OTA 110- Quiz #1 Flashcards
Human Occupation Across the Lifespan
ICF
INTERNATIONAL
CLASSIFICATION OF
FUNCTIONING, DISABILITY,
AND HEALTH (ICF)
Developed by the
World Health
Organization (WHO)
Organizes a framework
for understanding
human function and
disability
”Mainstreams” the
experience of disability
as a universal human
experience
Language and Terms of ICF
Organized around the interaction of:
Body functions and structures (Impairments)
* Body function: physiological and psychological
functions
* Body structures: anatomical parts needed to function
Activities (Disability/Limitations)
Participation (Restrictions)
* Person’s ability to participate in functional activity
1. Capacity to perform the tasks
2. Quality of their participation
Contextual factors
* Personal
* Environmental
Culture
The way of life of a particular people, as shown in their ordinary behavior and habits, their attitudes
toward each other, and their moral and religious beliefs
Cultural Competency
Ability to understand, appreciate, and
interact with persons from
cultures and/or belief systems
other than one’s own
Cultural Humility
Defined by flexibility; awareness of bias; a lifelong, learning-oriented approach to working with diversity
Race
Group of people with a
common physical feature(s)
Ethnicity
Belonging to a social
group that has a common national
or cultural tradition
Culture
Non-biological or learned
social aspects of human life
Norms, values, beliefs, expressive
symbols
Personified in the arts, artifacts,
language, sense of dressing and
eating habits
Contrasting Cultural Characteristics
Interdependence vs Independence
Active Achievement vs Passive Acceptance
Authoritarianism vs Egalitarianism
Expressive/Overt Communication vs Restrained Formal Communication
Interdependence vs Independence
Interdependence means group success is more valued than individual achievement.
Children from cultures that value independence will be more likely to explore.
Active Achievement vs Passive Acceptance
Culture with active achievement believe they have control over destiny and will actively work toward desired achievements. Parents will advocate for services.
Culture with passive acceptance – parents of children with developmental delay will be more accepting of the condition and less likely to seek services
Authoritarianism vs Egalitarianism
Children in authoritarian culture will have more expectations for being obedient and
polite.
Children in egalitarian culture may question and negotiate with an authority figure.
Expressive/Overt Communication vs Restrained Formal Communication
Expressive/Overt communication allows open expression of feelings/emotions
Restrained Formal communication calls for limiting emotional expression
CULTURAL EXPECTATIONS AND
ENVIRONMENTAL OPPORTUNITIES
Cultural preferences will have different expectations on
children
For example, a Japanese student learned to cut well using
sharp scissors at a young age, which is different than
American children who are given plastic safety scissors
Environmental opportunities affect development
Children in orphanages may not have the same
opportunities as children growing up in homes with families
Cultural Differences When Communicating
Different cultures have
different attitudes towards illness, injury, and medical practices
In OT, we need to
understand these
differences!
Contexts
Contexts include:
Family
Parenting Styles
SES
Neighborhoods
Schools
Social Determinants of Health
Family
Most influential on child
development
Teaches morals, social
interactions, language,
human bonding and
interactions
Make-up of families are
different
Parenting Styles
Reinforce or punish behaviors
Different expectations for behavior
Children learn about relationships through observing parents
Family Dynamics
Changes over time
Parent’s expectations
changes as child grows
Socioeconomic Status (SES)
Variables of SES:
-Level of education
-Prestige
-Expertise required for jobs income
High SES does not guarantee success or happiness in life…wealth/affluence does not always predict success or failure
LOW SES
-Marry younger
-More children
-Emphasis on obedience and politeness
High SES
-Emphasis on happiness, independence
-Less discipline, more praise
-Higher expectation for education
Poverty
Children more at risk for
developmental delays
Children may have less access to educational resources
Children will have less access to enrichment activities
Pregnant women have less access to health care and good nutrition
Cycle of poverty
Unhoused children have more health problems, developmental delays, poor attendance in school and chronic stress
Neighborhoods and Schools
Neighborhoods provide proximity to family and friends, community
resources, and church activities.
Higher versus lower SES groups have different exposures to enrichment activities in their neighborhood.
Schools vary in physical environment, teaching philosophies, safety, class size and individual teachers.
