Study Guide Flashcards
1
Q
something done for private advantage; something that has to be done; a specific duty, role, or function; a regular remunerative position
A
job
2
Q
a field for or pursuit of consecutive progressive achievement especially in public, professional, or business life; a profession for which one trains and which is undertaken as a permanent calling
A
carrer
3
Q
-a calling requiring specialized knowledge and often long and intensive academic preparation; a principal calling, vocation, or employment
A
profession
4
Q
What are the two primary basis for specialization with in a profession
A
- Substantive field of knowledge that the specialist professes to command
- Technique of production or application of knowledge over which the specialist claims mastery.
5
Q
What are the Criteria to be considered a Profession?
A
~commitment to public good (health promotion / APTA Code of Ethics)
~advanced expertise and education (practitioner of choice /evidence-based practice/ Doctor of PT)
-independent judgment (Autonomous Practice / Direct Access)
-social organization and recognition (joining APTA, LPTA, District Level organizations)
6
Q
What are the 3 Components of Professional Knowledge?
A
- Underlying discipline or basic science component where the practice rests or was developed
- Applied science component from which day to day procedures and problem-solutions are derived.
- Skills and attitudinal component that concerns performance of service to a client using basic and applied knowledge.
7
Q
Who do PTs Treat?
A
Musculoskeletal, neuromuscular, cardiopulmonary, integumentary
8
Q
How are patients treated?
A
- Exam & Eval
- Intervention
- Coordination, communication, documentation
- Patient/client-related instructions/education
9
Q
Who is a Physical Therapist Assistant?
A
- provide physical therapy services under supervision of a PT.
- May assist with include mobility, strength and coordination exercises as well as patient education.
10
Q
Explain Examination vs Evaluation for physical therapist?
A
Examination-includes test and measures; a collection of information
Evaluation-assesment of that information; comparing to what you expect to see
11
Q
What happened during: 460 BC- 1921- 1967- 1968- 1974- 1981- 1996-
A
460 BC-massage and hydrotherapy
1921- The PT Review-first scholarly journal of PT in US (now called Physical Therapy)
–PT association founded by Mary McMilan (now APTA)
–First national accreditation board (CAPTE)
1950s-private practice more prominent
1967-Social Security Act-added as definition for outpatient PT
1968-california-1st state with direct access
1974-orthopedic became first specialty of APTA
1981-code of ethics published
1996-1st DPT class graduated
12
Q
What is Vision 2020?
A
- Physical Therapy will be provided by doctors
- have direct access for diagnosis and intervention of patients to prevent impairment, functional limitations and disabilities related to movement
- Autonomous Practice
- Direct Access
- Doctor of PT
- Evidence-based Practice
- Practioner of Choice
- Professionalism
13
Q
information attained through experience and mistakes
A
Knowldege
14
Q
What are the different 6 Learning Theories?
A
Liberal/Traditional Behavioral Cognitivism Social Cognitivism/Humanistic Constructivism Experiential Learning Theory
15
Q
knowledge is concrete;
- instructor/learner is pass down information,
- purpose is to create informed citizens that follow social rules of order,
- teaching methods are book recitation and lecture
A
liberal tradiditonal
16
Q
knowledge is learned behavior or response to stimuli;
- learner is passive (responding to stimuli);
- positive reinforcement (applying a stimuli) or negative reinforcement (withholding a stimuli)
A
behaverial
17
Q
What is an effective reinforcement schedule for Behavioral Learning?
A
1-consistent repetition of the learned material
2-small, progressive sequences of tasks
3-continous positive reinforcement
*behaviors will be modified until they receive positive reinforcement
18
Q
- computer model (brain as a computer processor);
- learning involves writing and reading
- instructor provides information to help learner processes it and commit it to memory through repitition
A
cognitivist education
19
Q
What are the four major learning stages of Cognitivist Education?
A
1-attention
2-processing
3-memory storage
4-action
20
Q
social factors on individual’s thinking, perception and motivation;
- knowledge is a combination of what is taught, seen and felt;
- pays close attention to the context of the learning situation
A
social cognitvistic
21
Q
What is Albert Bandura’s Social Learning Theory?
