MH Final (It's the final count down....) Flashcards
The therapy technique that addresses changing negative or irrational thoughts then behavior is
A. Client-centered Therapy
B. Psychiatric Rehabilitation
C. Cognitive-behavioral Therapy
D. Electroconvulsive Therapy
C. Cognitive-behavioral Therapy
The 1996 Mental Health Parity Act was signed into law to ensure
A. Insurance coverage for individuals with substance addictions
B. Equal reimbursement for mental and physical health issues
C. Promotion of healthy behaviors through reinforcement
D. Adequate time and resources for recovery from mental illness
B. Equal reimbursement for mental and physical health issues
When OT practitioners work to facilitate optimal functioning in current circumstances, they use techniques that are
A. Corrective
B. Adaptive
C. Rehabilitative
D. Compensatory
C. Rehabilitative
The theory that proposes the basis of mental illness may be found in the structure and function of the nervous system, especially the brain is
A. Neuroscience
B. Developmental
C. Adaptive
D. Psychological
A. Neuroscience
Individuals look toward the future and try to make contributions through work and community leadership
A. Middle adulthood B. Birth-18 months C. Adolescence D. Young adulthood E. 3-5 years F. 6-12 years G. Old age H. 2-4 years
A. Middle adulthood
Individuals may develop a basic sense of trust or mistrust
A. Middle adulthood B. Birth-18 months C. Adolescence D. Young adulthood E. 3-5 years F. 6-12 years G. Old age H. 2-4 years
B. Birth-18 months
Individuals gain independence in environmental exploration and bowel and bladder control
A. Middle adulthood B. Birth-18 months C. Adolescence D. Young adulthood E. 3-5 years F. 6-12 years G. Old age H. 2-4 years
H. 2-4 years
Individuals review and evaluate life choices
A. Middle adulthood B. Birth-18 months C. Adolescence D. Young adulthood E. 3-5 years F. 6-12 years G. Old age H. 2-4 years
G. Old age
Individuals examine and experiment with vocational choices
A. Middle adulthood B. Birth-18 months C. Adolescence D. Young adulthood E. 3-5 years F. 6-12 years G. Old age H. 2-4 years
C. Adolescence
Individuals compare themselves with their peers while acquiring work skills and habits
A. Middle adulthood B. Birth-18 months C. Adolescence D. Young adulthood E. 3-5 years F. 6-12 years G. Old age H. 2-4 years
F. 6-12 years
Individuals are concerned with finding a partner with whom to share life
A. Middle adulthood B. Birth-18 months C. Adolescence D. Young adulthood E. 3-5 years F. 6-12 years G. Old age H. 2-4 years
D. Young adulthood
Individuals imitate adult roles, experiment with new ways of doing things and developing a sense of self-direction
A. Middle adulthood B. Birth-18 months C. Adolescence D. Young adulthood E. 3-5 years F. 6-12 years G. Old age H. 2-4 years
E. 3-5 years
Occupational therapy intervention uses symbols in arts, crafts, and daily activities
A. Psychiatric rehabilitation B. Developmental theory C. Client-centered theory D. Neuroscience theory E. Cognitive-behavioral theory F. Theory of object relations G. Behavioral theory
F. Theory of object relations
Occupational therapy intervention addresses recognition of automatic negative thoughts/feelings (e.g., anger) and assists with coping skills and promotion of neutral or positive actions
A. Psychiatric rehabilitation B. Developmental theory C. Client-centered theory D. Neuroscience theory E. Cognitive-behavioral theory F. Theory of object relations G. Behavioral theory
E. Cognitive-behavioral theory
Occupational therapy intervention uses sensory integration and sensory modulation techniques; also assists medical team through client observation in terms of efficacy of medications and other treatments
A. Psychiatric rehabilitation B. Developmental theory C. Client-centered theory D. Neuroscience theory E. Cognitive-behavioral theory F. Theory of object relations G. Behavioral theory
D. Neuroscience theory
Occupational therapy intervention uses unconditional positive regard, reflection of feeling, paraphrasing and withholding judgment
A. Psychiatric rehabilitation B. Developmental theory C. Client-centered theory D. Neuroscience theory E. Cognitive-behavioral theory F. Theory of object relations G. Behavioral theory
