wk 3/4/5 Flashcards
1
Q
what does the CMOP-E stand for?
A
Canadian model of occupational performance and engagement
2
Q
when was the occupational performance model developed?
A
1980’s
3
Q
what was the OPM developed in response to?
A
the need for articulating the conceptual foundations, processes and outcomes of OT, position profession beyond medical model
4
Q
what was the OPM based on?
A
human occupations model by Reed and Sanderson
5
Q
when was the CMOP-E introduced?
A
1997
6
Q
what was the CMOP-E developed with the intent for?
A
portray the interaction resulting in occupational performance
7
Q
what did the CMOP bring that to the OPM?
A
presented new three dimensional image of triangle and two larger concentric circles that emphasises the dynamic interactions of person, enviro, occupation
8
Q
what did the CMOP aim to specify?
A
the core constructs of the profession and to envision health, well-being and justice through occupation
9
Q
what does the CMOP stand for?
A
Canadian Model of Occupational Performance
10
Q
when was 1the CMOP-E introduced?
A
2007
11
Q
how does the CMOP-E expand on the CMOP?
A
clarifying that the concern of OT can extend to situations where occupation, person, enviro interact
12
Q
what are the features of occupation on the CMOP-E?
A
- basic human need
- health determinant
- source of meaning/purpose, choice/control and balance/satisfaction
- organise time, materials and generating income
- descriptor of human behaviour
- therapeutic
13
Q
what are the characteristics of occupation?
A
- who
- what
- where
- when
- how
- why
14
Q
what is why as an occupational characteristic?
A
health, well-being and justice
15
Q
what is how as an occupational characteristic?
A
occupational development and change
16
Q
what are examples of how as a characteristic of occupation?
A
- occupational development
- occupational transitions
- occupational loss
17
Q
what is what as an occupational characteristic?
A
the occupation (self-care, leisure, productivity)
18
Q
what is where as an occupational characteristic?
A
the physical, social, cultural and institutional enviro
19
Q
what is when as an occupational characteristic?
A
the temporal enviro
20
Q
what are examples of when (temporal enviro) as an occupational characteristic?
A
-occupational pattern/balance
21
Q
what is who as an occupational characteristic?
A
the person
22
Q
what are the different types of enviro?
A
- physical
- social
- institutional
- cultural
23
Q
what are types of change?
A
- gradual
- predictable
- sudden
24
Q
what are the three levels of occupational development?
A
- micro-occupational development
- meso-occupational
- macro-occupational
25
what is micro-occupational development?
developing occupational competence
26
what is meso-occupational development?
developing occupational repertoire
27
what is macro-occupational development?
developing occupations
28
how do limitations of a person affect on the function-dysfunction continuum?
decreased performance
29
what is the function-dysfunction continuum?
change in one component= change in another
30
how does an unsupportive enviro affect on the function-dysfunction continuum?
decreased performance
31
how do limitations with occupational opportunities affect on the function-dysfunction continuum?
limited occupational engagement
32
how does a harmonious relationship between components affect on the function-dysfunction continuum?
optimal occupational performance
33
how are personal factors cause occupational performance dysfunction?
developmental delay or acquired impairment
34
what are occupational factors cause occupational performance dysfunction?
such becoming obsolete in the face of new technology
35
what is the OP process?
- naming, prioritising OP issues
- select theoretical approach
- identify OP components and enviro conditions
- identify strengths and resources
- negotiate target outcomes
- implement plan
- evaluate outcomes
36
what are some implications for practice?
- can be used across age groups
- promotes client-centredness
- multicultural
- congruent with ICF
37
what does CPPF stand for?
Canadian Practice Process Framework
38
what are the 8 action points of the CPPF?
1. enter/initiate
2. set the stage
3. assess/evaluate
4. agree on objectives and plan
5. implementation of plan
6. monitor and modify
7. evaluate the outcome
8. conclude and exit
39
what occurs during the enter/initiate stage of the CPPF?
- first contact
- decide whether practice continues
- rapport building
- clarify OT
40
what occurs during the set the stage stage of the CPPF?
- understand values, beliefs, assumptions and desires
- negotiate
- discuss expectations
- identify OP issues and goals
41
what occurs during the assess/evaluate stage of the CPPF?
- assess occupational status
- draw upon theories, models etc.
- identify factors within PEO
- consult and clarify
- formulate recommendations
42
what occurs during the agree on objectives and plan stage of the CPPF?
- prioritise goals
- power sharing
- encourage participation in discussion and action
43
what occurs during the implement plan stage of the CPPF?
- power sharing
- engage
- document
- use appropriate frames reference
44
what occurs during the monitor and modify stage of the CPPF?
- consult, collaborate, advocate, educate and engage
| - ongoing formative evaluation, to redesign or adapt to progress
45
what occurs during the evaluate outcome stage of the CPPF?
- re-assess
| - compare pre to post
46
what occurs during the conclude/exit stage of the CPPF?
- depends on assessment findings
- decision made to end or re-enter process
- document and disseminate info
47
what does CMCE stand for?