A
- human behavior is learned observationally
- through other’s behaviors, attitudes and outcomes of behaviors
22
Q
knowledge is internal and individual
- reality is relative and different for everyone;
- knowledge is created by comparing what is known to what is new
- paradigm shifts aid learning
A
constructive educational learning
23
Q
Cognitive Constructivism
- Assimilation-old/known information (world view stay the same)
- Accommodation-new information (world view changes to accept the new information)
A
piaget
24
Q
- Social Constructivism
- More knowledgable other (teacher knows more)
- zone of proximal development (bridging the gap between student and instructor)
A
vygostsky
25
“For the individual and society to learn it must be based on experience”
- observation of surrounding conditions
- knowledge of what has happened in similar situations (in past)
- Judgment which puts together hat is observed and what is recalled to what they signify
experimental leraning theory
26
What are the 4 stages in the Experimental Learning Model?
1-Immediate Concrete Experience
2-Reflection and Observation
3-Development of Ideas or Theories
4-Ideas/Theories serve as guides for how to act or respond in new experiences
27
-knowledge of facts; information
-black & white, concrete
domain of learning
cognative
28
- memory of doing a task
- muscle memory (a lot of PT learning is this type)
domain of learning
psychomotor
29
-emotions and feelings related to learning
-attitude
domain of learning
affective
30
What are some attributes of Learning?
Motivation, learning, comprehension, reflection, attention, meaning, purpose, aptitude, teaching styles, environment, cultural influences
31
What is Kolb’s Learning Style Inventory and what are the different categories?
Cognitive Style (how we learn with a focus on experience)
- Concrete/Abstract
- Active/Reflective
32
practical application of ideas; prefers one answer to ?s, prefers things vs people
convereger
33
imaginative; multiple perspectives; brainstorming; interested in people
diverger
34
theoretical models; inductive reasoners;prefers abstract concepts to people
assimilators
35
doing, implementing;risk takers;good at adaptation
accommodators
36
communicating in ways that help to solve problems, while at the same time respecting and honoring human beings which will facilitate the healing process.
therapeautic communivation
37
What is Active listening?
| -
mental focus and thinking and being an active part of the conversation
38
What is congruence
what we say, what we do, think and feel are all in line with one another
*(need to be honest with patients, but by showing respect and professionalism)
39
discuss ownership of problems
- “I” statements shows ownership
| - “You” statements puts blame
40
avoid confrontation; don’t think on their own about what would be best for patient
passive
41
nothing good comes of it; may feel slightly vindicated
| harmful to another, undermines others only to make themselves feel better
passive aggressive
42
No regard or respect for others
| Rude and demeaning
aggressive
43
being confident and knowledgable in your ideas
understanding ideas of others.
Respect for others and yourself
assertive
44
where something stems from; what you attribute to being the cause of something (internal or external)-internal is easy, you do not have to deal with anothers views or feelings
locus
45
perception of how apt something is to be changed
stability
46
idea of how in control do you feel you are over a situation
controllability
47
conflux of individuals yearnings and aspirations minds according to their collective social interest
group mind
48
idea that each group member brings their own fundamental needs and beliefs into a group situation
a combination of all of these ideas and input will affect the group in one way rather than another
valency
49
What are Tuckman’s Stages of Group Development?
- Forming stage
- Storming stage
- Norming stage
- Performing stage
50
- not yet performing like a team;
- no leader;
- concerned about perception of others
forming stage of Tuckman’s Stages of Group Development?
51
- conflict over many issues of group and development and performance
- leader is emerging;
- form a definition of task;
- access and recognize differences
storming stage of Tuckman’s Stages of Group Development?
52
- concerns move to group concerns;
- true leader is evident;
- group task and behaviors are well defined
norming stage of Tuckman’s Stages of Group Development?
53
- major conflict is resolved;
- communication is open and honest;
- high level of team performance;
- this stage is rarely achieved
performing stage of Tuckman’s Stages of Group Development?
