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NBCOT > OT Process/Group Dynamics > Flashcards

OT Process/Group Dynamics Flashcards

1
Q

SMART

A 
specific
measurable
attainable
relevant
time-limited
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2
Q

RUMBA

A 
realistic
understandable
measurable
behavioral
achievable
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3
Q

characteristics of standardized assessment

A
  1. Description of purpose
  2. Administration and scoring protocol
  3. Established norms and validity
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4
Q

validity

A

accuracy of measuring what assessment intends to measure

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5
Q

content validity

A

content included in evaluation is representative of content that could/should be measured

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6
Q

criterion validity

A

compares assessment to another one with already established validity; reported as a correlation

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7
Q

types of criterion validity

A

concurrent validity

predictive validity

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8
Q

concurrent validity

A

compares results of two instruments given at the same time

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9
Q

predictive validity

A

compares degree to which an instrument can predict performance on a future criterion

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10
Q

reliability

A

establishes consistency of the assessment

measured as a correlation or percentage

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11
Q

primary prevention

A

reduce incidence in a well population that is at risk

AOTA framework terms as: “create/promote” and “ health promotion”

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12
Q

secondary prevention

A

early detection in at-risk population to minimize effects

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13
Q

tertiary prevention

A

elimination/reduction of impact of dysfunction (ie. rehab services)

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14
Q

universal human needs

A 
psychophysical
temporal balance and regularity
safety
love and acceptance
group association
mastery
esteem
sexual
pleasure
self actualization
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15
Q

types of intervention

A 
Prevention
Meeting health needs
The change process
Management
Maintenance
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16
Q

Prevention interventions

A

designed to promote wellness, prevent disabilities and illnesses, and maintain health

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17
Q

meeting health needs interventions

A

designed to satisfy inherent, universal human needs that are not inherently met

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18
Q

change progess interventions

A

designed to achieve behavioral changes and functional outcomes (most commonly used, documented, and reimbursable interventions in OT practice)

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19
Q

management interventions

A

designed to reduce or minimize disruptive or undesirable behavior that interfere with therapeutic activities or procedures needed to change ares of dysfunction that are the main focus of intervention

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20
Q

psychophysical needs

A

need for adequate shelter, food, material goods, sensory stimulation, physical activity, and rest

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21
Q

temporal balance and regularity needs

A

need for a satisfying balance between work/productive activities, leisure/play, and rest

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22
Q

safety needs

A

need to be in an environment free from hazards or threats

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23
Q

love and acceptance needs

A

need to be accepted and loved for one’s personal attributes and uniqueness, not for one’s accomplishments

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24
Q

group association needs

A

need to feel a connection to others who share similar interests and goals

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25
Q

mastery needs

A

need to successfully complete an activity or meet a goal because it is interesting and challenging

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26
Q

esteem needs

A

need to be recognized for one’s accomplishments

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27
Q

sexual needs

A

need for recognition of one’s sexuality and the satisfaction of sexual desires

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28
Q

pleasure needs

A

need to do things just for fun

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29
Q

self actualization needs

A

need to engage in activities just for one’s self and for personal satisfaction

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30
Q

maintenance interventions

A

designed to support and preserve the individual’s current functional level

  • no improvement in function is expected due to the nature of disease
  • often critical in long term care settings
  • reimbursed by medicare IF skill required for safe and effective intervention (ie eval and re-eval of programs)
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31
Q

purpose of screening

A

to determine need for further evaluation in a given area

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32
Q

reasons for discharge

A
  1. goals have been met
  2. pt has reached a functional plateau
  3. pt does not require skilled services; maximum benefit has been achieved
  4. exacerbation of illness or medical crisis requires d/c to higher level of care
  5. pt’s allotted length of stay has expired and extension is not possible
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33
Q

occupation

A

goal-directed pursuits which typically extend over time

  1. have purpose, value, and meaning
  2. Are the ordinary, familiar things people do everyday
34
Q

areas of occupation

A 
ADLs
IADLs
Work
Education
Play/Leisure
Social Participation
35
Q

ADLs

A

activities that involve care of self

36
Q

IADLs

A

activities that involve environmental interaction, are more complex than ADLs

37
Q

purposeful activities

A

doing processes that are directed toward a desired and intended outcome; goal directed tasks/behaviors that make up occupations

38
Q

procedural reasoning/scientific reasoning

A

involves identifying OT problems, goal setting, and treatment planning via systemic gathering and interpreting of client data.

