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Psychosocial Dysfunction Practicum Midterm > Midterm- PSD Group > Flashcards

Midterm- PSD Group Flashcards

1
Q

Diminished participation in valuable occupations (Smith, Cornella & Williams article)

A

Occupational deprivation

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2
Q

Being ___________ means having “distinct forms and qualities”

A

Diverse

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3
Q

Focusing on the individual clients with whom we work, attempting to understand their beliefs, values, and dreams in order to collaboratively develop appropriate and meaningful interventions

A

Client-Centered Practice

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4
Q

Broad term that encompasses many aspects about an individual and has been defined many ways

A

Culture

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5
Q

Used by those who believe that “there exist natural, physical divisions among humans that are hereditary, reflected in morphology, and roughly but correctly captured by terms such as white, black, and Asian

A

Biological Race

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6
Q

The assessment of individual worth on the basis of real or imputed group characteristics

A

Racism

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7
Q

Most common characteristics of an ethnic group

A

Kinship, family rituals, food preferences, special clothing, particular celebrations

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8
Q

Preconceived ideas and attitudes usually negative about a particular group of people often without full examination of the facts

A

Prejudice

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9
Q

Occurs when one attributes certain characteristics to an entire group of people

A

Stereotyping

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10
Q

Tendency of people to put their own group at the center; to see things through the narrow lens of their culture and use the standards of that culture to judge others

A

Ethnocentrism

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11
Q

Denies equal treatment to to people because of their membership in some group

A

Discrimination

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12
Q

An ideal in which diverse groups in a society coexist amicably, retaining their individual cultural identities

A

Multiculturalism

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13
Q

Determined by one’s values, interests, beliefs, social situation, gender, age, sexual identity, and physical/cognitive/emotional abilities

A

Occupational Choice

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14
Q

Based on scientific knowledge that attributes health and illness to physiological, biological, and scientifically explainable things

A

Biomedical Model/ Allopathic Medicine

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15
Q

Traditional home remedies used by certain family, ethnic, and cultural groups to counteract illness and support wellness

A

Folk Practices

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16
Q

Person who is recognized within the culture and uses traditional magico-religious practices and and rituals to help heal the sick

A

Folk Healer

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17
Q

Believe in individual rights, and each person within family or work unit is viewed as a separate entity

A

Individualistic societies

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18
Q

Tend to put more value on the family as a unit than on the individual

A

Collectivist society

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19
Q

Tend to avoid touch, especially in public, avoid touching of member of opposite sex (ex: Muslim societies commonly)

A

Low-touch societies

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20
Q

Seek out touch as means of communication and are comfortable with casual touch

A

High-touch societies

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21
Q

Communicates a state of being open to the process of building mutuality with a client and to accepting that the cultural-specific knowledge one has about a group may or may not apply to the client they were currently treating

A

Culturally responsive caring

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22
Q

Model the suggests the symbolic aspects or culture and cultural identity emerge in interaction and are displayed primarily through talk and through action

A

Cultural emergent

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23
Q

How health professionals think and act in ways that fit with a or group’s beliefs and cultural style

A

Cultural Congruence

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24
Q

The occupational, education, and income achievements of individuals or groups

A

Socioeconomic status

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25
Q

Social differences between groups

A

Class

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26
Q

The degree to which one moves up and down the social ladder of society

A

Social mobility

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27
Q

A situation in which individual groups in a society do not have equal social status

A

Social inequality

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28
Q

Gap in access to health care, treatment provided, and outcomes that are unfair and may be the direct result of either underlying social inequalities or improper actions by professionals within the health system

A

Health Disparity

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29
Q

Discrimination based on age

A

Ageism

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30
Q

Segregation of groups of people based on lack of meaningful participation in daily life occupations

A

Occupational Apartheid

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31
Q

Broad term to encompass several aspects of the human condition

A

Personal factors

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32
Q

Anatomical parts or body

A

Body structures

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33
Q

Body’s physiological processes

A

Body function

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34
Q

Systematically analyzing what and how a person or groups of people actually do an activity

A

Occupational Analysis

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35
Q

Considering a more general idea of how things are usually done AS OPPOSED TO systematically analyzing what and how a person/group does in an activity

A

Activity analysis

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36
Q

Capacity of individuals to enact their occupations on a daily basis to meet their own needs and the expectations of the many environments in which they are required to function

A

Occupational Orchestration

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37
Q

Specifically selected activities that allow the client to develop skills that enhance occupation engagement