54
What are the 2 operating levels of behavior?
1- Work Group
| 2-Basic Assumption:
55
What are the parts of basic assumption of operative levels of behavior?
– Dependency:
– Fight/Flight
– Pairing-
56
where a group (bc of feelings and emotions; look to a person to take charge and tell them what to do
dependency of basic assumption
57
-individuals always feel like there is doom or threat
fight/ flight of basic assumption
58
a group sometimes subconsciously looks for a mom/dad-two people who will lead and decide
pairing of basic assumption
59
- Describes the different leadership styles of group leaders
| - demonstrates what styles are best given different situations and group members
theory of situational leadership?
60
What are the different styles of leaders?
delegating
supporting
coaching
directing
61
low direction
| Low supportive behavior
delegating leader style
62
Low direction
| High supportive behavior
supporing leader style
63
High direction
| High supportive behavior
coaching leader style
64
High direction
| Low supportive behavior
directing leader style
65
What does Crucial Cs [Lew & Bettner (1996)] describe about the psychology of groups?
```
individuals need to feel
connected
capable
that they count
courageous
```
66
One who does not feel connected may “feel insecure and isolated, be susceptible to peer pressure, and seek attention that detracts from the work of the group.”
connected (related from does Crucial Cs [Lew & Bettner (1996)]
67
One who does not feel capable may “feel inadequate, try to control others, act defiantly, be confrontational, or become overly dependent on peer-group approval.”
capable (competent) (related from does Crucial Cs [Lew & Bettner (1996)]
68
One who does not feel they count may “feel insignificant and hurt, may try to hurt back & seek revenge.” This person may sabotage the efforts of the group either consciously or subconsciously.
that they count (related from does Crucial Cs [Lew & Bettner (1996)]
69
One who does not feel engaged may not be able to “overcome fear and feel inferior, defeated, and discouraged.” May be afraid to “go against the crowd, and seek to avoid responsibility and interaction”
courageous (related from does Crucial Cs [Lew & Bettner (1996)]
70
What are the features of an effective team according to McGregor?
- understanding, mutual agreement, identification with respect to the primary task
- open communication
- mutual trust
- mutual support
- management of human differences
- selective use of a team
- appropriate team member skills
- strong leadership
71
direct disagreement of ideas or interests,
- a battle or struggle,
- antagonism or opposition,
- incompatibility and interference.
* Has emotion attached to it.
conflict
72
where does conflict arise?
comes from defensiveness,
- closed mindedness
- inconsistences of data
- value differences
- interest conflicts
- miscommunication
- relationship issues
73
what are the negatives and postivites of conflict?
stress
-ruining relationships
postitives
personal and cognitive growth
74
What are the different types of interests rerelated to conflict (motivation for a conflict)?
```
Instrinsic-
Instrumental
Psychological
Procedural
Substantive
```
75
deal with the present argument case
instinsic interest of conflict
76
-those of long term (pick your battle)
instrumental interest of conflict
77
-tied to emotion and feelings
psychological intreset of conflict
78
-manner in how you work out conflict
procedural interest of conflict
79
-the actual I want, you want interest
substantive interest of conflict
80
What are the different Methods of Conflict Resolution?
Negotiation-
Mediation-
Arbitration-
81
- parties try and work out themselves
- avoid positional bargaining;
- separate people from problem
- find common ground
negotiation conflict resolution
82
-an impartial person trying to work it out
mediation conflict resolution
83
-a person of power making a decision for the conflictors
arbitration conflict resolution
84
What are the different modes of conflict responses?
Confronting:
Collaborative:
Avoiding:
Accommodating:
85
Assertive & uncooperative
confronting conflict response
86
Assertive & Cooperative
collaborative conflict response
87
Unassertive & uncooperative
avoiding conflict response
88
Unassertive & Cooperative
accommodating conflict response
89
process of negation
```
1-Avoid positional bargaining
2-Separate People from Problem
3-Moving from positions to interests
4-Find existing areas of agreement (common interests)
5-Identify all possible solutions
6-Identify “no agreement” position
7-Use objective criteria to evaluate options
8-Collaborate or Compromise
```
90
legitimate; power bestowed on a person in the form of positional authority
Formal- type of power
91
ability to reward people who act in a desired manner
Punishment-
power to punish in order to discourage undesired behaviors
Reward type of power
92
power someone has who has knowledge skills and experience
Expert-type of power
93
power to influence another by force of character
Informational-
power that comes from possession of information needed by others
Charismatic-type of power
94
What are Jung/Freud’s components of self and what do they mean?
