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OCC1022 > week 9 > Flashcards

week 9 Flashcards

1
Q

OTPF III overview

A
  • Developed to articulate ot therapy’s contribution to promoting the health and participation of people, organisations, and populations through engagement in occupation
  • Focuses on the profession’ score beliefs in the positive relationship between occupation and health and its view of people as occupational beings
  • Published in 2003
  • Developed by American ot association
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2
Q

the domain section of tech OTPF iii

A

which outlines the profession’s purview and the areas in which its members have an established body of knowledge and expertise.

  • Supporting health and participation in life through engagement in occupation— describes the domain in its fullest sense.
  • the application of core values, knowledge, and skills to assist clients (people, organisations, and populations) to engage in everyday activities or occupations that they want and need to do in a manner that supports health and participation
  • all aspects of domain are of equal value
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3
Q

components of the domain

A 
areas of occupation
client facotrs
context and environment
activity demands 
performance skills
performance patterns
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4
Q
  1. areas of occupation
A
  • When occupational therapy practitioners work with clients, they consider the many types of occupations in which clients might engage
  • Occupations are multi-dimensional and complex
  • Client’s perspective of how an occupation is categorised varies depending on that client’s needs and interests
  • The way in which clients prioritise engagement in areas of occupation may vary at different times
  • The extent and nature of the engagement is as important as the engagement itself; for example, excessive work without sufficient regard to other aspects of life such as sleep or relationships places clients at risk for health problems
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5
Q

areas of occupation includes

A
  • Rest and Sleep
  • Education
  • Work
  • Play
  • Leisure
  • Social Participation
    ADLs
    IADLS
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6
Q

whats ADLS

A 
Activities of Daily Living (ADL)* are defined as activities that are oriented toward taking care of one’s own body...ADL also is referred to as basic activities of daily living (BADL) and personal activities of daily living (PADL) 
ADLs include: 
-	Bathing, showering. 
-	Bowel and bladder management 
-	Dressing 
-	Eating 
-	Feeding 
-	Functional mobility 
-	Personal device care 
-	Personal hygiene and grooming 
-	Sexual activity. 
-	Toilet hygiene
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7
Q

whats IADLS

A

Instrumentation Activities of Daily Living (IADL): are defined as activities to support daily life within the home and community that often require more complex interactions than self care used in ADL.
IADL include:
- Care of others (including selecting and supervising caregivers)
Care of pets
- Child rearing
- Communication management Community mobility
- Financial management Health management and maintenance
- Home establishment and management
- Shopping
- Safe house

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8
Q

whats sleep preparation

A

Engaging in routines that prepare the self for a comfortable rest, such as grooming and undressing, reading . Preparing the physical environment for periods of unconsciousness, such as making the bed

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9
Q

whats sleep participation

A

Taking care of personal need for sleep such as cessation of activities to ensure onset

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10
Q

whats the types o education

A
  • Formal educational
  • – Academic (e.g., math, reading, working on a degree)
  • – Non-academic (e.g., recess, lunchroom, hallway)
  • – Extracurricular (e.g., sports, band, cheerleading, dances)
  • – Vocational (prevocational and vocational) participation.
  • Informal personal educational needs or interests exploration (beyond formal education)—Identifying topics and methods for obtaining topic-related information or skills.
  • Informal personal education participation— Participating in classes, programs, and activities that provide instruction/training in identified areas of interest
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11
Q

what does work include

A
  • Employment interests and pursuits
  • Employment seeking and acquisition
  • Job performance
  • Retirement preparation and adjustment
  • Volunteer exploration
  • Volunteer participation
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12
Q

whats play defined as

A

• Defined as “any spontaneous or organised activity that provides enjoyment, entertainment, amusement, or diversion”

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13
Q

whats play exploration

A

Identifying appropriate play activities, which can include exploration play, practice play, pretend play, games with rules, constructive play, and symbolic play

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14
Q

whats play participation

A

Participating in play; maintaining a balance of play with other areas of occupation; and obtaining, using, and maintaining, toys, equipment, and supplies appropriately.

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15
Q

whats leisure defined as

A

a non-obligatory activity that is intrinsically motivated and engaged in during discretionary time, that is, time not committed to obligatory occupations such as work, self-care, or sleep”

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16
Q

whats lesiure exploration

A

Identifying interests, skills, opportunities, and appropriate leisure activities.

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17
Q

whats leisure participation

A

Planning and participating in appropriate leisure activities; maintaining a balance of leisure activities with other areas of occupation; and obtaining, using, and maintaining equipment and supplies as appropriate.