A

Purposeful activities

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38
Q

General ideal about the kinds of things individuals do and the way they typically do them in a given culture

A

Activity

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39
Q

Personal activities that individuals choose or need to engage in and the ways in which each individual actually experiences them

A

Occupation

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40
Q

External physical, social, economic, political, and cultural environments in which people function

A

Context

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41
Q

Used to describe the places in which activities occur

A

Arena

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42
Q

Aspects of arena to which the person attends

A

Setting

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43
Q

Occupation that implicitly involves two or more individuals

A

Co-occupation

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44
Q

First part of the OT process and consists of a quick review of the client’s situation to determine if an OT evaluation is warranted

A

Screening

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45
Q

Term used for the whole process of obtaining and interpreting information needed for intervention planning and effectiveness review

A

Evaluation

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46
Q

Specific tool, instrument, or systematic interaction used to collect occupational information during the evaluation process

A

Assessment

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47
Q

Process of critical analysis of a client of a client in response to intervention

A

Re-evaluation

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48
Q

Primary population served by global friends?

A

Bhutanese

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49
Q

New Americans who have resettled in Grand Forks though LSS New Americans

A

Primary refugees

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50
Q

New Americans who move somewhere on their own after having been resettled in a different city

A

Secondary refugees

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51
Q

The complete state of physical, mental, and social well-being and not just the absence of disease or infirmity

A

Health

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52
Q

Use of discipline-specific techniques to assist people in achieving their health-related goals

A

Health promotion

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53
Q

Client-centered use of occupations, adaptations, to context, or alteration of context to maximize pursuits of health and quality of life

A

Occupational Therapy directed health promotion

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54
Q

Outcome of health promotion, responsibility of individual/family/community or society

A

Wellness

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55
Q

Lack of access to engagement in an array of self-selected occupations that are meaningful

A

Occupational deprivation

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56
Q

Stages of transtheoretical model of change?

A

Precontemplation, contemplation, preparation, action, maintenance

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57
Q

Principles, standards, or qualities considered worthwhile by a client

Beliefs or ideals to which an individual is committed

A

Values

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58
Q

Cognitive content held as true

A

Beliefs

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59
Q

Deep experience of meaning

A

Spirituality

60
Q

Use of a formally recognized spoken or signed language

A

Verbal communication

61
Q

Place less emphasis on explicit verbal description of events and more emphasis on the context surrounding what is being said, such as the emotional tone, inflection of the voice, or other events in the broader social environment

Sometimes need to make assumptions about what is not being said

A

High-context communication

62
Q

Place more emphasis on the literal spoken word and pay less attention to inflection, tone of voice, or the context that frames the communication

A

Low-context communication

63
Q

Therapists must be aware of and adjust the level of emotion present in their tone and choice of words to the situation at hand and the client’s preference

A

Emotional modulation

64
Q

Communication that is not based in a formally recognized spoken or signed language

A

Nonverbal communication

65
Q

Communication that does not feel reciprocal to the therapist because it is initiated and sustained by the therapist without any apparent response from the client

A

Unidirectional communication

66
Q

Communication that feel reciprocal to the therapist because at minimum it involves some indication that the client has received the communication

A

Bidirectional communication

67
Q

Process of recounting, accepting, and affirming any perception or experience a client offers

A

Empathetic listening

68
Q

Cyclical process of feedback and response that is central to empathetic listening

A

Striving for understanding

69
Q

Therapist’s attempts to shape what the client is saying by making one or more summary type statements that serve to clarify or organize what a client has said

Strategic approach that may be used to assist a client in limiting, structuring, or organizing what is being said

A

Guided listening

70
Q

Expressions/utterances that may be used to remind the client that you are listening

A

Verbal prompts and sounds

71
Q

Brief statement that reflects the main points of what a client has said that does not involve asking questions, interpreting, or attempting to structure or guide the client’s conversation in any way

A

Summary statement

72
Q

Expressing a confident, assertive, and when appropriate, emotionally self-protective demeanor with clients- particularly clients who test boundaries, are anxious, or prefer structure and direction

A

Take-charge attitude

73
Q

Characterized by leadership, responsibility-taking, empathy, and intentionality on the part of the therapist

A

Therapeutic communication

74
Q

When clients communicate to the point that they are unaware of the natural rhythm, shifts, pauses, and boundaries of conversation

A

hyperverbal

75
Q

When clients digress onto related topics or have difficulty getting to the point of the question

A

Tangential

76
Q

Asking clients questions in a way that intends to influence their perspective, convey a certain message, or cause them to reflect upon and evaluate their thinking about a given topic

A

Strategic questioning

77
Q

Strategic questioning relies heavily on what?