The actual technical “doing” of practice that is most often documented for reimbursement purposes

39
Q

interactive reasoning

A

deals with how the disability or disease affects the person; focuses on the client as a person

Involves the therapeutic relationship between the therapist, the individual, and caregivers

40
Q

narrative reasoning

A

deals with the individual’s occupational story and focuses on change needed to reach an imagined future.

Identifies what activities and roles were important to the person prior to illness/injury and what activities the individual would realistically like to engage in in the future

41
Q

pragmatic reasoning

A

considers the context of which the OT practitioner’s thinking occurs

Focuses on the treatment possibilities within a given treatment setting, also considering the OT’s values, knowledge, abilities, and experience

42
Q

conditional reasoning

A

involves ongoing revision of treatment, focusing on current and possible future social contexts

Integrates interactive, procedural, pragmatic, and narrative reasoning

43
Q

therapeutic use of self

A

the practitioner’s conscious, planned interaction with the individual, family, and/or caregivers

44
Q

Phases of group development

A 
origin
orientation
intermediate
conflict
cohesion
maturation
termination
45
Q

origin phase of group development

A

involves the leader composing the group protocol and planning for the group

46
Q

orientation phase of group development

A

involves members learning what the group is about, making preliminary commitment to the group, and developing initial connections with other members

47
Q

intermediate phase of group development

A

involves members developing interpersonal bonds, group norms, and specialized member roles through involvement in goal-directed activities and clarification of group’s purpose

48
Q

conflict phase of group development

A

members challenging the group’s structure, purposes, and/or processes; characterized by disagreement among group members

this phase must be overcome in order for group to continue

49
Q

cohesion phase of group development

A

members regrouping after conflict with a clearer sense of purpose and a reaffirmation of group norms and values, leading to group stability

50
Q

maturation phase of group development

A

involves members using their energies and skills to be productive and to achieve group’s goals

51
Q

termination phase of group development

A

dissolution of the group due to lack of engagement of members, inability to resolve conflict, administrative complaints, goal attainment, or task accomplishment

52
Q

instrumental group roles

A

functional and assumed to help the group select, plan, and complete the group’s task (ie. initiator, organizer)

53
Q

expressive group roles

A

functional and are suuemed to support and maintain the overall group and to meed member’s needs (encourager, compromiser)

54
Q

individual group roles

A

dysfunctional and contrary to group roles, for they serve an individual purpose and interfere with successful group functioning

55
Q

group norms

A

standards of behavior and attributes that are considered appropriate and acceptable to the group (both explicit and non-explicit)

56
Q

therapeutic norms

A
  1. Encourage self-reflection, self-disclosure, and interaction among members
  2. Reinforce the value and importance of the group by being on time and well prepared
  3. Establish an atmosphere of support and safety
  4. Maintain confidentiality and respect
  5. Regard group members as effective agent of change by not placing the group leader in the expert role
57
Q

group goals

A

the desired outcomes of the group that are shared by a sufficient number of the group’s members

58
Q

group communication

A

the process of giving, receiving, and interpreting information through verbal and nonverbal expression

59
Q

group cohesiveness

A

the degree to which members are committed to a group and the extent of members’ liking to the group