```
Persona-
Ego-
Shadow-
Id-
Superego-
Ego-
```
95
combination of labels and masks worn in society, part of people you can see (what you choose to allow people to see)
persona
96
conscious self, who you are when you think of “I” or “me”, the person we think we are
ego
97
unconscious self mind, contains parts of ourselves we do not feel are socially acceptable; houses feelings, emotions, and memories
shadow
98
feminine sense in males
animus- shadow
99
masculine sense in females
anima- shadow
100
unconscious mind; basic drives & impulses;pleasure, creation, destruction-constantly thrives satisfaction
id
101
conscience; contrasts the Id; reflects roles of influences & norms; morality and spirituality
superego
102
conscious mind; reconciles Id and moral superego; reality-reason and common sense- judgment, intellectual function, etc
ego
103
to know yourself is to be able to communicate and relate to your patients better
self
104
a mode of being available or open in a situation with the wholeness of one’s uniqe individual being; a gift of the self which can only be given freely, invoked or evoked”
therapeutic presence
105
degree to which one will allow one’s inner self to be known by the other
expressiveness of therapeutic presence
106
:“I-Thou”- fully present understanding of the others without current loss of self
“I-It”-the other is a mere object or just an experience
buber therapeutic presence
107
what are the prerequesetits of therapeutic presence?
```
Self-knowledge / self-awareness
Empathy
Active listening
Humility
Vulnerability
commitment
```
108
losing of yourself while understanding the other persons problems
empathy
109
presence-conveying empathy as well as promoting well being and autonomy
marsden
110
the experiential aspect of the human to human relationship;
| process of experiences
rapport
111
compatible with clinical I-it than I-thou
bugental rapport
112
- develops with interactions of environment
- explores movement and senses
- only aware of self
- recognizing boundries of self and anatomy
- recognizes that actions have consequenecs
- adapts through assimilation and accommodation
Sensorimotor- 0-2 years Piagets
113
- concrete and physical understanding
- motor skills develop (less clumsy)
- categorizes items based on characteristics
- uses language and recalls names of objects
- egocentric
Preoperational – 2-7 years piaget
114
- logical thought
- abstract thoughts and understandings
- accommodation at high level with thought, physical experience and memory
Concrete Operational – 7-11 years piaget
115
Develop of abstract reasoning
- develop tests and hypotheses
- able to regard other’s views
Formal Operational – 11 + years piaget
116
understanding that something is different, but not knowning enough tochange, so just “making do”
assimilation
117
understanding that some information is new and different so being able to change your view based on that.
- Not grouping it with something that is like it, but not the same
- Truly understanding the difference
accomidation
118
What is Sigmund Freud’s Developmental theory?