A

Socratic approach

78
Q

The disposition to respond positively or negatively to a given person, idea, object, or situation

A

Attitudes

79
Q

Oriented toward others rather than self, actions and attitudes reflect commitment, dedication, caring, responsiveness, and understanding

A

Altruism

80
Q

Embraces equal rights and opportunities for all humans regardless of diversity in culture, values, beliefs, or lifestyles. Actions and attitudes reflect a deep respect for human diversity, fairness, and impartiality.

A

Equality

81
Q

Encourages clients to exercise choice and demonstrate independence, initiative, and self direction

A

Freedom

82
Q

Upholds fairness, equality, truthfulness, and objectivity. Relationships = goal directed and objective, to respect and be knowledgeable about clients’ legal rights and the laws that govern practice

A

Justice

83
Q

Views each individual as unique and having inherent worth. Upholds attitudes of empathy and respect for self and others. Supports the promotion of feelings of competence and self-worth through participation in relevant and valued occupations

A

Dignity

84
Q

Demonstrates accountability, forthrightness, and honesty, accurate and authentic in all actions and attitudes

A

Truth

85
Q

Exercises self-governance and self-discipline through the use of reason. Demonstrates judiciousness, discretion, vigilance, moderation, care, and circumspection in relationships

A

Prudence

86
Q

Therapists who prefer the ______________ mode place a high value on social justice, equality, empowerment, participation, and access to opportunities and resources in a client’s broader community

A

Advocating

87
Q

Therapists who emphasize use of the ______________ mode tend to value client empowerment, independence, and personal choice

A

Collaborating

88
Q

Concern for the safety and well-being of clients

A

Beneficiaince

89
Q

Ensure safety and avoid imposing harm

A

Nonmaleficence

90
Q

Respect recipients of service and ensure their rights

A

Autonomy and confidentiality

91
Q

Should achieve and continually maintain high standards of competence

A

Duty

92
Q

Comply with laws and association policies guiding the profession

A

Procedural justice

93
Q

OTs should provide accurate information when representing the profession

A

Veracity

94
Q

Should treat colleagues and other professionals with respect, fairness, discretion, and integrity

A

Fidelity

95
Q

Therapists who embrace the ______________ mode value the act of bearing witness to clients’ experience of therapy over all other aspects

A

Empathizing mode

96
Q

Therapists who emphasize the ______________ mode place a high value on hope and view it as a priority for occupational therapy practice

A

Encouraging mode

97
Q

Therapists who focus on the ______________ mode value the importance of structure, leadership, education, and the transfer of knowledge as powerful avenues for participation and change

A

Instructing

98
Q

Therapists who prefer the ______________ mode are true believers in solutions and techniques, using the correct and most contemporary procedures and technologies as means of ensuring therapeutic effectiveness

A

Problem-solving

99
Q

Therapist’s ability to observe and restrict non-verbal communications with clients to convey a professional presence

A

Behavioral self-awareness

100
Q

Feeling of centeredness and professionalism

A

Professional presence

101
Q

Being utterly consistent and predictable with clients

A

Reliability

102
Q

Ethical principle ensuring that any communication or behavior that occurs between a client and therapist is kept private by the therapist and is not divulged to anyone else

A

Confidentiality

103
Q

Framework within which the client-therapist relationship occurs that protects both the client and the therapist from attempting to get certain emotional and psychological needs met that should not be met as a function of therapy

A

Professional boundary

104
Q

Involves making deliberate efforts to make a client feel comfortable in one’s presence and to establish a common ground for communication

A

Rapport building

105
Q

Consists of intentional statements and behaviors that allow the client to begin to trust in one’s personal and professional integrity

A

Impression management

106
Q

Nature and intensity of affect and the style in which affect is expressed by the client and therapist

A

Emotional climate

107
Q

One’s ability to anticipate which interpersonal mode is best suited for a client at any given time and to apply modes flexibly as needed using mode shifts

A

Mode matching and versatility

108
Q

Knowing how to react when clients exhibit pronounced feelings of sadness, anger, or anxiety

A

Managing emotional intensity

109
Q

Knowing how to use touch that is intended to have interpersonal effects in a way that respects clients’ boundaries and meets their needs for closeness or distance

A

Judicious use of touch

110
Q

One’s knowledge of, respect for, and and ability to incorporate the customs, behaviors, belief systems, world views, and health care practices of individuals with backgrounds other than one’s own

A

Cultural competence

111
Q

Climate in which the therapist speaks loudly, shows considerable affective expression, and conveys a lot of energy and animation in gestures and body language.

