Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Flashcards ni Mang Inamo > MOD 1 TSOT maya nalang ibang mods laro muna ako > Flashcards

MOD 1 TSOT maya nalang ibang mods laro muna ako Flashcards

1
Q

Appropriate way of challenging
assumptions

A

Historical view

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Centered on self-improvement and developement

A

The Ancient Greeks

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Regard was expressed for
manual labour and a high regard for leisure

A

Plato’s View

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Centered on military tasks and politics

A

THE ANCIENT ROMANS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is Proverbs 11 chapter 31

A

‘Ode to the
capable wife’

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Work was glorified and idleness is seen as evil

A

Middle Ages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Intellectual and cultural movement

A

Renaissance and Reformation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Gave the 18th century employer the ability to precisely measure time and thus to quantify control and eventually to intensify the pace of work

A

INDUSTRIAL REVOLUTION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Latin root word which means “occupy” and “seize”

A

Occupatio

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Smaller component of an activity

A

Task

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Actions designed and selected to support the development of performance skills and performance patterns to enhance occupational
engagement

A

ACTIVITY

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Everyday personalized activities that people do as individuals, in families, and with communities to occupy time and bring meaning and purpose to life

A

OCCUPATION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Methods and tasks used in preparation for or concurrently with occupations and activities or provided to a client as a home-based engagement to support daily occupational performance.

A

PREPARATORY ACTIVITIES

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

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

A

PURPOSEFUL ACTIVITIES

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Client-directed daily life activities that match and support or address identified participation goals.

A

OCCUPATION-BASED ACTIVITIES

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Consists of services provided by OT
practitioners in collaboration with clients to facilitate engagement in occupation related to health, well- being, and achievement of established goals

A

EVALUATION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Evaluation consists of what?

A

Occupational Profile
Analysis of Occupational
Performance
Synthesis of Evaluation Process

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

A summary of a
client’s (person’s, group’s, or population’s)
occupational history and experiences, patterns
of daily living, interests, values, needs, and
relevant contexts

A

OCCUPATIONAL PROFILE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Is the
accomplishment of the selected occupation
resulting from the dynamic transaction

A

Occupational performance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Determining the client’s values and priorities for
occupational participation Interpreting the
assessment data to identify supports and
hindrances to occupational performance
* Developing and refining hypotheses about the
client’s occupational performance strengths
and deficits

A

SYNTHESIS OF EVALUATION PROCESS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Consists of services provided by OT
practitioners in collaboration with clients to
facilitate engagement in occupation related to
health, well- being, and achievement of
established goals

A

INTERVENTION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

3 components of intervention

A

ntervention plan
intervention implementation
intervention review.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Reflect the priorities
of the client, information on occupational
performance gathered through the evaluation
process, and targeted outcomes of the
intervention

A

INTERVENTION PLAN

24
Q

A process of putting the intervention plan into
action and occurs after the initial evaluation
process and development of the intervention
plan.

A

INTERVENTION IMPLEMENTATION

25
Q

Continuous process of reevaluating and
reviewing the intervention plan, the
effectiveness of its delivery, and progress
toward outcomes

A

INTERVENTION REVIEW

26
Q

Describe the results clients can achieve through
occupational therapy intervention

A

OUTCOMES

27
Q

Objective outcomes are measurable and
tangible aspects of improved performance.

A

OUTCOME MEASUREMENT

28
Q

may be needed, for
example, when a client moves from one setting
to another care program to another.

A

Transition planning

29
Q

occurs when the client ends
services after meeting short and long term
goals or chooses to discontinue receiving
services

A

Discontinuation

30
Q

An integral part of the occupational therapy
process in which OT’s develop and manage
their therapeutic relationship with clients by
using professional reasoning, empathy, and a
client-centered, collaborative approach to
service delivery

A

THERAPEUTIC USE OF SELF

31
Q

the emotional exchange between
occupational therapy practitioners and clients
that allows more open communication,
ensuring that practitioners connect with clients
at an emotional level to assist them with their
current life situation

A

Empathy

32
Q

Essential skill in developing an occupational
profile and engaging in dialogue when
conducting client-centered evaluation

A

Interview

33
Q

Beyond gathering information,
interviews are useful because they help to
develop a therapeutic alliance with the
client

A

PRODUCT AND PROCESS

34
Q

To better understand how client sees
things

An effective first step in individualizing
and prioritizing service

Highlights a client-centered approach

A

Understand the Client’s Story

35
Q

Know client’s functioning in
occupations - daily use of time, past
and current roles, values, sense of
competence etc.

Environment facilitators and barriers

Past successes can serve as
motivation

A

Developing the Occupational Profile

36
Q

Observe client’s energy level,
stamina, affect, comprehension,
memory, concentration, thought
organization, physical appearance,
and interpersonal behavior

A

Observing Behavior

37
Q

All client have strengths regardless of
disability

Self-report vs. Therapist observation

Goal is for the therapist and client to
arrive at an agreement in goalsetting

A

Identifying Client Strengths and Potential
Problem Areas

38
Q

Explains what services OT offers

Make initial recommendations

A

Clarifying your role in the setting

39
Q

Client’s priorities should be your
priorities

Engage the client in goal-setting

A

Establishing Priorities for Intervention

40
Q

What are the skills of interviewing

A

Preparing
Questioning
Responding
Attending & Observing
Effective Listening

41
Q

What should a THERAPIST do when preparing

A

Know what to ask the client

Practice and observe others

Ask for feedback

Read and ask available information about the
client

42
Q

What should a THERAPIST do to a CLIENT when preparing

A

Introduce yourself and role in setting

Ask permission

Explain content and purpose

Schedule of interview

43
Q

What should a THERAPIST do to eh environment when preparing

A

Private space is most desirable

Maintain appropriate distance

Temperature and lighting

44
Q

What should a THERAPIST do when it comes to questioning

A

Know how to ask
Types of questions (open or close-ended)
Use of probes and follow-up questions
Helps to relate and establish empathy
Assume neutral, non-judgemental stance

45
Q

Resist the impulse of giving advice and
suggestions

A

RESPONDING

46
Q

helps to communicate to the
client what you heard, understood, and valued
about what they share

A

Paraphrasing

47
Q

clarifies information and
meaning (e.g. “So, you’re saying that….”)

A

Content responses

48
Q

serves to understand
and express concern about how the client
feels (e.g. “it seems like you are feeling…”)

A

Affective responses

49
Q

Listen carefully to respond effectively

A

EFFECTIVE LISTENING

50
Q

reintroduce yourself and your role in the setting,
state the purpose of the interview, put client at
ease

A

OPENING

51
Q

prioritize on asking about client’s occupations
time to use aforementioned skills

A

BODY

52
Q

terminate appropriately, summarize
information, set a time for next session, and
thank the client

A

CLOSING

53
Q

The occupational profile is a summary of a
client’s (person’s, group’s, or population’s)
occupational history and experiences, patterns
of daily living, interests, values, needs, and
relevant contexts (AOTA, 2017)

A

OCCUPATIONAL PROFILE

54
Q

Semi-structured interview and a client-centered
outcome measure which focuses on
occupational performance in all areas of life,
including self-care, leisure, and productivity.

A

CANADIAN OCCUPATIONAL PERFORMANCE MEASURE
(COPM)

55
Q

The OT gathers information to understand what
is currently important and meaningful to the
client (i.e., what the client wants and needs to
do) and to identify past experiences and
interests

A

OCCUPATIONAL PROFILE

Flashcards ni Mang Inamo (10 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions