A

Post-Modernism

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10
Q

How OTs understand their patients while they recognize realistic goals rejecting objective approaches

A

Anti-positivistic Paradigm

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10
Q

● Only understanding the meaning through experience
● subjective

A

Phenomenology

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10
Q

Created balance for the OT field

A

feminism

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11
Q

Client’s environment, views, goals

A

Culture Influence in Occupational Identity

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12
Q

makes us aware of the evolving theories, methods, and perspectives

A

Paradigm Shifts

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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

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13
Q

application in real life

A

Practice

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14
Q

guide for knowledge

A

Theory

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15
Q

what are the 7 core skills

A
  1. Collaboration with Client
  2. Assessment
  3. Enablement
  4. Problem-Solving
  5. Using Activity as a Therapeutic Too
  6. Group Work
  7. Environmental Adaptation
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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

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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

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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

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19
Q

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.

A

Enablement

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20
Q

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.

A

Using Activity as a Therapeutic Tool

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21
Q

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.

A

Group Work

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22
Q

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.

A

Environmental Adaptation

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23
Q

refers to the responsibility of every Occupational Therapy Practitioner to communicate with one another

A

Management

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23
Q

refers to a personal and professional quality of innovation that requires a vision and competence

A

leardership

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24
Q

says that there is an absolute reality, which can be measured, studied and understood

A

positivism

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25
Q
  • pective that an absolute reality can never be understood and may only be approximated
A

Post-positivism

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26
Q

the optimum way of delivering healthcare, as clients’ perspectives are regarded as important indicators of quality in healthcare

A

Client Centered

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27
Q

popular and evidence-based psychotherapeutic approach

A

Cognitive Behavioral

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28
Q

increasingly encouraged and advocated as the way ahead for occupational therapy internationally

A

Client Centered

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29
Q

term given to a specific psychological approach to conceptualizing and addressing clients’ difficulties

A

Cognitive Behavioral

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29
Q

Contemporary CBT represents a broad church of theoretical developments, interventions and professional groupings

A

Cognitive Behavioral

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30
Q

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.

A

Biomechanical frame of reference

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30
Q

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

A

Psychodynamic

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31
Q

This ensures that the primary concern of occupational therapists is how complicating feelings and issues in both internal and external worlds affected occupational lives.

A

Psychodynamic

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32
Q

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.

A

Theoretical Base of Frame of Reference

33
Q

acts as a scale that helps Occupational Therapists in measuring a client’s range of ability to do their daily activities.

A

Function-Dysfunction Continuum

34
Q

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.

A

Function-Dysfunction Continuum

35
Q

This assists professionals in tailoring interventions based on the scale result leading to an effective and efficient outcome.

A

Function-Dysfunction Continuum

36
Q
  • 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
A

narrative reasoning

37
Q

The process of hypothesis generation and testing that generally is referred to as hypothetico-deductive reasoning.

A

Scientific Reasoning

38
Q

Used to make a diagnosis of the client’s medical condition.

A

Scientific Reasoning

39
Q

More concerned with identifying the client’s occupational problems rather than the medical diagnosis, therapists do draw on the ideas reasoning procedurally

A

Scientific Reasoning

40
Q

Used to identify underlying impairments or occupational performance issues, define desired outcomes, set goals, develop intervention/solutions

A

Diagnostic Reasoning

41
Q

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.

A

Procedural Reasoning

42
Q

represents the more scientific components of practice, which include systematic data collection, hypothesis formulation and testing

A

Procedural Reasoning

43
Q

Concerned with how the therapist interacts with the client.

A

Interactive Reasoning

44
Q

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

A

Conditional Reasoning

45
Q

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

A

Conditional Reasoning

46
Q

Personal context includes the reasoning surrounding the therapist’s own motivation, negotiation skills, repertoire of therapy skills, ability to read the practice culture

A

Pragmatic Reasoning

46
Q

someone who continuously embodies the three dominant modes of reasoning within their field.