C. Client-centered theory
Occupational therapy intervention includes designing situations that provide successful growth and development in deficit area
A. Psychiatric rehabilitation B. Developmental theory C. Client-centered theory D. Neuroscience theory E. Cognitive-behavioral theory F. Theory of object relations G. Behavioral theory
B. Developmental theory
Occupational therapy intervention uses an action-consequence approach; changes behavior by changing the consequences of the behavior
A. Psychiatric rehabilitation B. Developmental theory C. Client-centered theory D. Neuroscience theory E. Cognitive-behavioral theory F. Theory of object relations G. Behavioral theory
G. Behavioral theory
Occupational therapy intervention focuses on how to best help individual with mental illness obtain optimal function, re-enter the community in the least restrictive environment for success and use of environmental adaptations and resources
A. Psychiatric rehabilitation B. Developmental theory C. Client-centered theory D. Neuroscience theory E. Cognitive-behavioral theory F. Theory of object relations G. Behavioral theory
A. Psychiatric rehabilitation
Crafts are used to stimulate brain activity and create new neuron connections
A. Developmental/spatiotemporal B. Neuro-motor behavior C. Occupational adaptation D. Learning/cognitive disabilities E. Rehabilitation F. Model of Human Occupation G. Lifestyle/adaptive performance
B. Neuro-motor behavior
Use of crafts typically addresses improving a specific performance skill on a team; e.g., fine motor skills, planning and decision making
A. Developmental/spatiotemporal B. Neuro-motor behavior C. Occupational adaptation D. Learning/cognitive disabilities E. Rehabilitation F. Model of Human Occupation G. Lifestyle/adaptive performance
E. Rehabilitation
Crafts are used to connect the body and the mind to changing skills or environment
A. Developmental/spatiotemporal B. Neuro-motor behavior C. Occupational adaptation D. Learning/cognitive disabilities E. Rehabilitation F. Model of Human Occupation G. Lifestyle/adaptive performance
C. Occupational adaptation
Use of crafts assists the individual in achieving motor, cognitive, social and/or emotional milestones
A. Developmental/spatiotemporal B. Neuro-motor behavior C. Occupational adaptation D. Learning/cognitive disabilities E. Rehabilitation F. Model of Human Occupation G. Lifestyle/adaptive performance
A. Developmental/spatiotemporal
Craft activities are modified to present the “not too challenging” and minimal stress to the individual
A. Developmental/spatiotemporal B. Neuro-motor behavior C. Occupational adaptation D. Learning/cognitive disabilities E. Rehabilitation F. Model of Human Occupation G. Lifestyle/adaptive performance
D. Learning/cognitive disabilities
Use of crafts assists the individual with life skills by promoting adaptability and flexibility
A. Developmental/spatiotemporal B. Neuro-motor behavior C. Occupational adaptation D. Learning/cognitive disabilities E. Rehabilitation F. Model of Human Occupation G. Lifestyle/adaptive performance
F. Model of Human Occupation
Crafts are used to influence an individual’s intrinsic gratification and other needs for health and function
A. Developmental/spatiotemporal B. Neuro-motor behavior C. Occupational adaptation D. Learning/cognitive disabilities E. Rehabilitation F. Model of Human Occupation G. Lifestyle/adaptive performance
G. Lifestyle/adaptive performance
The OTA is working on improving skills for meal preparation with a consumer in a day-treatment program. During the activity, the consumer requires assistance to move to the next step of the activity as they continually measure and re-measure ingredients being used. The OTA uses cognitive-behavioral strategies to assist the client in progressing to the next steps. The consumer is most likely having difficulty due to
A.Autism Spectrum Disorder
B. Obsessive-compulsive disorder
C. Alzheimer’s disease
D. Personality disorder
B. Obsessive-compulsive disorder
