Term
Encourager:
Group Building and Maintenance role |
|
Definition
| praises, agrees with, and accepts the contributions of others |
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Term
Harmonizer:
Group Building and Maintenance role |
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Definition
| mediates the differences between other members |
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Term
Compromiser:
Group Building and Maintenance role |
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Definition
| modifies his or her own position in the interest of group harmony |
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Term
Gatekeeper and expediter:
Group Building and Maintenance role |
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Definition
| keeps communication channels open by regulating its flow and facilitating participation of others |
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Term
Standard-setter:
Group Building and Maintenance role |
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Definition
| expresses ideal standards for the group to aspire to |
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Term
Group observer and commentator:
Group Building and Maintenance role |
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Definition
| comments on and interprets the process of the group |
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Term
Follower:
Group Building and Maintenance role |
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Definition
| passively accepts ideas of others and goes along with the movement of the group |
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Term
| Initiator-contributor: (group task roles) |
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Definition
| suggests new ideas, innovative solutions to problems, unique procedures, and new ways to organize |
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Term
| Information-seeker:(group task roles) |
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Definition
| asks for clarification of suggestions, focuses on facts |
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Term
| Opinion seeker: (group task roles) |
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Definition
| seeks clarification of values and attitudes presented |
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Term
| Information giver: (group task roles) |
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Definition
| offers facts or generalizations “automatically” |
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Term
| Opinion giver: (group task roles) |
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Definition
| states beliefs or opinions |
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Term
| Elaborator: (group task roles) |
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Definition
| spells out suggestions and gives examples |
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Term
| Coordinator: (group task roles) |
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Definition
| clarifies relationships among various ideas |
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Term
| Orienter: (group task roles) |
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Definition
| defines position of group with respect to its goals |
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Term
| Evaluator-critic: (group task roles) |
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Definition
| subjects accomplishments of group to some standard of group functioning |
|
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Term
| Energizer: (group task roles) |
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Definition
| prods the group into action or decision |
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Term
| Procedural technician: (group task roles) |
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Definition
| expedites group’s movement by doing things for the group such as distributing materials, arranging seating |
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Term
| Recorder: (group task roles) |
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Definition
| writes down suggestions and group decisions, acts as the “group memory” |
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Term
aggressor
individual roles |
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Definition
| deflates the status of others, expresses disapproval of the values, acts or feelings of others; attacks the group or group task, etc. |
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Term
|
Definition
| tends to be negativistic or stubbornly resistant, opposing beyond reason or maintaining issues the group has rejected |
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Term
recognition-seeker
individual role |
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Definition
| calls attention to self through boasting, acting in unusual ways, or struggling to remain in the limelight |
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|
Term
self-confessor
individual role |
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Definition
| uses group as an audience for expressing non-group-oriented feelings, insights or ideologies |
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Term
|
Definition
| displays lack of involvement through joking, cynicism, or nonchalance |
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|
Term
|
Definition
| monopolizes group through manipulation, flattery, giving directions authoritatively, or interrupting the contributions of others |
|
|
Term
help-seeker
individual role |