A

3 track mind

46
Q

The practice context includes organizational, political environments and economic influences, such as resources and reimbursement.

A

Pragmatic Reasoning

46
Q

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

A

Ethical Reasoning

46
Q

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.

A

Generalization Reasoning

46
Q

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)

A

Generalization Reasoning

46
Q

what are the 3 types of reasoning

A

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
Q

Concerned with the therapist’s practice and personal contexts.

A

Pragmatic Reasoning

46
Q

Three Elements of Clinical Reasoning

A

Scientific Element
Ethical Element
Artistic Element

47
Q

Habits, roles, and routines
(occupational skills) should be practiced to achieve occupational performance — occupational adaptation

A

Self-organization

48
Q

Motivation in choosing and performing the tasks

A

Volition

49
Q

factors under volition

A

personal causation
values
interests

50
Q

thoughts and feelings about your own capacity’s

A

Personal Causation

51
Q

beliefs and commitment about what we do — that the activity is worthy, important, good, and right for us

A

Values

52
Q

feeling of attraction based on the experience of performing it

A

Interests

53
Q

Organization of actions.
- Aims to make it regular and consistent

A

habituation

54
Q

factors under habituation

A

habits
roles
performance capacity

55
Q

subconscious actions

A

habits

56
Q
  • gives identity
    and sense of
    responsibility
  • connected
  • performance patterns
A

roles

57
Q

Kung ano lang kaya nilang gawin as of the moment
How mental and physical abilities used to experience/perform the task/activity

A

performance capacity

58
Q

if the muscles of our patients are contracting normally, etc., range of motions (ROM), joints

A

musculoskeletal

59
Q

use global mental functions to assess

A

Neurological

60
Q

breating

A

cardiopulmonary

61
Q

this is where you mostly form your identity and competence — these two starts out from volition

A

occupational participation

62
Q

Humans are biologically mandated to be

A

active beings

63
Q

___ and ___ within the environment will greatly affect the person’s ____

A

Situation - condition - motivation

64
Q

Human is an ____ that can
be changed and develop through
interaction

A

open-system

65
Q

is the ability to put into
action what the person regards as meaningful

A

competence

66
Q

Occupation is

  • Output and feedback should
    be working with each other
A

heterarchical

67
Q
  • Assessment of communication and interaction skills (ACIS)
  • Assessment of motor and process skills (AMPS)
A

Non-standardized/Observational Assessment

68
Q

ACIS

A

Assessment of communication and interaction skills

69
Q

AMPS

A

Assessment of motor and process skills

70
Q

EX OF Self report assessment

A

Modified Interest Checklist

71
Q

Modified Interest Checklist wsas modifed and developed by

A

modified by Scaffa
and developed by Kielhofner and Naville

72
Q

6 steps of therapeutic reasoning

A
  1. generating
  2. gathering
  3. using
  4. generating
  5. implementing
  6. determining
73
Q
  • Formulate questions about the client
  • Evaluation process
  • Subjective and Objective inputs
A

Generating

74
Q
  • Information on and with the client
A

Gathering

75
Q
  • Information gathered to create an explanation of the client’s situation
  • How will you plan
  • How will you do the management for
    ur patients
A

Using

76
Q
  • Goals and strategies for therapy
  • Long term goal and short term goals
A

Generating

77
Q

And monitoring therapy

A

implementing

78
Q

Outcomes of therapy

A

determining

79
Q

what are the Standardized assessments

A

○ Occupational Performance History Interview, Version 2 (OPHI-II)
○ Occupational Circumstances Assessment Interview and Rating scales
○ Work Role Interview

80
Q

who: role checklist

A

Developed by
Kielhofner, Oakley,
and Barris

81
Q

when he or she can choose,
organize, and perform occupations that are personally meaningful
■ exploration
■ achievement
■ competence

A

function

82
Q

○ 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

A

dysfunction

83
Q

concepts of MOHO

A

Input
Person
Skilled action/occupational performance
Environment

TFO (3 decks)

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