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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

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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

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3
Q

-a calling requiring specialized knowledge and often long and intensive academic preparation; a principal calling, vocation, or employment

A

profession

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4
Q

What are the two primary basis for specialization with in a profession

A
  1. Substantive field of knowledge that the specialist professes to command
  2. Technique of production or application of knowledge over which the specialist claims mastery.
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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)

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6
Q

What are the 3 Components of Professional Knowledge?

A
  1. Underlying discipline or basic science component where the practice rests or was developed
  2. Applied science component from which day to day procedures and problem-solutions are derived.
  3. Skills and attitudinal component that concerns performance of service to a client using basic and applied knowledge.
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7
Q

Who do PTs Treat?

A

Musculoskeletal, neuromuscular, cardiopulmonary, integumentary

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8
Q

How are patients treated?

A
  • Exam & Eval
  • Intervention
  • Coordination, communication, documentation
  • Patient/client-related instructions/education
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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.
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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

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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

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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
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13
Q

information attained through experience and mistakes

A

Knowldege

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14
Q

What are the different 6 Learning Theories?

A 
Liberal/Traditional
Behavioral
Cognitivism
Social Cognitivism/Humanistic
Constructivism
Experiential Learning Theory
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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

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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

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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

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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

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19
Q

What are the four major learning stages of Cognitivist Education?

A

1-attention
2-processing
3-memory storage
4-action

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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

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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

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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

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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

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24
Q
  • Social Constructivism
  • More knowledgable other (teacher knows more)
  • zone of proximal development (bridging the gap between student and instructor)
A

vygostsky

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25
Q

“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
A

experimental leraning theory

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26
Q

What are the 4 stages in the Experimental Learning Model?

A

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

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27
Q

-knowledge of facts; information
-black & white, concrete
domain of learning

A

cognative

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28
Q
  • memory of doing a task
    • muscle memory (a lot of PT learning is this type)

domain of learning

A

psychomotor

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29
Q

-emotions and feelings related to learning
-attitude
domain of learning

A

affective

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30
Q

What are some attributes of Learning?

A

Motivation, learning, comprehension, reflection, attention, meaning, purpose, aptitude, teaching styles, environment, cultural influences

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31
Q

What is Kolb’s Learning Style Inventory and what are the different categories?

A

Cognitive Style (how we learn with a focus on experience)

  • Concrete/Abstract
  • Active/Reflective
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32
Q

practical application of ideas; prefers one answer to ?s, prefers things vs people

A

convereger

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33
Q

imaginative; multiple perspectives; brainstorming; interested in people

A

diverger

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34
Q

theoretical models; inductive reasoners;prefers abstract concepts to people

A

assimilators

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35
Q

doing, implementing;risk takers;good at adaptation

A

accommodators

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36
Q

communicating in ways that help to solve problems, while at the same time respecting and honoring human beings which will facilitate the healing process.

A

therapeautic communivation

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37
Q

What is Active listening?

-

A

mental focus and thinking and being an active part of the conversation

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38
Q

What is congruence

A

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)

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39
Q

discuss ownership of problems

A
  • “I” statements shows ownership

- “You” statements puts blame

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40
Q

avoid confrontation; don’t think on their own about what would be best for patient

A

passive

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41
Q

nothing good comes of it; may feel slightly vindicated

harmful to another, undermines others only to make themselves feel better

A

passive aggressive

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42
Q

No regard or respect for others

Rude and demeaning

A

aggressive

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43
Q

being confident and knowledgable in your ideas
understanding ideas of others.
Respect for others and yourself

A

assertive

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44
Q

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

A

locus

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45
Q

perception of how apt something is to be changed

A

stability

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46
Q

idea of how in control do you feel you are over a situation

A

controllability

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47
Q

conflux of individuals yearnings and aspirations minds according to their collective social interest

A

group mind

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48
Q

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

A

valency

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49
Q

What are Tuckman’s Stages of Group Development?