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Definition
| looks for sympathy from the group through unreasonable insecurity, personal confusion, or self-deprecation |
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Term
special interest pleader
individual role |
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Definition
| cloaks his or her own biases in the stereotypes of social causes, such as the laborer, the housewife, the homeless or the small businessman |
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Term
| High-context communication: |
|
Definition
| places less emphasis on explicit verbal description of events and more emphasis on the context surrounding what is being said, such as the emotional tone or inflection of voice or other events in the broader social environment |
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Term
|
Definition
| adjusting the extent to which one’s verbal communication is marked by emotionality in tone of voice and choice of words according to the situation at hand and one’s estimation of the client’s preference and level of tolerance for emotional intensity. |
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|
Term
| Low-context communication: |
|
Definition
| places more emphasis on the literal spoken word and less emphasis on inflection, tone of voice, or to the context that frames the communication. People from low context cultures typically do not hypothesize about what was left unsaid or pay as close attention to subtle changes in inflection or tone. |
|
|
Term
|
Definition
| not based in a formally recognized spoken or signed language. Includes sounds, tone of voice, facial expression, body postures, movements, and gestures. |
|
|
Term
|
Definition
| communication that does not feel reciprocal to the therapist because it is initiated and sustained by the therapist without any apparent response from the client. |
|
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Term
|
Definition
| communication that feels reciprocal to the therapist because it, at a minimum, involves some indication that the client has received the communication. |
|
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Term
|
Definition
| involves the process of recounting, accepting, and affirming any perception or experience a client offers. Involves speaking back to the clients’ inner reality and reconveying an understanding of what was said after they reveal something about their experience (one way to do this is through summary statements) |
|
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Term
|
Definition
| brief statements that reflect the main points of what the client has said and does not involve asking questions, interpreting, or attempting to structure or guide the client’s conversation in any way. |
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Term
|
Definition
| alternative approach that involves a therapist’s attempts to shape what the client is saying by making one or more summary-type statements that serve to clarify or organize what a client has said. |
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Term
| Verbal prompts and sounds: |
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Definition
| Includes expressions such as “Ah”, “Uh huh,” or “Umm.” May be used to remind the client that you are listening, highlight something a client has just said, or encourage a client to say more. DO NOT OVERUSE. These may be different culturally. |
|
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Term
|
Definition
| gentle forms of inquiry designed to encourage a client to continue to communicate and/or to enrich what is being described. |
|
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Term
Empathetic listening
Guided Listening
Verbal prompts and sounds
Enrichment questions |
|
Definition
| 4 types of therapeutic listening: |
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|
Term
|
Definition
| expressing a confident, assertive, and, when appropriate, emotionally self-protective demeanor with clients- particularly clients who test boundaries, are anxious, or prefer structure and direction |
|
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Term
|
Definition
| involves making deliberate efforts to make the client feel comfortable in one’s presence and to establish a common ground for communication. |
|
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Term
|
Definition
| consists of intentional statements and behaviors that allow the client to begin to trust in one’s personal and professional integrity. |
|
|
Term
|
Definition
| refers to the nature and intensity of affect and the style in which affect is expressed by the client and the therapist. Frames how the client will experience his/her interaction with you. Influences the emotional memory. |
|
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Term
1. Rapport building
2. Impression management
3. Emotional climate |
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Definition
| Three things you want in order to establish relationships with clients: |
|
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Term
|
Definition
| the psychological need to connect with others who are perceived as similar to us |
|
|
Term
|
Definition
| incorporates one’s knowledge of, respect for, and ability to incorporate the customs, behaviors, belief systems, world views, and health care practices of individuals with backgrounds different than one’s own |
|
|
Term
|
Definition
| refers to knowing how to use touch in a way that respects clients’ boundaries and meets interpersonal needs- whether they be for closeness or distance |
|
|
Term
|