A

High intensity emotional climate

112
Q

What modes are often represented in high intensity emotional climates?

A

Instructing, encouraging

113
Q

Climate in which the therapist speaks with moderate to low volume and in a neutral to lower tone of voice

A

Low intensity emotional climate

114
Q

Which modes are typically paired with a low intensity emotional climate?

A

Advocating, collaborative, problem-solving

115
Q

4 approaches to managing emotional intensity during therapy

A

Witnessing client’s expression, showing emotional resonance, labeling the client’s affect or emotional expression, intervening in the emotional expression

116
Q

Description and interpretation of human experience

A

Phenomenology

117
Q

A person or group’s everyday world of taken-for-grantedness normally unnoticed and thus hidden as a phenomenon

A

Lifeworld

118
Q

Any environmental locus that gathers individual or group meanings, intentions, and actions spatially

A

Place

119
Q

The more deeply a person or group feels themselves inside an environment, the more so does that environment become a place

A

Insideness

120
Q

A situation where a person or group feel so much at home and at ease in a place that they have no self conscious recognition of its importance in their lives, unless it is changed in some way

A

Existential insideness

121
Q

A situation where a person or group feels separate or alienated from place in some way

A

Outsideness

122
Q

A body that simultaneously experiences, acts in, and is aware of a world that, normally, responds with immediate pattern, meaning, and contextual presence

A

Lived body

123
Q

The various ways, both sensorially and movement wise, that the lived body engages and coordinates with the world at hand, especially its environmental aspects

A

Environmental embodiment

124
Q

The taken for granted situation of feeling completely comfortable and intimately familiar with the world in which one lives his or her everyday life

A

At-homeness

125
Q

The quality of at-homeness to to organize the habitual, bodily stratum of a person’s life and is intimately related to environmental embodiment and body-subject

A

Rootedness

126
Q

Displaces rootedness in in cases of impairment, aging, or illness

A

Disconnectedness

127
Q

A resident’s feeling of a sense of autonomy and control in regard to their home and immediate surroundings

A

Appropriation

128
Q

Through disablement or illness, what does appropriation turn into?

A situation where the resident is is less autonomous and more dependent on external assistance

A

Imposition

129
Q

Refers to “the freedom to be”

A

At-easeness

130
Q

The restorative powers of home and at-homeness

A

Regeneration

131
Q

In a disrupted lifeworld, regeneration becomes what?

A

Degeneration

132
Q

An intangible atmosphere of sustenance and well-being that often involves positive emotions such as joy and happiness

A

Warmth

133
Q

Client emotions, behaviors, and reactions that occur during interactions between the client and therapist that emanate from the client’s immediate circumstances

A

Interpersonal characteristics

134
Q

When clients’ interpersonal behaviors are not typical with the way they normally act

A

Situational interpersonal characteristics

135
Q

Emotions, behaviors, and reactions that mostly emanate from underlying traits of the client

A

enduring interpersonal characteristics

136
Q

6 steps of interpersonal reasoning

A
  1. Anticipate
  2. Identify, cope, and strive for understanding
  3. Determine if a mode shift is required
  4. Choose a response mode
  5. Draw on any relevant interpersonal skills associated with that mode
  6. Gather feedback
137
Q

Underhanded efforts to maintain control or have one’s own way when interacting with others

A

Manipulative behavior

138
Q

Occurs when a client actively refuses to participate in some aspect of therapy

A

Resistance

139
Q

Disruption in interaction between individual, group and environment. Results from factors within the individual and/or external causes

A

Mental health problem

140
Q

Clinically significant behavior or psychological syndrome associated with distress or disability, not just an expected response to a particular event or limited to relations between a person and society

A

Mental disorder

141
Q

What is tier 1?

A

Universal mental health promotion and prevention services

142
Q

Who is targeted by tier 1?

A

Entire populations with or without mental health or behavioral problems

143
Q

What is tier 2?

A

Targeted mental health services

144
Q

Who is targeted by tier 2?

A

Those at risk of engaging in problematic behavior and/or mental health challenges

145
Q

What is tier 3?

A

Intensive mental health services

146
Q

Who is targeted in tier 3?

A

Individuals identified with emotional or behavioral disroders

Psychosocial Dysfunction Practicum Midterm (2 decks)

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