The OTA is working in an inpatient setting with an individual who has had a diagnosis of schizophrenia spanning the last 18 years. Currently the consumer has marked difficulty engaging in basic self care tasks, presents with a flat affect and prefers to be alone. This individual is most likely experiencing which stage of their condition
A. Prodromal
B.Manic
C. Residual
D. Active
D. Active
May be associated with medical condition and/or substance abuse; the individual experiences low energy and interest, restlessness, changes in appetite
A. Regulatory disorder B. Depressive disorder C. Substance abuse D. Delirium E. Alzheimer’s disease F. Neurodevelopmental disorder G. Post-traumatic stress disorder H. Autism spectrum disorder I. Obsessive-compulsive disorder J. Personality disorder K. Intellectual impairment L. Bipolar disorder
B. Depressive disorder
The individual is assigned a “dual diagnosis” if there is psychiatric comorbidity of this common condition with another diagnosis
A. Regulatory disorder B. Depressive disorder C. Substance abuse D. Delirium E. Alzheimer’s disease F. Neurodevelopmental disorder G. Post-traumatic stress disorder H. Autism spectrum disorder I. Obsessive-compulsive disorder J. Personality disorder K. Intellectual impairment L. Bipolar disorder
C. Substance abuse
Complex cluster of disorders which may overlap with one another; includes paranoid, borderline and narcissistic types
A. Regulatory disorder B. Depressive disorder C. Substance abuse D. Delirium E. Alzheimer’s disease F. Neurodevelopmental disorder G. Post-traumatic stress disorder H. Autism spectrum disorder I. Obsessive-compulsive disorder J. Personality disorder K. Intellectual impairment L. Bipolar disorder
J. Personality disorder
Sensory integration treatment is commonly used in OT with this population to promote age-appropriate occupational functioning
A. Regulatory disorder B. Depressive disorder C. Substance abuse D. Delirium E. Alzheimer’s disease F. Neurodevelopmental disorder G. Post-traumatic stress disorder H. Autism spectrum disorder I. Obsessive-compulsive disorder J. Personality disorder K. Intellectual impairment L. Bipolar disorder
H. Autism spectrum disorder
The individual presents with cognitive changes typically associated with toxicity due to use of alcohol or other substances; usually reversible
A. Regulatory disorder B. Depressive disorder C. Substance abuse D. Delirium E. Alzheimer’s disease F. Neurodevelopmental disorder G. Post-traumatic stress disorder H. Autism spectrum disorder I. Obsessive-compulsive disorder J. Personality disorder K. Intellectual impairment L. Bipolar disorder
D. Delirium
A highly variable group of disorders that manifest early in development and generally have lifelong effects
A. Regulatory disorder B. Depressive disorder C. Substance abuse D. Delirium E. Alzheimer’s disease F. Neurodevelopmental disorder G. Post-traumatic stress disorder H. Autism spectrum disorder I. Obsessive-compulsive disorder J. Personality disorder K. Intellectual impairment L. Bipolar disorder
F. Neurodevelopmental disorder
Individuals with this disorder may present with hypervigilance, social withdrawal and sleep disturbance
A. Regulatory disorder B. Depressive disorder C. Substance abuse D. Delirium E. Alzheimer’s disease F. Neurodevelopmental disorder G. Post-traumatic stress disorder H. Autism spectrum disorder I. Obsessive-compulsive disorder J. Personality disorder K. Intellectual impairment L. Bipolar disorder
G. Post-traumatic stress disorder
Individuals with this disability may have typical or atypical physical conditions as well as sensory processing and/or sensory modulation issues
A. Regulatory disorder B. Depressive disorder C. Substance abuse D. Delirium E. Alzheimer’s disease F. Neurodevelopmental disorder G. Post-traumatic stress disorder H. Autism spectrum disorder I. Obsessive-compulsive disorder J. Personality disorder K. Intellectual impairment L. Bipolar disorder
K. Intellectual impairment
OT interventions may use systematic desensitization to promote behaviors that support successful occupational performance
A. Regulatory disorder B. Depressive disorder C. Substance abuse D. Delirium E. Alzheimer’s disease F. Neurodevelopmental disorder G. Post-traumatic stress disorder H. Autism spectrum disorder I. Obsessive-compulsive disorder J. Personality disorder K. Intellectual impairment L. Bipolar disorder
