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Final A & P > Quiz 3 > Flashcards

Quiz 3 Flashcards

0
Q

interpretation

A
  • four-step intervention model

- possible explanations;

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1
Q

Problem

A
  • four-step intervention model

- identify the issues in the group

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2
Q

intervention

A
  • four-step intervention model

- consider the identified problem and proposed theory and the desired outcome

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3
Q

Outcome and Reassessment

A
  • four-step intervention model

- what was the effect of the intervention? any changes from the intervention process?

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4
Q

Initiator-Contributor

A
  • Group Task

- This person suggests new ideas or goals or new ways to accomplish specific tasks or solve problems.

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5
Q

Information Seeker

A
  • Group Task
  • This person is most concerned with establishing the facts that surround or affect the tasks and goals of the group. He or she does this by asking for clarification and seeking out authoritative resources for information related to the task.
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6
Q

Opinion Seeker

A
  • Group Task
  • This person is less concerned with the facts and more concerned with what people think—the general values of the group related to the task.
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7
Q

Coordinator

A
  • Group Task
  • The person taking on this role will try to coordinate the various subtasks, pull together groups of members working on different pieces of the task, and work to clarify the relationship between the ideas and suggestions made by others.
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8
Q

Information Giver:

A
  • Group Task

- The person who takes on this role offers information or opinions related to the task of the group.

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9
Q

Opinion Giver:

A
  • Group Task

- This person provides statements related to his or her beliefs about a particular task or the group process as a whole.

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10
Q

Elaborator:

A
  • Group Task
  • The person taking on this role will consider suggestions and ideas, and then will provide specific examples, develop a rationale for that suggestion, or explain why it won’t work for the task at hand.
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11
Q

Orienteer:

A
  • Group Task

- This person periodically evaluates and summarizes the progress of the group related to its defined goal.

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12
Q

Energizer:

A
  • Group Task
  • The person taking on this role works to stimulate the group to a “better” activity. They also encourage decision making and forward movement.
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13
Q

Evaluator-Critic:

A
  • Group Task
  • This person tends to look at the expectations or standards of the group and compare current progress with that expectation.
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14
Q

Procedural Technician:

A
  • Group Task

- This person takes care of details, small tasks that can be overlooked, to keep the group moving forward in its goal.

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15
Q

Recorder:

A
  • Group Task
  • This person keeps a record of the group’s progress in the form of written notation, minutes for meetings, or simply recalling verbally past decisions and suggestions.
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16
Q

Encourager:

A
  • Group Building and Maintenance
  • This person agrees with, praises, and supports the suggestions, opinions, beliefs, and overall contributions of other group members.
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17
Q

Compromiser:

A
  • Group Building and Maintenance
  • This person gives up some component of his or her idea or suggestion to allow for coordination with other group members’ ideas or suggestions.
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18
Q

Harmonizer:

A
  • Group Building and Maintenance
  • This person attempts to decrease tension in the group by serving as a mediator, helping members in conflict negotiate an acceptable solution.
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19
Q

Gatekeeper:

A
  • Group Building and Maintenance
  • This person works to make sure there is a flow of communication by encouraging and facilitating participation between members.
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20
Q

Standard Setter:

A
  • Group Building and Maintenance
  • The person who takes on this role works to set the standards for what the group will achieve, then applies norms while measuring the groups ability to meet those standards.
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21
Q

Group Observer or Commentator:

A
  • Group Building and Maintenance
  • This person keeps a mental or written record of the group process and provides comments related to the group’s progress, history, or situations within the group.
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22
Q

Follower:

A
  • Group Building and Maintenance
  • This person simply goes along with the group decisions and process. He or she listens to others during discussions and does what is asked.
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23
Q

Aggressor:

A
  • Individual
  • This person tends to verbally attack others through disapproval of their statements, values, and beliefs. He or she might also attack the group as a whole and any issues it might be working on. This person gains much power, primarily through fear, by making it unsafe for others to speak or participate in a meaningful way.
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24
Q

Dominator or monopolist:

A
  • Individual
  • This person tends to fill large amounts of the group’s time, often asserting authority over individual members or the group as a whole, or attempting to establish superiority in some way. Like the aggressor, the dominator can work to lower the status of other members, making participation uncomfortable.
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25
Q