Definition
| defines differences between people in any number of characteristics including but not limited to: age, sex, race, ethnicity, language, disability status, religious/spiritual orientation, economic status, educational level, marital status, parental status, sexual orientation, political viewpoint, and national origin. |
|
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Term
| Managing emotional intensity |
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Definition
| Entails knowing how to react when clients exhibit feelings, includes: witnessing, showing emotional resonance, labeling, and intervening |
|
|
Term
|
Definition
| Services provided based on complex competencies with a well defined knowledge of human functioning and occupational performance. |
|
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Term
|
Definition
| Services that are routine or maintenance type therapy carried out by non professionals. |
|
|
Term
1. Autocratic→ complete control of the group with little to no input from members
2. Democratic→ allows members to make choices
3. Laissez-faire→ to let the people do as they choose |
|
Definition
| Lewin: 3 Fundamental Leadership Styles |
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|
Term
Telling→ leader focuses on worker getting job done with little interaction or input from group
Selling→ leader focuses on task, encourages relationship building and worker development
Participation→ leader focuses on building relationships and supporting worker initiatives
Delegating→ Leader gives workers independence in how they do their jobs with minimal direction |
|
Definition
|
|
Term
Intellectual stimulation: challenging followers to be creative, think differently, ask hard questions, to innovate
Individualized consideration: leader ability to connect to each follower, be in tune with follower needs and goals, understand follower strengths & pull those out to develop followers
Idealized influence: leader’s ability to be a positive role model
Inspirational motivation: ability to inspire followers to move them to action, create a compelling vision & align vision and goals between individual and organization |
|
Definition
| Transformational Leadership: |
|
|
Term
Directive→ telling workers what to do (with as much detail as needed)
Supportive→ showing concern for well-being, being approachable, & treating all members as equals
Participative→ leader consults with group members about topics, schedules and activities; encourages all team members to take equal responsibility
Achievement Oriented→ leaders motivate members through high-level challenges and by setting high expectations |
|
Definition
| Path-Goal Theory of Leadership: |
|
|
Term
Directive→ necessary for lower-functioning clients who do not have capabilities to make decisions or solve problems
Authority is used sparingly, only as necessary to make group therapeutic for members
Therapist structures environment and task, allows client to do as much as they can for themselves
Facilitative→ earns support of members by allowing them to make choices and showing care and concern
Useful in motivating clients and getting them involved
Convince group members that leader is on their side and represents their best interests
Advisory→ most passive, used when working with a group of professionals or community group
Most appropriate when working with families, caregivers, self-help groups, or community organizations
Use is limited to most highly functioning groups |
|
Definition
| OT Group Leadership Styles |
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Term
|
Definition
| 10 principles: Listening, empathy, healing, awareness (physical, social and political environments), persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and building community |
|
|
Term
Subjective
Objective
Assessment
Plan |
|
Definition
|
|
Term
C- Client
O-Occupation
A- Assist
S- Specific condition
T- Timeline |
|
Definition
|
|
Term
| Expression of strong emotions- |
|
Definition
Bring their private emotional states with them into therapy
Express emotion in reaction to a task or activity of therapy
Have an emotional reaction to something the therapist says or does |
|
|
Term
|
Definition
| Restrictions on the available or possible services, time, resources, or therapist actions |
|
|
Term
| Emotionally charged situations |
|
Definition
| Activities or circumstances that can lead clients to become overwhelmed or experience uncomfortable emotional reactions such as embarrassment, humiliation or shame. |
|
|
Term
| Contextual inconsistencies |
|
Definition
| Any aspect of a client’s interpersonal or physical environment that changes during the course of therapy. |
|
|
Term
|
Definition
| Occurs when a therapist fails to notice or understand a communication from a client or initiates a communication or behavior that is perceived by the client as hurtful or insensitive. |
|
|
Term
|
Definition
| A client behavior that violates or asks the therapist to act in ways that are outside the defined therapeutic relationship. |
|
|
Term
| Resistance and reluctance |
|
Definition
__________ is the clients passive or active refusal to participate in some or all aspects of therapy for some reasons linked to the therapeutic relationship
__________ is disinclination toward some aspect of therapy for reasons outside the therapeutic relationship. |
|
|
Term
|
Definition
Un anticipated, stressful events that cause clients to become distracted and/or that temporarily interfere with clients’ ability for occupational engagement.
Ex. A change in the client’s health status |
|
|
Term
|
Definition
Communications that do not involve the use of formal language.