A
  • Forming stage
  • Storming stage
  • Norming stage
  • Performing stage
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50
Q
  • not yet performing like a team;
    • no leader;
    • concerned about perception of others
A

forming stage of Tuckman’s Stages of Group Development?

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51
Q
  • conflict over many issues of group and development and performance
    • leader is emerging;
    • form a definition of task;
    • access and recognize differences
A

storming stage of Tuckman’s Stages of Group Development?

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52
Q
  • concerns move to group concerns;
    • true leader is evident;
    • group task and behaviors are well defined
A

norming stage of Tuckman’s Stages of Group Development?

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53
Q
  • major conflict is resolved;
    • communication is open and honest;
    • high level of team performance;
    • this stage is rarely achieved
A

performing stage of Tuckman’s Stages of Group Development?

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54
Q

What are the 2 operating levels of behavior?

A

1- Work Group

2-Basic Assumption:

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55
Q

What are the parts of basic assumption of operative levels of behavior?

A

– Dependency:
– Fight/Flight
– Pairing-

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56
Q

where a group (bc of feelings and emotions; look to a person to take charge and tell them what to do

A

dependency of basic assumption

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57
Q

-individuals always feel like there is doom or threat

A

fight/ flight of basic assumption

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58
Q

a group sometimes subconsciously looks for a mom/dad-two people who will lead and decide

A

pairing of basic assumption

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59
Q
  • Describes the different leadership styles of group leaders

- demonstrates what styles are best given different situations and group members

A

theory of situational leadership?

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60
Q

What are the different styles of leaders?

A

delegating
supporting
coaching
directing

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61
Q

low direction

Low supportive behavior

A

delegating leader style

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62
Q

Low direction

High supportive behavior

A

supporing leader style

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63
Q

High direction

High supportive behavior

A

coaching leader style

64
Q

High direction

Low supportive behavior

A

directing leader style

65
Q

What does Crucial Cs [Lew & Bettner (1996)] describe about the psychology of groups?

A 
individuals need to feel 
connected
capable
that they count
courageous
66
Q

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.”

A

connected (related from does Crucial Cs [Lew & Bettner (1996)]

67
Q

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.”

A

capable (competent) (related from does Crucial Cs [Lew & Bettner (1996)]

68
Q

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.

A

that they count (related from does Crucial Cs [Lew & Bettner (1996)]

69
Q

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”

A

courageous (related from does Crucial Cs [Lew & Bettner (1996)]

70
Q

What are the features of an effective team according to McGregor?

A
  • 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
Q

direct disagreement of ideas or interests,

  • a battle or struggle,
  • antagonism or opposition,
  • incompatibility and interference.
  • Has emotion attached to it.
A

conflict

72
Q

where does conflict arise?

A

comes from defensiveness,

  • closed mindedness
  • inconsistences of data
  • value differences
  • interest conflicts
  • miscommunication
  • relationship issues
73
Q

what are the negatives and postivites of conflict?

A

stress
-ruining relationships
postitives
personal and cognitive growth

74
Q

What are the different types of interests rerelated to conflict (motivation for a conflict)?

A 
Instrinsic-	
Instrumental
Psychological
Procedural
Substantive
75
Q

deal with the present argument case

A

instinsic interest of conflict

76
Q

-those of long term (pick your battle)

A

instrumental interest of conflict

77
Q

-tied to emotion and feelings

A

psychological intreset of conflict

78
Q

-manner in how you work out conflict

A

procedural interest of conflict

79
Q

-the actual I want, you want interest

A

substantive interest of conflict

80
Q

What are the different Methods of Conflict Resolution?

A

Negotiation-
Mediation-
Arbitration-

81
Q
  • parties try and work out themselves
    • avoid positional bargaining;
    • separate people from problem
    • find common ground
A

negotiation conflict resolution

82
Q

-an impartial person trying to work it out

A

mediation conflict resolution

83
Q

-a person of power making a decision for the conflictors

A

arbitration conflict resolution

84
Q

What are the different modes of conflict responses?