Blocker:

A
  • Individual
  • This person blocks any forward movement through negativity, resistance, and oppositional behavior. Often the blocker is doing this to mitigate discomfort related to self-disclosure or some action the group is taking.
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26
Q

Self-Confessor:

A
  • Individual
  • This person uses the group as an audience and often has a goal to reveal personal information intended to shock or affect the group in some way. It is not unusual for the self-confessor to wait until there are only a few minutes of group time left to reveal this information, affecting the closure of the group session.
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27
Q

Recognition Seeker:

A
  • Individual
  • This person’s primary goal is to draw attention to himself or herself. This can be done any number of ways (e.g., telling gossip, engaging his or her neighbor in private conversation, focusing and fidgeting with something, or “one-upping” others in the group when they share information).
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28
Q

Playboy:

A
  • Individual
  • This person lacks involvement in the group process and instead looks to engage others in activities that are often playful or flirtatious. Although rarely negative, this person causes the group to remain superficial and unable to make progress on goals.
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29
Q

Help-Seeker:

A
  • Individual
  • This person uses self-deprecation and expressions of insecurity to get members of the group to feel sympathy for him or her. He or she then often rejects the help provided by the group because he or she is convinced it won’t help. This person is also referred to as the help-rejecting complainer.
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30
Q

Special Interest Pleader:

A
  • Individual
  • This person brings individual special interests to the group and attempts to convince others of the value and need to focus on those interests, rather than on the issues of the group
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31
Q

Verbal communication

A
  • written and spoken words.
  • Plain-Language used for 6th grader
  • Characteristics of the audience
  • message
  • tone
  • volume
  • speech
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32
Q

Non-Verbal Communication

A
  • eye contact
  • facial expression
  • body language
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33
Q

Active listening

A
  • listening to the client that the practitioner becomes aware of the clients goals and concerns
  • allow time to express needs and concerns
  • asking questions to clarify
  • avoid trying to finish the other person’s statements
  • avoid thinking ahead
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34
Q

Group

A

-individuals who share a common purpose that can be attained only by group members interacting and working together

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35
Q

activity groups

A
  • Group models
  • small
  • members are engaged in a common activity or task that is directed toward learning and maintaining occupational performance
  • classified into 6 types of groups: evaluation, task-oriented, developmental, thematic, topical, and instrumental groups
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36
Q

psychoanalytic/intrapsychic group

A
  • Group models
  • increasing insight into the self and increasing understanding of personal behavior
  • traditional group therapy sessions
  • goal is to talk about personal issues and sharing with the group
  • Therapeutic media
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37
Q

social systems

A
  • Group models
  • learning about group dynamics
  • team-building groups
  • long-term settings
  • learn how to work together productively to achieve a group goal
  • learn to trust others and communicate effectively
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38
Q

growth group

A
  • Group models
  • increasing self-awareness and sensitivity to others
  • self-help groups
  • share a diagnosis or behavior that is the focus of the group
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39
Q

AG-evaluation groups

A
  • Activity Group

* allows for assessment of both interpersonal and activity skills

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40
Q

AG-Task-oriented group

A
  • Activity Group
  • allow for the focus to be on both self-awareness and interactions with other group members through the activity process
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41
Q

AG-developmental group

A
  • Activity Group

* focus on teaching group interaction skills that are considered developmental stage-specific

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42
Q

AG-thematic group

A
  • Activity Group

* clients learning the knowledge, skills and activities for a specific activity

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43
Q

AG-topical group

A
  • Activity Group
  • similar to thematic group
  • the difference being the focus of implementing the group activity in the community
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44
Q

AG-instrumental group

A
  • Activity Group

* maintaining their current level of function and meeting health needs

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45
Q

Funcional Group

A
  • developed by Howe and Schwartzberg

* incorporate the use of purposeful activity and meaningful occupation into the process and dynamics of group work

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46
Q

Forming

A
  • Stages of group development
  • orientation stage
  • understanding the nature of the group task
  • bonding with group members
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47
Q

Storming

A
  • Stages of group development
  • Conflict or dissatisfaction stage
  • differences in opinions, personalities, and values
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48
Q