Canadian Model of Client-centred enablement
48
what does the CMCE enable?
people to choose, organise and perform occupations they find useful and meaningful
49
what are types of clients?
- individuals
- families
- groups
- communities
- organisations
- populations
50
what principles does the client-centred approach align with?
- choice
- risk
- responsibility
- client participation
- change
- justice
- power sharing
- hope
51
what are the enablement skills of the CMCE?
- adapt
- advocate
- coach
- collaborate
- coordinate
- design/build
- educate
- engage
- specialise
52
what does the enablement skill of adapt involve?
altering an occupation or enviro to make a just right challenge
53
what does the enablement skill of advocate involve?
to plead, argue and speaking favour of, and to act with or for people. Championing a cause to those with power to make change
54
what are examples of the enablement skill adapt?
breaking down task, selecting different enviro
55
what does the enablement skill of coach involve?
an ongoing partnership that encourages client to reflect and discover motivation in desired occupations
56
what does the enablement skill of collaborative involve?
involves power sharing, working with people towards common end
57
what does the enablement skill of consult involve?
to exchange views, brainstorm with clients, families, team members, government and non-gov groups
58
what does the enablement skill of coordinate involve?
involves harmonising, synthesising and combining info, people, services and supports
59
what does the enablement skill of design/build involve?
formulate plan, to devise or form a strategy
60
what does the enablement skill of educate involve?
involves client, learn through doing
engage client, their perspectives, choices and decisions
61
what does the enablement skill of specialise involve?
- use of specific techniques
| - the composite of skills that contributes to OT's role as an expert in enabling occupation
62
what are examples of the enablement skill advocate?
- policy change
- program proposal
- encouraging those with disabilities to speak for themselves
63
what are examples of the enablement skill coach?
- listening
- encouraging
- mentoring
64
what are examples of the enablement skill collborative?
negotiating to decide upon meaningful OT goals
65
what are examples of the enablement skill consult?
case reviews
66
what are examples of the enablement skill coordinate?
linking people with resources such as housing, education and health
67
what are examples of the enablement skill design/build?
- creating splint
- accessible buildings
- institutional settings
68
what are examples of the enablement skill educate?
- student fieldwork
| - e-health
69
what are examples of the enablement skill engage?
engaging disinterested, uninvolved or disconnected
70
what are examples of the enablement skill specialise?
- ergonomics
- group therapy
- sensory integration
- fall prevention
71
what are 7 principles of enablement skills?
1. evolve to clients needs and context
2. employ combo of skills
3. collaboration
4. articulation of clinical reasoning
5. based on practice evidence
6. must be educated to staff and students
7. utilised across eight points of CPPF
72
what are the four main points of decision making and action from ineffective to effective?
1. effective enablement
2. minimal
3. missed
4. ineffective
73
what does effective enablement focus on?
- focuses on occupation
- seamless service to meet goals
- clients make decisions
- sensitive to sociocultural diversity
74
what does minimal enablement focus on?
- single issue
- mechanistic perspective
- minimal resources
- stresses technical intervention
75
what does ineffective enablement focus on?
- knowing best with limited input from other
- co-dependence
- alienation through expert dominance
- ineffective use of resource
76
what occurs from missed enablement?
when there is a lack of opportunity, resources, or vision result in unnecessary losses to others in health wellbeing and justice
77
what can cause missed enablement?
- insufficient resources
- unsuitable sociocultural, physical or emotional conditions
- unsuitable accountability
78
who are three pioneers in aus OT who were trained by 1939?
- Joyce Keam
- Sylvia Docker
- Ethel May Francis
79
who was the first Australian to hold a diploma in OT?
Ethel Francis
80
what departments did Ethel Francis start?
OT departments at the Royal Alexandra Hospital for Children and the Royal Prince Alfred Hospital in Camperdown
81
between what years did Ethel Francis work in Sydney in private practice
1937-1939
82
where did Ethel Francis graduate from and when?
Philadelphia School of OT in 1934
83
where did Sylvia Docker train as an OT and when?
London OT School in 1934
84
what did Sylvia Docker originally train as?
a physiotherapist in Sydney and served in the capacity for two years during WW I
85
what was Sylvia Docker awarded with in 1959?
an MBE in recognition of her contribution to OT
86
where did Sylvia Docker work from 1939 to 41?
- vic crippled children's society
- school for crippled children
- austin hospital
87
where and when did Joyce Keam study?
in 1937 at Maudsley Psychiatric Hosital, a London teaching hospital
88
where did Joyce Keam work in 1939?
privately for a group of psychiatrists at Alencon Private Mental Hospital in Malvern
89
what were two major implications for OT in aus during WW II?
1. demand for women to train to render men fit for return
| 2. military hospitals major employing for OTs
90
what was the first issues the profession faced?
give it visibility and acceptance
91
when was the profession born in aus?
during WW II
92
when was the emergency training course established to train OTs to meet growing demands
Feb 1942 in Sydney