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18
Q

whats social participation defined as

A

an “organized patterns of behaviour that are characteristic and expected of an individual or a given position within a social system”

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19
Q

whats categories of social participation

A
  • Community—Engaging in activities that result in successful interaction at the community level (i.e., neighbourhood, organisations, work, school).
  • Family—Engaging in “[activities that result in] successful interaction in specific required and/or desired familial roles”
  • Peer, friend—Engaging in activities at different levels of intimacy
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20
Q
  1. client facotrs
A
  • Are the specific abilities, characteristics, or beliefs that reside within the client and may affect performance in areas of occupation.
  • Affected by the presence or absence of illness, disease, deprivation, and disability.
  • They affect and are affected by performance skills, performance patterns, activity demands, and contextual and environmental factors.
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21
Q

what does client facotrs involve

A 
vlaues
beliefs
spirituality
body funciton
body structures
22
Q

whats values

A

are principles, standards, or qualities considered worthwhile by the client who holds them.

23
Q

whats beliefs

A

are cognitive content held as true

24
Q

whats spirituality

A

Spirituality is “the personal quest for understanding answers to ultimate questions about life, about meaning and about relationship with the sacred or transcendent, which may (or may not) lead to or arise from the development of religious rituals and the formation of community”

25
Q

whats body functions

A

refer to the “physiological function of body systems (including psychological functions)” (WHO, 2001, p. 10). Examples include sensory, mental (affective, cognitive, perceptual), cardiovascular, respiratory, and endocrine functions.

26
Q

whats body structures

A

Body structures are the “anatomical parts of the body such as organs, limbs, and their components”(WHO, 2001, p. 10).
• Body structures and body functions are interrelated (e.g., the heart and blood vessels are body structures that support cardiovascular function)

27
Q
  1. activity demands
A
  • The specific features of an activity that influence the type and amount of effort required to perform the activity
  • Specific to each activity.
  • A change in one feature of an activity may change the extent of the demand in another feature. For example, an increase in the number of the steps or sequence of steps in an activity increases the demand on attention skills.
28
Q

activity demand sinlcude

A
  • Objects used and their Properties
  • Space Demands
  • Social Demands
  • Sequencing and Timing
  • Required Body Actions
  • Required Body Function
  • Required Body Structures
29
Q
  1. performance skils
A
  • PS are observable, concrete, goal-directed actions clients use to engage in daily life occupations.
  • PS as small, measurable units in a chain of actions that are observed as a person performs meaningful tasks.
  • PS are learned and developed over time and are situated in specific contexts and environments
  • Numerous body functions and structures underlie and enable performance
  • Multiple factors such as the context in which the occupation is performed, the specific demands of the activity being attempted, and the client’s body functions and structures affect the client’s ability to acquire or demonstrate performance skills.
  • Performance skills are closely linked and are used in combination with one another to allow the client to perform an occupation.
  • A change in one performance skill can affect other performance skills.
  • Occupational therapy practitioners observe and analyse performance skills in order to understand the transactions among underlying factors that support or hinder engagement in occupations and occupational performance.
30
Q

performance skils includes

A
  • Sensory Perceptual Skills
  • Motor and Praxis Skills
  • Emotional Regulation Skills
  • Cognitive Skills
  • Communication and Social Skills
31
Q
  1. performance patterns
A

habits
routines
roles
ritruals

32
Q

whats habits

A

refer to specific, automatic behaviours that can be useful, dominating, or impoverished

33
Q

whats routines

A

are established sequences of occupations or activities that provide a structure for daily life. Routines also can be health promoting or damaging

34
Q

whats roles

A

are sets of behaviours expected by society, shaped by culture, and may be further conceptualised and defined by the client. Roles can provide guidance in selecting occupations or can lead to stereotyping and restricted engagement patterns.

35
Q

whats rituals

A

are symbolic actions with spiritual, cultural, or social meaning that contribute to the client’s identity and reinforce the client’s values and beliefs

36
Q
  1. context and environment
A

Environment refers to the external physical and social environments that surround the client and in which the client’s daily life occupations occur
Context refers to a variety of interrelated conditions that are within and surrounding the client.

37
Q

environment includes

A

Physical environment refers to the natural and built nonhuman environment and the objects in them.
Social environment is constructed by the presence, relationships, and expectations of persons, groups, and organisations with whom the client has contact.

38
Q

context includes

A

Cultural context includes customs, beliefs, activity patterns, behaviour standards, and expectations accepted by the society of which the client is a member.
Personal context refers to demographic features of the individual such as age, gender, socioeconomic status, and educational level that are not part of a health condition
Temporal context includes stages of life, time of day or year, duration, rhythm of activity, or history.
Virtual context refers to interactions in simulated, real-time, or near-time situations absent of physical contact. Some contexts are external to the client (e.g., virtual), some are internal to the client (e.g., personal), and some may have both external features and internalised beliefs and values (e.g., cultural).