Norming

A
  • Stages of group development
  • resolution or structure stage
  • issues are resolved and positive interpersonal communication increases
  • group becomes more unified and focused on establishing group procedures and preparing for the group task
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49
Q

performing

A
  • Stages of group development
  • task performance or production stage
  • shifts to the performance of the task and effective occupational outcomes and goal attainment
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50
Q

adjourning

A
  • Stages of group development
  • dissolution or termination stage
  • group is over and no longer needs to meet
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51
Q

instilling hope

A

hope is nurtured when members appear to benefit from their interactions in the group

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52
Q

universality

A

group members learn that others have many of the same concerns, fears, and experiences

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53
Q

imparting information

A

members learn about themselves, but also about the group process itself

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54
Q

altruism

A

opportunity to help others and to be helped by others

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55
Q

corrective recapitulation of the family group

A

the therapy group can help a member realize and correct maladaptive behaviors that may have characterized relationships in the family group

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56
Q

development of socializing techniques

A

aka known as social learning techniques. members over time learn how to respond to others

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57
Q

imitative behavior

A

group members model the behaviors of their peers

58
Q

Catharsis

A

the expression and release of feelings are important parts of the healing process in the group

59
Q

existential

A

personal concerns about isolation, death, and helplessness may be discussed and shared in this group

60
Q

cohesiveness

A

refers to the sense o group belonging. members are accepted and supported for who they are

61
Q

interpersonal learning

A

a grop is a microcosm of society in which persons interact in much the same way that they would in society or outside the group

62
Q

authoritarian style

A
  • who employ a high level of control in the decision making of the group
  • control the progress of the group by dictating
63
Q

laissez faire style

A
  • the leader allows the group to control all decision making and problem solving
  • not productive for mod leadership for OT groups
64
Q

Paternalistic style

A

closely regulates the behavior of group members to assist in achieving individual and group goals

65
Q

participative style

A

more flexible approach in which the leader adapts the amount of direction and feedback to the specific needs of abilities of the group members

66
Q

democratic style

A

higher level of involvement from group members in achieving the outcomes of the group

67
Q

Group structure

A

size
roles
norms
cohesiveness

68
Q

if wisdom’s ways you would wisely seek, these five things observe with care:

A
  • of whom you speak
  • to whom you speak
  • how
  • when
  • where
69
Q

our inner self

3 whispers

A
  • whispers of the body
  • of the heart
  • of the spirit
70
Q

Limitations of therapy

A

There are restrictions on the available or possible services, time, resources, or therapist actions.

71
Q

Communication style

A

client’s ability to communicate in a clear, well-paced, and detailed yet succinct manner that is appropriate to his or her developmental level and cognitive ability

72
Q

Capacity for trust

A

client’s ability to trust that the therapist has his or her best interests in mind and that every effort will be made to ensure his or her physical safety and emotional well being

73
Q

Need for control

A

as the degree to which a client takes an active versus passive role within the relationship and in determining the course of therapy

74
Q

Capacity to assert needs

A

client’s approach to expressing his or her wishes and needs for support, information, resources, or other requests within the therapeutic relationship, if they are expressed at all

75
Q

Response to change and challenge

A

a client’s ability to adapt to changes in the therapy plan or environment and his or her approach to OT tasks and situations that are new or challenging

76
Q

Affect

A

as a client’s general emotional expression during therapy, ranging from appropriately buoyant for the situation (flexible) to flat (absence of expression) to heightened (intensely emotional) to labile (fluctuating anywhere between elation, anger, angst, and despair)

77
Q

Predisposition to giving feedback

A

involves a client’s ability to provide the therapist with appropriate negative or positive comments about his or her reactions to the therapist and experience of therapy as either helpful or unhelpful

78
Q

Capacity to receive feedback

A

a client’s ability to maintain perspective when receiving praise from the therapist or when receiving correction during performance, limits on behavior, or information about his or her strengths and weaknesses

79
Q

Response to human diversity

A

a client’s reaction to ways in which he or she may be the same or different from the therapist in terms of observable sociodemographic characteristics (i.e., race, ethnicity, gender, age) and other interpretations of outward appearance or perceived worldview

80
Q

Orientation toward relating

A

a client’s need for interpersonal closeness versus professional distance within the therapeutic relationship. Difficulties may occur when the client’s expectations about the relationship differ from those of the therapist

81
Q

Preference for touch

A

a client’s observed comfort with or expressed reaction to any type of physical touch, whether it be a necessary part of treatment or an expression of caring

82
Q

Capacity for reciprocity

A

a client’s ability to engage fully in the therapy process or show appreciation toward the therapist as a separate but connected partner within the therapy process

83
Q

Advocating

A

The therapist ensures that the client’s rights are enforced and resources are secured.