I. Obsessive-compulsive disorder
May continue into adulthood; include actions that are antisocial, aggressive, destructive, criminal
A. Regulatory disorder B. Depressive disorder C. Substance abuse D. Delirium E. Alzheimer’s disease F. Neurodevelopmental disorder G. Post-traumatic stress disorder H. Autism spectrum disorder I. Obsessive-compulsive disorder J. Personality disorder K. Intellectual impairment L. Bipolar disorder
A. Regulatory disorder
Progressive disorder in which the individual’s condition may severely deteriorate, necessitating complete assistance with all occupations
A. Regulatory disorder B. Depressive disorder C. Substance abuse D. Delirium E. Alzheimer’s disease F. Neurodevelopmental disorder G. Post-traumatic stress disorder H. Autism spectrum disorder I. Obsessive-compulsive disorder J. Personality disorder K. Intellectual impairment L. Bipolar disorder
E. Alzheimer’s disease
The individual may experience elevated mood and expansive behavior that alternates with periods of low energy and low self-esteem
A. Regulatory disorder B. Depressive disorder C. Substance abuse D. Delirium E. Alzheimer’s disease F. Neurodevelopmental disorder G. Post-traumatic stress disorder H. Autism spectrum disorder I. Obsessive-compulsive disorder J. Personality disorder K. Intellectual impairment L. Bipolar disorder
L. Bipolar disorder
The stage in the therapeutic relationship in which the OTA and client are working together to set goals and tasks is
a. Rapport building
b. Working
c. Ongoing working
d. Termination
b. Working
The stage in the therapeutic relationship in which the OTA and client are learning about each other and developing a communication style is
a. Rapport building
b. Working
c. Ongoing working
d. Termination
a. Rapport building
The stage in the therapeutic relationship in which the OTA and client are ideally mutually moving out of the relationship is
a. Rapport building
b. Working
c. Ongoing working
d. Termination
d. Termination
T/F Transference is when the practitioner relates to the consumer as someone else.
True
False
false
Provide immediate feedback relating to event
A. Immediacy B. Genuineness C. Empathy D. Respect E. Specificity F. Warmth G. Sensitivity H. Self Disclosure
A. Immediacy
Being authentic and open about self
A. Immediacy B. Genuineness C. Empathy D. Respect E. Specificity F. Warmth G. Sensitivity H. Self Disclosure
B. Genuineness
The ability to understand how the other individual feels; must be genuine
A. Immediacy B. Genuineness C. Empathy D. Respect E. Specificity F. Warmth G. Sensitivity H. Self Disclosure
C. Empathy
Recognition as of the individual as unique with independent interests and values
A. Immediacy B. Genuineness C. Empathy D. Respect E. Specificity F. Warmth G. Sensitivity H. Self Disclosure
D. Respect
Identifying and stating things simply, directly; stating what is relevant
A. Immediacy B. Genuineness C. Empathy D. Respect E. Specificity F. Warmth G. Sensitivity H. Self Disclosure
E. Specificity
The practitioner presents a sense of friendliness, interest, and enthusiasm
A. Immediacy B. Genuineness C. Empathy D. Respect E. Specificity F. Warmth G. Sensitivity H. Self Disclosure
F. Warmth
The OTA demonstrates alertness to client needs and is attuned to facial expressions and nonverbal behavior
A. Immediacy B. Genuineness C. Empathy D. Respect E. Specificity F. Warmth G. Sensitivity H. Self Disclosure
G. Sensitivity
The OTA reveals things about self appropriately
A. Immediacy B. Genuineness C. Empathy D. Respect E. Specificity F. Warmth G. Sensitivity H. Self Disclosure
H. Self Disclosure
Psychotropic medications work by
A. Altering the way the brain works
B. Altering hormones throughout the body
C. Altering emotional responses in the brain
D. Affecting neurotransmitters throughout the body
A. Altering the way the brain works
An OTA employed in a day treatment center for clients with psychiatric disorders is conducting leisure planning group. The members of the group decide to take a day trip to the local sculpture garden. Which side effect of psychotropic medications is most important for the OTA to discuss in terms of preventative precautions with the group?