-Ex. facial expressions |
|
|
Term
|
Definition
| Tensions that arise in the therapeutic relationship because of clients’ innate feelings about issues of power, the inherent situation of therapy, the therapist’s behavior, and/or other circumstances that underscore clients lack or loss of power over aspects of their lives. |
|
|
Term
| Intimate self-disclosures |
|
Definition
| Statements or stores that reveal something unobservable, private, or sensitive about the person making the disclosure. |
|
|
Term
| Introduction Activity Sharing Processing Generalizing Application Summary (I ate soggy penis giving anal sex) PS. Sorry Abby, we are disgusting <3 |
|
Definition
| 7 steps for group leadership: |
|
|
Term
|
Definition
| the planned use of the therapist’s personality, insights, perceptions, and judgments as part of the therapeutic process. A means for encouraging clients to engage in occupation |
|
|
Term
|
Definition
-Facilitating treatment using client’s self-determination, allow them to identify what is important to them→ incorporate into goals
-Dates back to 1700s
-Relationship based, in-depth interview/assessment and understanding of what they need/want in order to facilitate that
-Key words: self-determination, consideration, kindness, in-depth understanding |
|
|
Term
| Early Occupational Era (1st paradigm- Occupation) |
|
Definition
What era of therapeutic use of self is this:
-Therapeutic relationship served as means by which to encourage engagement in occupation
-Therapist serves as expert/guide in performance of therapeutic activities
-Not successful session = OT’s fault
-Skilled craftsperson, to model performance of occupations and demonstrate joy for occupations
-Flexible with different personalities, ability to direct therapy sessions
-Physical and social environment important for motivating client
-Humanistic approach to moral treatment -shift towards the human experience
-OT serves as a role model, expert, emulator of joy, instiller of confidence, etc. |
|
|
Term
| Era of Inner Mechanism (Inner ear, shift towards Mechanistic Paradigm- Medical Model) |
|
Definition
What era of therapeutic use of self is this:
-Relationship between client and therapist focus, closer to psychotherapy
-Pathology, ideas from medical model
-Mechanisms of body and mind that influence function
-Command respect, still have to be authority while developing close relationship to get client to engage
-Competence, convey hope for cure
-OT has to be tactful, cheerleader, compassionate ear, strong
-Therapeutic relationship first emerged→ psychological support, address issues, be expert, take care of biomechanical and neurophysical problems
-Support groups
-OT has to balance between compassion and acting in an optimal therapeutic manner |
|
|
Term
| Return to Occupation (3rd paradigm- back to focus on occupation) |
|
Definition
What era of therapeutic use of self is this:
**Focus on engaging in occupation during occupational therapy process→ key to success
-Therapist’s role is to support that focus on engagement in occupation
-Shift away from earlier era→ more collaborative approach and process driven by occupation
-Trying to reduce power differences, therapist is still the guide
-Therapist has to use variety of strategies to engage clients
OT role- supportive, empathetic, caring |
|
|
Term
-Professional standing and responsibility
-Screening, evaluation, and re-evaluation
-Intervention
-Outcomes |
|
Definition
| What are the standards of practice for occupation therapists? |
|
|
Term
| Professional standing and responsibility |
|
Definition
Which standard of practice?
-OT service must be consistent with OT theory and follow guidelines
-Maintains licensure
-Follows code of ethics |
|
|
Term
| Screening, evaluation, and re-evaluation |
|
Definition
Which standard of practice?
-OT is responsible for these things
-Responds to referrals
-Evaluates client’s ability to do things
-OTA can contribute to these things with verbal and written reports of observations to the OT
-Uses current assessments
-Documents properly
-Communicates findings within boundaries of client confidentiality
-Educates current referral services about scope of OT services
-Recommends and refers clients to appropriate resources when necessary |
|
|
Term
|
Definition
Which standard of practice?
-Overall responsibility for implementation of OT intervention
-OTA can select, implement, and make modifications to OT intervention if they demonstrate that they have achieved competency in these areas. Has to communicate with OT |
|
|
Term
|
Definition
Which standard of practice?
-Documenting changes and facilitating other services or discharge
-OTA contributes to transition or discharge plan by providing info to OT related to client’s goals
-Outcomes related to safety and effectiveness of OT process and interventions |
|
|
Term
| Project Era 1922-1936 (paper plane activity) |
|
Definition
Which era in the history of groups?
-Individual habit training
-Kindergarten group for stimulation senses
-Classes focusing on individual
-Occupational center or curative workshop
-Project oriented nature of a collective self
-Aims outlet for aggression, purge guilt, freedom of expression, opportunities to create. |
|
|
Term
| Socialization Era 1937-1953 (snowball activity) |
|
Definition
Which era in the history of groups?
-Improving socialization, cooperation, social awareness, sense of gratification through group
-Games improved socialization
-Most interventions were taking place in psychiatric hospitals
-Groups allowed for more cost-effective treatment
-Key takeaways:
--Improving socialization, cooperation, social awareness, gratification through group
--Games improved socialization
--Most interventions were taking place in psychiatric setting
--Groups allowed for more cost-effective treatment which is important because of budget cuts |
|
|
Term
| Process Era - group Dynamics 1954-1961 (Amputation activity) |
|
Definition
Which era in the history of groups?