conflicts throughout childhood make lasting impresssions on developing children;
- for normal development-conflicts must be resolved
- psychosecual developmental theory
119
physical comfort and lack of fear/uncertainty (trust)
- maternal relationship is very important for trust
- social interaction revolve around self and body
Trust vs. Mistrust 0-12 months eriksons
120
independence vs. dependence
- exploration very important for autonomy
- pushes envelope of control
- over control→ shame and doubt
Autonomy vs. Shame and Doubt 2- 4 years erikson
121
- imagination developing
- competition initiates
- companionship important
- gender identification and interest in genitalia
- evolving conscience with adult interaction
- instrusive vs. inclusive- physical, aggressive, high curiosity vs receptivity and tender identification
Initiative vs Guilt 4-5 years erikson
122
- creativity and constructivism
- work vs play
- competition evolves
- social worth develops through adults
- child strives for feelings of usefulness
Industry vs. Inferiority 6-11 years
| erikson
123
- realizing adult self
- separation from parents
- peer relations increase
- concerned with society approval
- positive vs negative self identity vs identity diffusion-feel strong of who they are vs feelings of worthlessness vs identity crisis (loss of identity)
Identity vs Confusion 12 – 18 years
| erikson
124
- love relationships develop
- inability to achieve intimacy → isolation
- balance work and family
Intimacy vs Isolation 18-40 years
| erikson
125
- parenting, leadership, contribution
| - generativity=outward vs stagnation=inward
Generativity vs stagnation 40-65 years erkison
126
- ego integrity, acceptance of life/death
| - no chance to change or contribute (life has passed)
Integrity vs despair 65 +years
| erikson
127
rely on others for support, sustenance and needs (you paradigm)
Dependance-
128
confidence, self reliant, self sustaining, self sufficient (I paradigm)
Independence-
129
-independence within relationships and society (we paradigm)
Interdependence
130
- loss of self and identity
- reliant upon others for happiness and acceptance
- abnormal growth development
Codependence
131
choosing of beliefs and behaviors freely from alternatives;
| -acting repeatedly and consistently
values
132
something that is impressed upon you (you didn’t come up with it)
introjected values
133
something that cannot be chosen;
| inheriant for survival
needs
134
something not learned;
| “reflex” for survival
instincts
135
basic right and wrong; learned and inheriant
morals
136
beliefs and behaviors imposed upon a profession to guide actions consistently
values
137
>*What are the Core Values of APTA?
```
Accountability
Altruism-
Caring/Compassion-desire to identigy with patient and a sincere concern for patient
Excellence-
Integrity-
Professional duty-
Social responsibility-
```
138
-active acceptance of responsiobility
accountability
139
primary regard to interest of patient/client
altruism
140
desire to identigy with patient and a sincere concern for patient
Caring/Compassion-
141
proper use of knowledge and theory
excellence
142
possessing and adhering to high moral standards
integrety
143
feeling of obligation to display a positive influence on health of public
professinal duity
144
establish mutual trust between profession and public
social responsibility
145
- coincides with sensorimotor and preoperational
- no concepts of rules
- poor understanding of others’ consciousness
Amoral stage 0-2 years
| piagets moral development
146
- lacks true morality
- actions are more instinctive based on environment
- decisions made more for personal gain and consequence
Egocentric stage 2-7 years
| piagets moral development
147
- based on social relation to adults (hierarchical)
- characterized by strict adherence to rules
- moral realism (immanent justice;objective responsibility)
- focus of moral decision based on consequences
Heteronomous 7-12 years
| piagets moral development
148
- based on increased peer interaction and diminished hierarchical relation to adults
- characterized by ability to appraise rules and laws
- shifts from egocentric to perspective taking
- morality=fairness
- focus of moral decision based on intent
Autonomous 12 =+years
piagets moral development
149
morality of a decision based on direct consequence of an action
>Egocentric Judgement
-punishment & obedience (avoiding punishment)
-Instrumental Relativism (receiving or seeking reward/pleasure)
What are Kholberg’s stages of moral development?
Preconventional –
Conventional-
Postconventional
150
morality of a decision based on society’s consensus on right and wrong
>Interpersonal concordance
Decisions made based on personal relationships
Seeking acceptance and praise
>Law and Order
Decisions made based on society’s law
Obligation and duty to uphold the law
conventional What are Kholberg’s stages of moral development?
151
>Social Contract
-legalistic & demoractic
>Universal (Ethical Principle)
-moral reasoning based on abstract reasoning
-laws only good if that are based on core universal ethical pirnciples
post conventional
| What are Kholberg’s stages of moral development?
152
Gilligans theory of moral development
jjustice
care
gender differences
153
morality based on fairness
justive Gilligan’s Theory of Moral Development
154
morality based on interconnections
care Gilligan’s Theory of Moral Development
155
rule oriented
males Gilligan’s Theory of Moral Development
156
care oriented
females Gilligan’s Theory of Moral Development