A. Orthostatic hypotension
B. Akathisia
C. Photosensitivity
D. Tremors
C. Photosensitivity
A rare but life-threatening side effect of antipsychotic medications is
A. Parkinsonism
B. Neuroleptic malignant syndrome
C. Tardive dyskinesia
D. Akathisia
B. Neuroleptic malignant syndrome
The COTA is working with a patient who takes psychotropic medications. The patient suddenly presents with epileptic seizures and dry mouth. This patient is likely to be on
A. Antipsychotic medication
B. Antiparkinsonian medication
C. Antidepressant medication
D. Antianxiety medication
C. Antidepressant medication
The COTA is working with a young adult client who takes psychostimulant medications. This client may have which diagnosis
A. Hypermania
B. Depression
C. Anxiety
D. ADHD
D. ADHD
The OT practice model that specifically assists consumers in developing skills for effective interactions with others is the
A. Development of adaptive skills model
B.Social skills training model
C. Psychoeducation model
D. Cognitive disabilities model
B.Social skills training model
This OT practice model states that occupational choices and tasks are the result of interactions between the person, the occupation and the environment
A. Psychoeducation model
B. Cognitive disabilities model
C. Model of human occupation
D. Sensory integration model
C. Model of human occupation
Consideration of kinesthia, proprioceptive and vestibular input and the effects of these inputs on the individual are specifically considered in the
A. Person-Environment-Occupation model
B. Psychoeducation model
C. Cognitive disabilities model
D. Sensory integration model
D. Sensory integration model
One assessment used in this OT practice model is a leather lacing task. The model asserts that task performance is reflective of mental organization or mental disorganization along a continuum
A. Psychoeducation model
B. Cognitive disabilities model
C. Model of human occupation
D. Development of adaptive skills model
B. Cognitive disabilities model
This relatively complex OT practice model has 6 sets of skills that are addressed sequentially as the client makes progress
A. Development of adaptive skills model
B. Social skills training model
C. Person-Environment-Occupation model
D. Cognitive disabilities model
A. Development of adaptive skills model
This OT practice model focuses on everyday activities such as money management and uses pre-tests and post-tests to monitor client progress
A. Psychoeducation model
B. Cognitive disabilities model
C. Model of human occupation
D. Development of adaptive skills model
A. Psychoeducation model
This OT practice model appreciates the dynamic person, that is, each person changes over time and as a result of experiences or transactions
A. Person-Environment-Occupation model
B. Psychoeducation model
C. Cognitive disabilities model
D. Sensory integration model
A. Person-Environment-Occupation model
Synonymous with motivation; includes thoughts and actions that drive engagement in a given occupation
A. Volition B. Habituation system C. External locus of control D. Internal locus of control E. Performance capacity
A. Volition
The person with this type of motivational “set” is more driven by money, recognition or other factors outside of oneself
A. Volition B. Habituation system C. External locus of control D. Internal locus of control E. Performance capacity
C. External locus of control
One aspect of this component is occupational roles and how the individual’s behavior supports or limits role fulfillment
A. Volition B. Habituation system C. External locus of control D. Internal locus of control E. Performance capacity
B. Habituation system
This component relates to physical, cognitive, sensory-perceptual, emotional and communication skill abilities of the individual
A. Volition B. Habituation system C. External locus of control D. Internal locus of control E. Performance capacity
E. Performance capacity
The person with this type of motivational “set” is more driven by sense of accomplishment, personal satisfaction or other factors within oneself
A. Volition B. Habituation system C. External locus of control D. Internal locus of control E. Performance capacity
D. Internal locus of control