84
Q

Collaborating

A

The therapist expects the client to be an active and equal participant in therapy, and ensures choice, freedom, and autonomy to the greatest extent possible.

85
Q

Empathizing

A

The therapist continually strives to understand the client’s thoughts, feelings, and behaviors while suspending any judgment.

86
Q

Encouraging

A

The therapist seizes the opportunity to instill hope in a client and celebrate a client’s thinking or behavior through positive reinforcement.

87
Q

Instructing

A

The therapist carefully structures therapy activities and is explicit with clients about the plan, sequence, and events of therapy. The therapist provides clear instruction and feedback about performance and sets limits on a client’s requests or behavior.

88
Q

Problem solving

A

The therapist facilitates pragmatic thinking and solving dilemmas by outlining choices, posing strategic questions, and providing opportunities for comparative or analytic thinking.

89
Q

interpersonal reasoning process

A

can be used to guide the therapist in deciding when a mode shift might be required and determining which alternative mode to select

90
Q

Time

A

Shorten length of task/add more time

91
Q

Strength

A

Small objects/Large objects

Light objects/Heavy objects

Limit lifting/Add lifting, pulling, pushing

92
Q

repetitions

A

few/numerous

Frequent rests/limit rests

93
Q

speed

A

No time limit/Limit time for steps

94
Q

accuracy

A

Gross movements/Fine movements

Large target/Small target

No goal/Goal is precise

95
Q

Variety

A

Limit variety/variety available

Few choices/many options

96
Q

Cognitive

A

Simple steps or directions/Multiple steps or directions

Limited problem solving/Advanced problem solving

97
Q

Materials

A

Built-up handle/Small materials

Easy to grasp/Precise manipulation needed

Larger/Small and difficult to hold

Simple everyday materials/

Unfamiliar materials

98
Q

Planned activities

A
  • Allen Cognitive levels
  • Highest level
  • Able to think about others
  • considers the needs of others
  • Attends to abstract cues, the potential outcome of an action, safety hazards, and social expectations
99
Q

Planned activities

A
  • Allen Cognitive levels
  • Highest level
  • Able to think about others
  • considers the needs of others
  • Attends to abstract cues, the potential outcome of an action, safety hazards, and social expectations
100
Q

Tools

A
  • used to help complete an activity

- reusable and not expendable

100
Q

Independent learning

A
  • Allen Cognitive levels
  • 5.0
  • explore new actions & fine motor adjustments
  • surface properties, spatial properties, & feelings
  • remember the effects of previous actions to learn new activities
101
Q

Materials

A

-objects or items that become depleting during the activity

101
Q

Goal directed learning

A
  • Allen Cognitive levels
  • 4.0
  • complete goal
  • preform self-care independently
  • comply with directions
  • eye-catching visual cues, familiar actions that accomplish a goal, possessions and errors
102
Q

Equipment

A
  • instruments or appliances
  • larger then tools
  • often a machine
102
Q

Manual actions

A
  • Allen Cognitive levels
  • 3.0
  • Handle objects, follows one step cues within the context of familiar activity, and repeat and learn movement
  • attends gross hand use and size, shapes, and function of familiar objects
103
Q

Properties

A
  • explain aspects of the objects used

- descriptive terms

104
Q

approches to intervention

A
  • promote
  • restore
  • compensate
  • prevent
105
Q

Relationship development

A
  • develop rapport
  • establish trust
  • develop a collaborative partnership
  • sustain a therapeutic relationship
  • relationship endures
106
Q

intervention approach

A
  • provide enriched contextual and activity experiences to enhance performance in natural settings
  • change client variables
  • teach and encourage a person to be independent as possible
107
Q

kinesthetic perceptual mode

A

engaging in movements or learning through doing

108
Q

interactive perceptual mode

A

a means of learning through group discussion

109
Q

aural perceptual mode

A

listening to verbal instructions to learn a new task or follow directions

110
Q

haptic perceptual mode

A

using manipulation of objects (hands on) to learn or to complete a task

111
Q

What is a group?