60
Q

factors that contribute to group cohesiveness

A
  1. extensive interaction between members
  2. similarity or complementariness in member characteristics
  3. perception of relevance of group to individual needs
  4. members’ expectation of goal attainment and successful group outcome
  5. democratic leadership and member cooperation
61
Q

group decision making

A

the process of agreeing on a resolution to a problem

62
Q

types of group decision making

A

unanimous
consensus
majority rule
compromise

63
Q

directive leadership

A

when the therapist is responsible for the planning and structuring of much of what takes place in the group

64
Q

facilitative leadership

A

therapist shares responsibility for the group and for group process with the members

65
Q

advisory leadership

A

therapist functions as a resource to the members, who set the agenda and structure the group’s functioning

66
Q

medicare indicators for group membership

A
  1. Engage willingly with the group
  2. Attend to group guidelines/procedures
  3. Actively participate in group process
  4. Benefit from group leadership input
  5. Benefit from group membership/peer input
  6. Respond appropriately throughout group process
  7. Incorporate feedback
  8. Complete activities toward goal attainment
  9. Attain greater benefit from the group intervention than from 1:1 interventions
67
Q

Medicare criteria for group leadership

A
  1. provide active leadership
  2. instruct members as a group
  3. monitors and documents individual’s participation and response to intervention
  4. provides individualized guidance and feedback
  5. documents person’s progress toward goals defined in the individual intervention plan in objective, measurable, functional items
68
Q

advantages of co-leadership

A
  1. Each leader can assume different leadership roles, tasks, styles
  2. Both leaders can provide and obtain mutual support
  3. observations and objectivity can increase
  4. co-leaders can share knowledge and skills
  5. co-leaders can model effective behaviors
69
Q

disadvantages of co-leadership

A
  1. splitting by group members one leader against the other
  2. excessive competition among co-leaders
  3. unequal responsibilities resulting in an unbalanced work load among co-leaders
70
Q

Evaluation group

A

to enable client and therapist to assess client’s skills, assets, and limitations regarding group interaction

71
Q

Thematic group

A

to assist members in acquiring the knowledge, skills, and/or attitudes needed to perform a specific activity

participants must at least have parallel group skill level to participate

72
Q

Topical group

A

to discuss specific activities that members are engaged in outside of group to enable them to engage in the activites in a more effective, need-satisfying manner

must be at egocentric-cooperative level

73
Q

concurrent topical group

A

concerned with activities already engaged in outside of the group (ie. parenting skills)

74
Q

anticipatory topical group

A

concerned with activities that are expected to be done in the future (ie. d/c planning group)

75
Q

task oriented group

A

to increase clients’ awareness of their needs, values, ideas, feelings, and behaviors as they engage in a group task. Activities are chosen by the members

for individuals with cognitive and socioemotional deficits; must have at least fair verbal skills and able to interact with others

[Psychodynamic FOR]

76
Q

Developmental group

A

a continuum of groups consisting of parallel, project, egocentric-cooperative, cooperative, and mature groups to teach and develop members’ group interaction skills

77
Q

parallel group

A

work on task while sharing space with others

minimally interact with other members even though task completion does not require interaction

to develop basic level of awareness

78
Q

project group

A

group members cooperate to complete a short term activity together

Enables members to give and seek assistance

OT selects and structures activity

79
Q

Egocentric-cooperative group

A

group members (5-10) cooperate to complete a long term activity together that requires cooperation; members select and implement activity

Enables members to identify and meet needs of themselves and others

OT: less active and direct; facilitates members to fulfill leadership roles to function independently; provide guidelines

80
Q

cooperative group

A

enables members to engage in group activity that facilitates free expression of ideas and feelings (not always a tangible end product)

OT: advisor

81
Q

mature group

A

enable members to assume all functional socio-emotional and task roles within a group. Each member selects, plans, and completes group task, however group needs are more important than individual needs

OT: act as a peer, group member

82
Q

instrumental group

A

to help members function at their highest possible level for as long as possible

group makes no attempt to change the client; activity is selected and structured for highest possible level of function

NBCOT (16 decks)

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