A

Confronting:
Collaborative:
Avoiding:
Accommodating:

85
Q

Assertive & uncooperative

A

confronting conflict response

86
Q

Assertive & Cooperative

A

collaborative conflict response

87
Q

Unassertive & uncooperative

A

avoiding conflict response

88
Q

Unassertive & Cooperative

A

accommodating conflict response

89
Q

process of negation

A 
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
Q

legitimate; power bestowed on a person in the form of positional authority

A

Formal- type of power

91
Q

ability to reward people who act in a desired manner
Punishment-
power to punish in order to discourage undesired behaviors

A

Reward type of power

92
Q

power someone has who has knowledge skills and experience

A

Expert-type of power

93
Q

power to influence another by force of character
Informational-
power that comes from possession of information needed by others

A

Charismatic-type of power

94
Q

What are Jung/Freud’s components of self and what do they mean?

A 
Persona-
Ego-
Shadow-
Id-
Superego-
Ego-
95
Q

combination of labels and masks worn in society, part of people you can see (what you choose to allow people to see)

A

persona

96
Q

conscious self, who you are when you think of “I” or “me”, the person we think we are

A

ego

97
Q

unconscious self mind, contains parts of ourselves we do not feel are socially acceptable; houses feelings, emotions, and memories

A

shadow

98
Q

feminine sense in males

A

animus- shadow

99
Q

masculine sense in females

A

anima- shadow

100
Q

unconscious mind; basic drives & impulses;pleasure, creation, destruction-constantly thrives satisfaction

A

id

101
Q

conscience; contrasts the Id; reflects roles of influences & norms; morality and spirituality

A

superego

102
Q

conscious mind; reconciles Id and moral superego; reality-reason and common sense- judgment, intellectual function, etc

A

ego

103
Q

to know yourself is to be able to communicate and relate to your patients better

A

self

104
Q

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”

A

therapeutic presence

105
Q

degree to which one will allow one’s inner self to be known by the other

A

expressiveness of therapeutic presence

106
Q

:“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

A

buber therapeutic presence

107
Q

what are the prerequesetits of therapeutic presence?

A 
Self-knowledge / self-awareness
Empathy
Active listening
Humility
Vulnerability
commitment
108
Q

losing of yourself while understanding the other persons problems

A

empathy

109
Q

presence-conveying empathy as well as promoting well being and autonomy

A

marsden

110
Q

the experiential aspect of the human to human relationship;

process of experiences

A

rapport

111
Q

compatible with clinical I-it than I-thou

A

bugental rapport

112
Q
  • 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
A

Sensorimotor- 0-2 years Piagets

113
Q
  • concrete and physical understanding
    • motor skills develop (less clumsy)
    • categorizes items based on characteristics
    • uses language and recalls names of objects
    • egocentric
A

Preoperational – 2-7 years piaget

114
Q
  • logical thought
    • abstract thoughts and understandings
    • accommodation at high level with thought, physical experience and memory
A

Concrete Operational – 7-11 years piaget

115
Q

Develop of abstract reasoning

- develop tests and hypotheses
- able to regard other’s views
A

Formal Operational – 11 + years piaget

116
Q

understanding that something is different, but not knowning enough tochange, so just “making do”

A

assimilation

117
Q

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
A

accomidation

118
Q

What is Sigmund Freud’s Developmental theory?

