Lecture 1 Flashcards
Concern of OTs & growth and development
to enhance function to promote growth & development
NOT to fix dysfunction
top-down approach
look at the occupation itself
best way
bottom up approach
focus on the impairment
ie depth perception impairment – do activities to improve block playing
occupation as a means
using occupation to remediate some performance component
- not the end product itself we are concerned with but rather the process
- assumes therapeutic task is meaningful and purposeful
- the product builds strength
occupation as an end
developing performance components to remediate an occupation
- not concerned with the process but rather the ability to achieve the end product
- strength leads to the product
Challenge
- a task that the person wants/needs to do but cannot do in the present context
- a situation that exists because of a person-environment mismatch
- a situation that is dynamic & can change
Growth
- refers to an increase in physical size of the whole body or any of its parts
- it is simply a quantitative change in the child’s body
- it can be measured in kg, pounds, meters, inches etc
head is _____ as baby and becomes more ______ as the person grows into an adult
huge;
proportional
maturation
- Incr in child’s competence & adaptability
- It is describing the qualitative change in structure
- The level of maturation depends on child’s heredity
development occurs through maturation of
physical & mental capacities and learning opportunities/experiences
areas of development are ______
interdependent (i.e. motor & speech)
development depends on the interaction of:
genetic predisposition
environmental influences
individual’s role in development
development progresses towards a state of ______ via adaptation to challenge(s)
homeostasis
cephalocaudal
development occurs in this direction — from the head down
—> first establish head & neck control, then use arms, then use legs
proximodistally
development occurs in this direction — from the center of the body to outwards
development refers to a progressive & qualitative change in ______ & ______ of function
skill & capacity
developmental change occurs over time and follow an orderly pattern that moves towards:
greater complexity & enhances survival
developmental change may be ____ or _____, always ______
abrupt;
gradual;
always continuous
development can be measured through
observation
domains of development: occur in __#__ of domains, but growth in ____ domain influences ______
3;
one;
the other domains
physical domain
body size body proportions appearance brain development motor development perception capacities physical health
cognitive domain
thought processes & intellectual abilities including:
attention problem solving imagination creativity academic & everyday knowledge metacognition language
social-emotional domain
- self-knowledge (self-esteem, metacognition, sesxual identity, ethnic identity)
- moral reasoning
- understanding and expression of emotions
- self regulation
- temperament
- understanding others
- interpersonal skills
- friendships
infancy language
crying
infancy eating schedule
every 2-3 hrs
infancy characteristics
uncoordinated movements toothless poor vision (range 8-12 inches away) doubles weight by 9 months responds to human voice & touch
one year old characteristics
- plump baby becomes a leaner & more muscular toddler
- begins to walk & talk
- representational thought, object permanence, and ability for passive language occurs
- tentative sense of independence
- determined explorer
2 year old characteristics
- begins to communicate verbally
- 3 to 4 word sentences
- negative behavior: no to everything, temper tantrums
- side by side but doesn’t actively play with them
- great imitators
3 year old characteristics
- want to be just like parents (pretend to cook, go to work etc)
- vocabulary & pronunciation of words cont to expand
- climbs stairs with alternating feet can briefly stand on one foot
4 year old characteristics
- sentences are more complex; speak well enough for strangers to understand
- imagination is vivid; line between what is real & imaginary is often indistinct
- develop fears (common fears- fear of dark, fear of animals, fear of death)
5 year old characteristics
- can hop on one foot & skip
- can accurately copy figures
- may begin to read
- socialize with other children their age
occulomotor skills effective (5 yr/old)
allows for smooth reading- integrates with sight see the letter simultaneously & hear the sound
late childhood characteristics
- both small & large muscles are well developed
- complex motor skills
- independent activities & same sex group activities
- acceptance by peers = very important
- parental approval = still important
adolescence characteristics
- traumatic life stage for child & parent
- puberty occurs
- extremely concerned with appearance
- trying to establish self-identity
- confrontations with authority
HORMONES effect behavior & relationships
Adulthood characteristics
- physical development complete
- emotional maturation continues to develop (b/c new experiences always occur)
- usually learns to accept responsibility for actions & accept criticism
- usually knows how to profit from errors
- socially progress from age-related peer groups to people with similar interests
middle adulthood characteristics
physical changes begin to occur (hair- thin & gray; wrinkles appear; hearing & vision decrease; muscles lose tone)
main concerns: children, health job security, aging parents, fear of aging
love & acceptance take a major role
late adulthood characteristics
- fastest growing age bracket of society