-Establishment of group leaders
-The groups are homogenous but separated based on ability
-Focus on improved socialization by interacting with people who are going through what you are going through
-Support Groups
-Activities focused on group performance rather than individual performance |
|
|
Term
| Ego Building Era - psychodynamic era - 1962-1969 (Human knot) |
|
Definition
Which era in the history of groups?
-Self-initiative
-Self-Expression: working to get healthy modes of self-expression
-Self-observing: modifying your behavior after you self observe
-Need for social accountability
-Milieu therapy → applied in psychotherapy, individual, group therapy |
|
|
Term
| Adaptation Era 1970s-1990 (Jar of emotions) |
|
Definition
Which era in the history of groups?
-Focused on three different things diagnosis, roles, and environment.
-Ex of focusing on diagnosis - exercise groups for post-stroke, psychiatric, ADHD, parkinson's, SCI, alcoholism, schizophrenia
-Ex of focusing on role - adjusting to disability, women’s identity, cope with emotional disorders
-Ex of focusing on setting - acute care facilities, psychiatric outpatient clinics
-Help patients meet health needs, cope with skill deficits, overcome performance problems, manage environmental constraints
-More types of defined patients - chronically disabled, nonverbal |
|
|
Term
| Wellness Era 1990 - present (Meditation) |
|
Definition
Which era in the history of groups?
-Seeing the individual as whole
-Using wellness and meditation as a form of treatment.
-Being mindful of your body - Mind body connection.
-Wellness - provides an opportunity for people to seek assistance with their problems of living and adapting and to -create new options and solutions without acquiring a diagnostic label in the process of doing so
-Seeking health without a diagnosis/condition/label |
|
|
Term
Project Era
Socialization Era
Process/Group dynamics Era
Ego Building Era
Adaptation Era
Wellness Era
(P.S. Grandma Eats All Whales) |
|
Definition
| What are all six era in the history of groups? |
|
|
Term
1. Altruism
2. Equality
3. Freedom
4. Justice
5. Dignity
6. Truth
7. Prudence |
|
Definition
|
|
Term
|
Definition
| demonstrating concern for the welfare of others |
|
|
Term
|
Definition
| treating all people impartially and free of bias |
|
|
Term
|
Definition
| and personal choice are paramount in a profession that values the desires of the client which guide our interventions |
|
|
Term
|
Definition
| expresses a state in which diverse communities are inclusive; diverse communities are organized and structured such that all members can function, flourish, and live a satisfactory life. |
|
|
Term
|
Definition
| treating clients with respect in all interactions |
|
|
Term
|
Definition
| provide accurate information in oral, written, and electronic communication |
|
|
Term
|
Definition
| use clinical and ethical reasoning skills, sound judgment, and reflection to make decisions in professional and volunteer roles |
|
|
Term
Beneficence
Nonmaleficence
Autonomy
Justice
Veracity
Fidelity |
|
Definition
| Principles and Standards of Conduct (6) |
|
|
Term
|
Definition
Demonstrate concern for the well being and safety of clients
Requires action by promoting good, helping others, preventing harm, and by removing harm.
Ex. Protecting and defending the rights of others, removing conditions that will cause harm, rescuing persons in danger
Key points from “OT personnel shall”
Using methods and equipment that is evidence based and current
Providing OT services within each practitioner’s level of competence and scope of practice
Terminating OT services when no longer beneficial
Referring to other providers when needed |
|
|
Term
|
Definition
Shall refrain from actions that cause harm
Ex. situations that a client may feel pain from a treatment intervention
Key points from “OT personnel shall”
Avoid inflicting harm or injury (clients, students, research participants, employees, etc.)