A

conflicts throughout childhood make lasting impresssions on developing children;

  • for normal development-conflicts must be resolved
  • psychosecual developmental theory
119
Q

physical comfort and lack of fear/uncertainty (trust)

- maternal relationship is very important for trust
- social interaction revolve around self and body
A

Trust vs. Mistrust 0-12 months eriksons

120
Q

independence vs. dependence

	- exploration very important for autonomy
- pushes envelope of control
- over control→ shame and doubt
A

Autonomy vs. Shame and Doubt 2- 4 years erikson

121
Q
  • 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
A

Initiative vs Guilt 4-5 years erikson

122
Q
  • creativity and constructivism
    • work vs play
    • competition evolves
    • social worth develops through adults
    • child strives for feelings of usefulness
A

Industry vs. Inferiority 6-11 years

erikson

123
Q
  • 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)
A

Identity vs Confusion 12 – 18 years

erikson

124
Q
  • love relationships develop
    • inability to achieve intimacy → isolation
    • balance work and family
A

Intimacy vs Isolation 18-40 years

erikson

125
Q
  • parenting, leadership, contribution

- generativity=outward vs stagnation=inward

A

Generativity vs stagnation 40-65 years erkison

126
Q
  • ego integrity, acceptance of life/death

- no chance to change or contribute (life has passed)

A

Integrity vs despair 65 +years

erikson

127
Q

rely on others for support, sustenance and needs (you paradigm)

A

Dependance-

128
Q

confidence, self reliant, self sustaining, self sufficient (I paradigm)

A

Independence-

129
Q

-independence within relationships and society (we paradigm)

A

Interdependence

130
Q
  • loss of self and identity
    • reliant upon others for happiness and acceptance
    • abnormal growth development
A

Codependence

131
Q

choosing of beliefs and behaviors freely from alternatives;

-acting repeatedly and consistently

A

values

132
Q

something that is impressed upon you (you didn’t come up with it)

A

introjected values

133
Q

something that cannot be chosen;

inheriant for survival

A

needs

134
Q

something not learned;

“reflex” for survival

A

instincts

135
Q

basic right and wrong; learned and inheriant

A

morals

136
Q

beliefs and behaviors imposed upon a profession to guide actions consistently

A

values

137
Q

> *What are the Core Values of APTA?

A 
Accountability
Altruism-
Caring/Compassion-desire to identigy with patient and a sincere concern for patient
Excellence-
Integrity-
Professional duty-
Social responsibility-
138
Q

-active acceptance of responsiobility

A

accountability

139
Q

primary regard to interest of patient/client

A

altruism

140
Q

desire to identigy with patient and a sincere concern for patient

A

Caring/Compassion-

141
Q

proper use of knowledge and theory

A

excellence

142
Q

possessing and adhering to high moral standards

A

integrety

143
Q

feeling of obligation to display a positive influence on health of public

A

professinal duity

144
Q

establish mutual trust between profession and public

A

social responsibility

145
Q
  • coincides with sensorimotor and preoperational
  • no concepts of rules
  • poor understanding of others’ consciousness
A

Amoral stage 0-2 years

piagets moral development

146
Q
  • lacks true morality
  • actions are more instinctive based on environment
  • decisions made more for personal gain and consequence
A

Egocentric stage 2-7 years

piagets moral development

147
Q
  • 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
A

Heteronomous 7-12 years

piagets moral development

148
Q
  • 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
A

Autonomous 12 =+years

piagets moral development

149
Q

morality of a decision based on direct consequence of an action
>Egocentric Judgement
-punishment & obedience (avoiding punishment)
-Instrumental Relativism (receiving or seeking reward/pleasure)

A

What are Kholberg’s stages of moral development?
Preconventional –
Conventional-
Postconventional

150
Q

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

A

conventional What are Kholberg’s stages of moral development?

151
Q

> 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

A

post conventional

What are Kholberg’s stages of moral development?

152
Q

Gilligans theory of moral development

A

jjustice
care
gender differences

153
Q

morality based on fairness

A

justive Gilligan’s Theory of Moral Development

154
Q

morality based on interconnections

A

care Gilligan’s Theory of Moral Development

155
Q

rule oriented

A

males Gilligan’s Theory of Moral Development

156
Q

care oriented

A

females Gilligan’s Theory of Moral Development

IPP (5 decks)

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