- physical deterioration - brittle bones, poor coordination
- some memory problems
- coping with retirement & forms of entertainment
- very concerned with health & finance
- significant # become depressed (high suicide rate)
In practice we rely on the developmental expectations as a ______; meaning they are components we expect to see for optimal _________
gold standard;
occupational engagement
developmental is not predetermined (this is b/c of:)
- individual differences
- multiple developmental pathways exist
Understanding individual’s differences and developmental pathways will lead to:
informed assessment, clinical reasoning, appropriate goal setting, enhanced progress, focus on occupation
What else needs to be considered when looking at the impact on behavior:
- cultural & subcultural differences
- ethnic differences
- religious differences
- personalities
theory
explains and predicts; lens to consider problems, basis for FOR s and models
frame of reference
specific theoretical base function/dysfunction continuum description of behaviors postulates regarding change
ex: NDT is neurodevelopment treatment - it is based in theory
model
broad; provides terms. definitions, and organization concepts to ID general practice oriented aspects that may be applied to any situation
BASED IN THEORY
philosophical assumptions, ethics, theoretical foundation, domain of concern, nature/principles for sequencing practice, legitimate tools
classic stage theories
- emphasize discontinuity with periods of stability and rapid transitions between stages
- freud’s psychosexual stages of development
Erikson’s psychosocial stages of dev - piaget’s cognitive developmental stages
incremental model
emphasize continuity development as continuous incremental change
- behaviorist tradition
- social learning theory
- information processing theory
stage & incremental theories occurred during the
early 20th century
stage & incremental theories are
biological processes dependent on maturation
& are behavioral development universal, predictable and sequential
life span development theories emerged in what time frame?
1970s
life span development theories purpose:
behavioral characteristics across ages, identify how people respond to life’s experiences & understand factors contributing to individual development differences
- development is lifelong
- continuity and changes in personal development
- focus on changing on aspect of an individual to change behavior
lifespan development theories do not describe
how occupations change– assume that all development is biological and intrinsic changes are prerequisites to new behavior
life course perspective
- newer view – looks at time, context, process & meaning
- considers dynamic contextual factors
ex: common changes, unanticipated events, societal influences, demographics
contexualism
looks at mechanisms of change as occupation centered as opposed to person centered
development of an occupation in context — changes originate simultaneous from:
1) work of communities & caregiving practices that create occupational opportunities
2) The social influence & interpersonal transactions surrounding activities
3) self organizing process that underlies engagement in occupation (ex: maturation)
Bronfrenbrenner
contexts of development – micro/exo/macro/meso/chrono - systems
macrosystem
attitudes & ideologies of culture
cultural values, customs & laws
exosystem
larger social systems in which the indiv doesn’t directly interact with ex: parents job/employers etc
microsystem
direct interactions with the individual - what is closest to them ex: peers, school, family
mesosystem
how the development occurs – connects 2 parties together
i.e.-connection between the child’s parents and the teacher
chronosystem
occurrence of development over time
Time influences relationships in 3 ways:
1) life experiences influence relationships
2) family events & transitions influence individuals and reactions
3) historical time - events in broader context -influence roles & values
social context influences individuals
- social structures (racism, homophobia etc) influence individual development
- individuals actively interact with social context and structure
- social structures change - change influences individuals & relationships
- there is an interplay of micro/macro levels of development
aging & transformation of occupations are _______; the accumulated experiences with past _______ impact current forms of _________
lifelong processes;
occupations;
engagement
people live _____ lives & these networks of relationships shape peoples’ ________
interconnected;
occupations
historic times & societal events shape & alter:
- what people do
- how they do it
- & give it meaning
people make choices about their _______, which reflect their circumstances & perceived occupational opportunities at that particular time
occupations
________ to an event or life transition & the ______ of such events for a person’s occupations vary according to the timing of the life course
antecedents;
consequences
changes in occupations across the life course represent dynamic transitions among
people
contexts (social/historical/environmental)
experiences
transformations in & the acquisition of occupations are necessary for
continued social participation as life circumstances change
OTs must be able to see beyond conventional theories on human development to recognize & understand:
the transformations of the client
What must all OTs understand?
- typical occupational expectations across developmental levels
- how occupational performance expectations change over time
- contextual factors may influence occupational performance