-content

A
  • the what

- work or task done during the time that the group meets

112
Q

What is a group?

-process

A
  • the how

- how things are said and done and how the groups goals are accomplished

113
Q

Activity analysis

A

The process used by ot practitioners which addresses the typical demands of an activity and range of skills involved in its performance and the various cultural meanings that might be ascribed to it

114
Q

Mari Cole

A
  • 2005
  • 7 step process for activity groups
  • Originally fro higher cognitive and functional groups, yet OT’s adapt to meet the need
115
Q

7 Step process for Activity Groups - Mari Cole

A

1) Introduction
2) Activity
3) Sharing
4) Processing
5) Generalizing
6) Application
7) Summary

116
Q

Categories of membership roles

A

1) Group Task Roles
2) Group Building and Maintenance Roles
3) Individual Roles

117
Q

Lasisse-Faire

A

passive and unresponsive

118
Q

Democratic

A

allows for feedback to be exchanged

119
Q

Autocratic

A

reflects complete control with no input or feedback sought

120
Q

Types of Leadership - Lewin

A

1) Autocratic
2) Democratic
3) Laissez-Faire

121
Q

Yalom - Group Phases

A

1) Orientation to the group
2) Individual’s awareness of differences and conflicts among others in the group
3) Cohesiveness

122
Q

Irvin Yalom

A
  • Psychiatrist
  • social microcosm
  • individuals in group settings
123
Q

Claudia Allen

A

• Designed groups to improve cognitive function

124
Q

Mildred Ross

A
  • 1991-Present
  • Emphasis on the health of the patient
  • clients who show limitations in sensorimotor development
125
Q

Wellness Era

A

• Emphasis on the health of the patient

126
Q

Kaplan Group sequence

A

1) Reality Orientation
2) Introduction of group members
3) Warm up activity
4) An activity experience
5) Wrap up/Summary

127
Q

Kathy Kaplan

A
  • 1980
  • the directive group intervention
  • 45 min daily structured groups at the same time
128
Q

Mosey 5 Stages of Development

A

1) Parallel Group (18 months- 2 years)
2) Project Group (2-4 years)
3) Egocentric/Cooperative Group (5-7 years)
4) Cooperative Group (9-12 years)
5) Mature Group (15-18 years)

129
Q

Ann Cronin Mosey

A
  • 1970
  • developmental approach
  • Recapitulation of ontogesis
  • mental illness learned effective social skills through structured OT group activities
130
Q

Adaption Era

A
  • 1970-1990
  • medicine was not the cure for every patient
  • assist chronically ill
  • non-verbal individuals
  • poor social interaction
131
Q

Gail Fidler

A
  • 1960

* task oriented group

132
Q

Ego Building -Psychodynamic Era

A
  • 1962-1969
  • Task oriented
  • behaviors influence other behaviors
  • how a person functions
133
Q

F. Azima and J. Azima

A
  • 1950
  • both psychologists
  • promote the healthy functioning
  • release repressed feelings and change them into productive behavior
134
Q

Group Dynamics - Process Era

A
  • 1954-1961
  • utilizing groups
  • creative activities continued
  • Project media - increase self awareness
135
Q

Kurt Lewin

A
  • 1940’s
  • Social psychologist
  • group training for human relations (T-Groups)
  • experiential learning
  • social behaviors are influenced by one’s environment
136
Q

Socialization Era

A
  • 1937-1953
  • purpose of groups evolved
  • changing toward opportunities for socialization
  • Experiential learning
  • Kurt Lewin
137
Q

William Rush Dunton Jr.

A
  • Father of OT
  • promoting activities for the mentally ill
  • stimulating activities promoted rapid progress
138
Q

Project Era

A
  • 1920’s
  • projects were used to decrease boredom
  • keep patients active
139
Q

What is group?

A
  • an aggregate of people who chafe a common purpose which can be attained only by those members interacting and working together

Final A & P (3 decks)

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