Private, for-profit settings in which the treatment team may or may not include OT
A. Consumer-operated programs B. Acute care inpatient C. Behavioral units D. Proprietary hospitals E. Prevention programs F. Settings for children/adolescents G. Psychosocial club H. Community residences I. Transitional services J. Supported employment
D. Proprietary hospitals
Address a wide variety of issues; parenting skills, smoking cessation, childhood enrichment activities, relapse prevention, employee assistance programs
A. Consumer-operated programs B. Acute care inpatient C. Behavioral units D. Proprietary hospitals E. Prevention programs F. Settings for children/adolescents G. Psychosocial club H. Community residences I. Transitional services J. Supported employment
E. Prevention programs
Provides meaningful work opportunities, environmental support and continued learning opportunities; focus is social versus medical
A. Consumer-operated programs B. Acute care inpatient C. Behavioral units D. Proprietary hospitals E. Prevention programs F. Settings for children/adolescents G. Psychosocial club H. Community residences I. Transitional services J. Supported employment
J. Supported employment
Quarterway and halfway housing situations allow consumers to live in the community with continued institutional support
A. Consumer-operated programs B. Acute care inpatient C. Behavioral units D. Proprietary hospitals E. Prevention programs F. Settings for children/adolescents G. Psychosocial club H. Community residences I. Transitional services J. Supported employment
I. Transitional services
Goal is to keep consumers in family and community; IEPs may be implemented in the school setting to address educational goals
A. Consumer-operated programs B. Acute care inpatient C. Behavioral units D. Proprietary hospitals E. Prevention programs F. Settings for children/adolescents G. Psychosocial club H. Community residences I. Transitional services J. Supported employment
F. Settings for children/adolescents
Interventions aim to decrease problem behaviors and increase coping strategies
A. Consumer-operated programs B. Acute care inpatient C. Behavioral units D. Proprietary hospitals E. Prevention programs F. Settings for children/adolescents G. Psychosocial club H. Community residences I. Transitional services J. Supported employment
C. Behavioral units
Include supportive housing, assisted living and residential care homes in various settings
A. Consumer-operated programs B. Acute care inpatient C. Behavioral units D. Proprietary hospitals E. Prevention programs F. Settings for children/adolescents G. Psychosocial club H. Community residences I. Transitional services J. Supported employment
H. Community residences
Environmental/therapeutic approach for those with severe, persistent mental illness providing employment in the community
A. Consumer-operated programs B. Acute care inpatient C. Behavioral units D. Proprietary hospitals E. Prevention programs F. Settings for children/adolescents G. Psychosocial club H. Community residences I. Transitional services J. Supported employment
G. Psychosocial club
Medication management, maintaining consumer routines and referrals to post dc services is a focus
A. Consumer-operated programs B. Acute care inpatient C. Behavioral units D. Proprietary hospitals E. Prevention programs F. Settings for children/adolescents G. Psychosocial club H. Community residences I. Transitional services J. Supported employment
B. Acute care inpatient
Job coaches and crisis counselors support the consumer with serious mental illness adapt to and succeed in the work environment
A. Consumer-operated programs B. Acute care inpatient C. Behavioral units D. Proprietary hospitals E. Prevention programs F. Settings for children/adolescents G. Psychosocial club H. Community residences I. Transitional services J. Supported employment
A. Consumer-operated programs
Intensive psychiatric rehabilitation units allow consumers to live within the community as they receive services.
True
False
False
Proprietary Hospitals are private, for profit settings that may include OT services.
True
False
True
Community Mental Health Centers are publicly funded.
