Self Awareness Flashcards
metacognition
knowing what you know (and don’t know)
insight
ability to understand a person or situation very clearly
self-awareness
knowledge of one’s own abilities and inabilities
anosognosia
where is it most common
lack of insight or awareness
- most impaired for activities with large cognitive components (work, conflict, time management)
- least impaired for BADL, memory deficits
most often R CVA
denial
a psychological method of coping
neglect
failure to respond to meaningful stimuli on the opposite side of the lesion
most often R CVA
pyramidal model of awareness
1st (bottom) - intellectual
emergent
anticipatory
intellectual awareness
ability to understand at some level a function is impaired
knowing you have a problem
emergent awareness
ability to recognize a problem when it is actually happening
know you are experiencing a problem
anticipatory awareness
anticipate a problem will occur as the result of a deficit
knowing in advance that an existing problem will affect future performance
dynamic comprehensive model of awareness
self awareness is dynamic rather than hierarchic relationship
influenced by:
- knowledge, beliefs, task demands, context of a situation
self awareness should be evaluated ___ initiating an intervention program focused on living skills
before
assessments
*multiple sources for comparison medical history questionnaires interviews rating scales cognitive assessments observations
5 questions to consider when developing a tx plan for lack of awareness
- what is the person’s knowledge of strengths and deficits?
- how much of the problem is denial vs. unawareness?
- is unawareness generalized or modality specific and does it accompany other cognitive deficits?
- does the person consciously or unconsciously accommodate changes in functioning?
- what are the consequences of awareness?
which type of awareness should you assess first?
intellectual
when should you ask pt to rate their abilities?
before, during, and after
what kinds of activities should you observe?
functional and meaningful activities that provide a challenge
interventions for impaired self awareness
video feedback mirrors game format simulation - video game group tx role reversal
pause/prompt/praise
pause: delay feedback and allow for self correction
non specific prompt: “can you stop and tell me what you are doing?”
specific prompt: “can you check the recipe and see what goes first?”
praise: acknowledge improvement
game format
use to teach people with serious unwanted behaviors
can focus on knowledge, comprehension, and application
pre and post discussion