39
Q

the dynamic occupaiton and client centred process

A
  • They allow ot to focus on performance of occupations that results from the dynamic intersection of the client, the context and environment, and the client’s occupations.
  • Although the domain and process are described separately, in actuality, they are inextricably linked in a transactional relationship
    • includes evaluation, intervention, and outcome monitoring; occurs within the purview of the domain
  • does not occur in a sequenced, step-by-step fashion
  • Instead, the process is fluid and dynamic, allowing occupational therapy practitioners to operate with an ongoing focus on outcomes while continually reflecting on and changing an overall plan
  • practitioner is engaged continually in clinical reasoning about the client’s engagement in occupation.
40
Q

evaluation

A
  • Begins with an evaluation
    conducted by the occupational therapist
  • Finding out what the client wants and needs to do, determining what the client can do and has done, and identifying those factors that act as supports or barriers to health and participation.
  • Evaluation often occurs both formally and informally during all interactions with the client.
41
Q

what does evaluation consist of

A

the occupational profile and analysis of occupational performance

42
Q

evaluation occupational profiel

A
  • An occupational profile is defined as a summary of information that describes the client’s occupational history and experiences, patterns of daily living, interests, values, and needs.
  • Its format varies depending on whether the client is a person, organisation, or population.
  • The profile includes inquiry related to what the client wants and needs to do in the present or future as well as past experiences and interests that may assist in identifying strengths and limitations.
  • Once the profile data are collected and documented, the therapist reviews the information; identifies the client’s strengths, limitations, and needs; and develops a working hypothesis regarding possible reasons for identified problems and concerns.
  • The information from the occupational therapy profile often guides the selection of outcome measures.
43
Q

analysis of occupational performance

A
  • involves one or more of the following:
  • Synthesising information from the occupational profile to focus on specific areas of occupation and contexts that need to be addressed
  • Observing the client’s performance during activities relevant to desired occupations, noting effectiveness of the performance skills and performance patterns;
  • Selecting and using specific assessments:
  • to measure performance skills and performance patterns, as appropriate
  • to identify and measure more specifically contexts or environments, activity demands, and client factors influencing performance skills and performance patterns
  • Interpreting the assessment data to identify what supports performance and what hinders performance
  • Developing and refining hypotheses about the client’s occupational performance strengths and limitations
  • Creating goals in collaboration with the client that address the desired outcomes
  • Determining procedures to measure the outcomes of intervention
  • Delineating a potential intervention approach or approaches based on best practices and available evidence
  • Multiple methods often are used during the evaluation process to assess the client, the context, the occupation or activity, and the occupational performance.
  • Formal vs. informal
  • Structured vs. unstructured,
  • Standardised criterion or norm-referenced assessment
    o tools can be used.
  • Direct assessment of specific aspects of performance
  • Interview with the client and significant others,
  • Observation of performance and context
  • Record review
44
Q

intervention

A
  • The intervention process consists of the skilled actions taken by occupational therapy practitioners in collaboration with the client to facilitate engagement in occupation related to health and participation.
  • Occupational therapy practitioners use the information about the client gathered during the evaluation and from theoretical principles to direct occupation-centered interventions.
45
Q

whats intervention three steps

A
  1. intervention plan
  2. intervention implementation
  3. intervention review
46
Q

intervention plan

A
  • directs the actions of the occupational therapist
  • It describes the selected occupational therapy approaches and types of interventions for reaching the client’s identified outcomes.
  • The intervention plan is developed collaboratively with the client and is based on the client’s goals and priorities.
47
Q

whats the intervention plan directed by

A
  • Client’s goals, values, beliefs, and occupational needs;
  • Client’s health and well-being
  • Client’s performance skills and performance patterns
  • Collective influence of the context, environment, activity demands, and client factors on the client
  • Context of service delivery in which the intervention is provided (e.g., caregiver expectations, organisation’s purpose, payer’s requirements, applicable regulations); and Best available evidence.
48
Q

intervention implementation

A
  • Intervention implementation is the process of putting the plan into action.
  • It involves the skilled process of altering factors in the client, activity, and context and environment for the purpose of effecting positive change in the client’s desired engagement in occupation, health, and participation.
49
Q

intervention review

A
  • Intervention review is the continuous process of reevaluating and reviewing the intervention plan, the effectiveness of its delivery, and the progress toward outcomes.
  • As during intervention planning, this process includes collaboration with the client based on his or her goals.
50
Q

intervention review include e

A
  • Re-evaluating the plan and how it is implemented relative to achieving outcomes
  • Modifying the plan as needed
  • Determining the need for continuation or discontinuation of OT services and for referral to other services.
51
Q

outcomes

A
  • Outcomes are defined as important dimensions of health, attributed to interventions, and include the ability to function, health perceptions, and satisfaction with care
  • Outcomes are the end-result of the occupational therapy process and describe what occupational therapy intervention can achieve with clients.
  • Occupational therapy practitioners assess observable outcomes
  • Clients’ improved performance of occupations, perceived happiness, self- efficacy, and hopefulness about their life and abilities are valuable outcomes
  • Measurable factors related to occupational performance such as skin integrity, amount of sleep, endurance, desire, initiation, balance, visual–motor skills, and at the participation level, activity participation and community re- integration

OCC1022 (10 decks)

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