True
False
True
Block Programming serves consumers with a wide variety of needs.
True
False
False
Psychosocial Clubs serve the newly diagnosed, acute consumer with mental illness.
True
False
False
The use of Universal Precautions are to
A. Make sure clients do not touch one another
B. Prevent the spread of infection
C. Keep the OT clinic as a sterile environment
D. Decrease communication among clients/patients
B. Prevent the spread of infection
The best time to initially wash your hands is:
A. In the morning when you wake up
B. After treatment of the patient is complete
C. Before treating a patient
D. At the end of your shift
C. Before treating a patient
It is never necessary to wear protective gloves when working with mental health patients.
True
False
False
The COTA acknowledges each members participation verbally or nonverbally
A. Introduction B. Summary C. Sharing D. Generalizing E. Application F. Activity G. Processing
C. Sharing
The COTA uses warm up and explains group purpose and activity
A. Introduction B. Summary C. Sharing D. Generalizing E. Application F. Activity G. Processing
A. Introduction
Therapeutic goals, member strengths and timing must be considered for this phase
A. Introduction B. Summary C. Sharing D. Generalizing E. Application F. Activity G. Processing
F. Activity
The COTA emphasizes the most important aspects of the group so these are understood correctly and remembered
A. Introduction B. Summary C. Sharing D. Generalizing E. Application F. Activity G. Processing
B. Summary
Higher level step/skill in which the COTA discusses with each member how the principles learned in the group relate to problems or issues each has expressed
A. Introduction B. Summary C. Sharing D. Generalizing E. Application F. Activity G. Processing
D. Generalizing
Higher level step/skill that helps identify emotions that facilitate or present barriers to participation
A. Introduction B. Summary C. Sharing D. Generalizing E. Application F. Activity G. Processing
G. Processing
This step takes what was learned in group and applies it to non-group activities
A. Introduction B. Summary C. Sharing D. Generalizing E. Application F. Activity G. Processing
E. Application
According to Cole, the stages of group co-leadership are
a. Refreshment > development > stabilization >formative
b. Development > stabilization > formative > refreshment
c. Formative > development > stabilization > refreshment
d. Stabilization > development > refreshment >formative
c. Formative > development > stabilization > refreshment
The type of leadership in which the COTA earns the support of members by allowing them to make choices and showing care and concern is
a. Facilitative
b. Leader as advisor
c. Directive
d. Cooperative
a. Facilitative
The type of leadership in which the COTA plays a generally passive role and is limited to the most highly functioning groups working on goals like problem solving or attitude is
a. Facilitative
b. Leader as advisor
c. Directive
d. Cooperative
b. Leader as advisor
An OTA working on an acute care inpatient psychiatric unit holds a series of group sessions for clients newly admitted to the unit. Which Group leadership style is the most effective for the OTA to exhbit when leading these group?
A. Advisory
B. Facilitative
C. Laissez-faire
D. Directive
D. Directive
Determines activities used to meet client goals
A. OT
B. OTA
B. OTA
Identifies frame of reference to be used in tx; e.g., cognitive disabilities, sensory integration, etc
A. OT
B. OTA
A. OT
Tend to spend more tx time with clients as primary implementer of the tx plan
A. OT
B. OTA
B. OTA
Contribute to the evaluation process once service competency is established
A. OT
B. OTA
B. OTA
Establishes LTGs through collaboration with the client
A. OT
B. OTA
A. OT
Applies theoretical and foundational knowledge to a sequence of actions
A. Procedural B. Pragmatic C. Interactive D. Conditional E. Narrative
A. Procedural
Nurtures hope, optimism and motivation by linking tasks to a vision of the future for the client
A. Procedural B. Pragmatic C. Interactive D. Conditional E. Narrative
E. Narrative
Uses practical thinking and skills to work through problems and find efficient strategies
A. Procedural B. Pragmatic C. Interactive D. Conditional E. Narrative
B. Pragmatic
Uses the relationship with and understanding of the client as foundational
A. Procedural B. Pragmatic C. Interactive D. Conditional E. Narrative
C. Interactive
Most complex clinical reasoning type; uses both experience and imagination
A. Procedural B. Pragmatic C. Interactive D. Conditional E. Narrative
D. Conditional
An individual with schizophrenia begins a partial hospitalization program after a three day hospitalization. During the initial interview, the client reports that they still experience hallucinations, but they occur less than they have in the past. Which action should the OTA take if the individual begins to actively hallucinate during an OT project/associative group?
A. Redirect the individual’s attention back to the project
B. Provide tactile reassurance to the individual
C. Verbally reassure the individual that the hallucination is not real
D. Use humor to divert the individual’s attention away from the hallucination
A. Redirect the individual’s attention back to the project
The stage in Maslow’s Hierarchy of Needs where individuals need to accomplish personal goals is
A. Esteem Needs
B. Safety Needs
C. Self Actualization Needs
D. Love and Belongingness Needs
C. Self Actualization Needs
The stage in Maslow’s Hierarchy of Needs where individuals need to feel accepted is
A. Esteem Needs
B. Safety Needs
C. Self Actualization Needs
D. Love and Belonging Needs
D. Love and Belonging Needs
The emotional regulation program that addresses impulse control and emotional regulation and used with Borderline Personality Disorder
A. Zones of Regulation
B. Dialectical Behavior Therapy
C. Ruler Program
D. Cognitive Behavioral Therapy
B. Dialectical Behavior Therapy
Ideas, feelings, and attitudes about one’s identity, worth, limitations
A. Values clarification B. Assertiveness C. Coping skills D. Role conflict E. Self awareness F. Role stress G. Self concept H. Self esteem
G. Self concept
Understanding feelings and internal motivations
A. Values clarification B. Assertiveness C. Coping skills D. Role conflict E. Self awareness F. Role stress G. Self concept H. Self esteem
E. Self awareness
Feeling that one is not able to meet the expectations of one’s role
A. Values clarification B. Assertiveness C. Coping skills D. Role conflict E. Self awareness F. Role stress G. Self concept H. Self esteem
F. Role stress
Valuing one’s self
A. Values clarification B. Assertiveness C. Coping skills D. Role conflict E. Self awareness F. Role stress G. Self concept H. Self esteem
H. Self esteem
Feeling that expectations for one’s roles do not line up
A. Values clarification B. Assertiveness C. Coping skills D. Role conflict E. Self awareness F. Role stress G. Self concept H. Self esteem
D. Role conflict
The ability to express one’s thoughts, needs, and honestly
A. Values clarification B. Assertiveness C. Coping skills D. Role conflict E. Self awareness F. Role stress G. Self concept H. Self esteem
B. Assertiveness
Approach helping groups/individuals to understand values
A. Values clarification B. Assertiveness C. Coping skills D. Role conflict E. Self awareness F. Role stress G. Self concept H. Self esteem
A. Values clarification
The way an individual makes decisions and deals with problems
A. Values clarification B. Assertiveness C. Coping skills D. Role conflict E. Self awareness F. Role stress G. Self concept H. Self esteem
C. Coping skills
Enhancing underlying abilities and supporting reintegration of cognitive function.
A. Remedial training
B. Remotivation
C. Compensatory Strategies
D. Reality orientation
A. Remedial training
Environmental and educational reinforcement for confused and disoriented individuals- place, time, what are they doing, and who they with.
A. Remedial training
B. Remotivation
C. Compensatory Strategies
D. Reality orientation
D. Reality orientation
Substituting personal assets and environmental aids when there is impairment in cognitive skills.
A. Remedial training
B. Remotivation
C. Compensatory Strategies
D. Reality orientation
C. Compensatory Strategies
Group discussion method to help depressed and confused to assist in organizing thoughts and feelings
A. Remedial training
B. Remotivation
C. Compensatory Strategies
D. Reality orientation
B. Remotivation