Avoid abandoning the client by facilitating appropriate transitions
Remedy personal problems and limitations that might cause harm
Avoid undue influences
Avoid dual relationships, conflicts of interests, and situations in which the practitioner is unable to keep clear, professional boundaries
Avoid sexual activity
Avoid bartering for services |
|
|
Term
|
Definition
Respect the right of the individual to self determination, privacy, confidentiality, and consent
Have a duty to treat the client according to client desires within the bounds of accepted standards of care
Acknowledges a person’s right to hold views, make choices, and take actions based on their values and beliefs
If a person cannot make their own decisions, autonomy is respected through involvement of an authorized person
Key points from “OT personnel shall”
Fully disclose benefits, risks, and outcomes for interventions and reasonable alternatives
Respect and honor choice
Obtain consent
Collaborate with client
Do not threaten, coerce, or deceive clients to participate
Right to withdraw from research study
Confidentiality
Facilitate comprehension and address communication barriers |
|
|
Term
|
Definition
Promote fairness and objectivity in OT services
Fair, equitable, and appropriate treatment of persons
Respect applicable laws and standards applicable to practice area
Following rules to generate unbiased decisions and promote fairness
Key points from “OT personnel shall”
Respond to requests for OT services in a timely manner
Address barriers in access to OT services
Advocate for changes to systems and policies that limit access to OT services
Maintain awareness of AOTA policies
Hold requisite credentials
Provide appropriate supervision in accordance with EVERYTHING
Obtain necessary approvals before research
Refrain from accepting gifts :(
Report unethical actions
Bill and collect fees legally, documentation is done correctly and in accordance with laws and regulations
Do not have unauthorized access to educational exams or content |
|
|
Term
|
Definition
Provide comprehensive, accurate, and objective information when representing OT
Virtues of truthfulness, candor, and honesty
BE HONEST
Must be carefully balanced with other competing ethical principles, cultural beliefs, and organizational policies
Ultimately valued in order to establish trust and strength in professional relationships
Key points from “OT personnel shall”
Represent yourself and your profession honestly in all forms of communication
Record and report in an accurate and timely manner
Identify and disclose to appropriate persons- errors or adverse events that compromise the safety of service recipients
Marketing and advertising is accurate
Give credit and recognition to others when using their information, DO NOT PLAGIARIZE
Provide students with accurate educational requirements and academic policies |
|
|
Term
|
Definition
Shall treat clients, colleagues, and other professionals with respect, fairness, discretion, and integrity
The duty one has to keep once a commitment is made
Promise made between provider and a client based on expectation of loyalty, staying with the client in a time of need, and a compliance with code of ethics, implicit or explicit
Key points from “OT personnel shall”
Respect and safeguard private info about ALL PEOPLE
Address practices that jeopardize the safety and well being of others
Avoid conflicts of interest or conflicts of commitment
Be diligent stewards of human financial and material resources, refrain from using these for personal gain
Do NOT HARASS people (verbally, emotionally, sexually, physically)
Do not talk down to people, use professional language
Respect other disciplines to promote collaborative environment
Use conflict resolution resources as needed
Refrain from actions that reduce public's trust in OT
Self-identify any prejudices that one has that will affect the treatment of clients. Adhere to the organizational policies when requesting to be exempt from service for an individual or group |
|
|
Term
| (client, interpersonal events, therapist, occupation) |
|
Definition
| Central components of IRM- |
|
|
Term
|
Definition
What component of IRM?
Situational characteristics- inconsistent and can vary depending on environment/situation
Ex. “Chatty Kathy”--> situational characteristics of Beth’s personality
Enduring characteristics- stable consistent
Ex. Sarcasm→ enduring characteristic of Beth’s personality
Experience variety of emotions that either help/hinder therapy |
|
|
Term
|
Definition
What component of IRM? Naturally occurring communication, reaction process, task, or general circumstance that occurs during therapy and has the potential to distract from or strengthen the therapeutic relationship Ex. client resistance, difficult circumstance of therapy, therapist behavior, or clients that test the boundaries Inevitable Can provide opportunities for growth and change
can either be a threat or an opportunity depending on how they are handled |
|
|
Term
|
Definition
What component of IRM?
Responsible for making reasonable effort to make the relationship work
Responsible for bringing three main interpersonal capacities into the relationship:
Interpersonal skill base
Therapeutic modes
Capacity for interpersonal reasoning |
|
|
Term
|
Definition
Continuum of skills that are judiciously applied to build a functional, working relationship with client
9 categories: |
|
|
Term
Therapeutic communication (TINY)
Interviewing skills and strategic questioning (ICY)
Establishing relationships with clients (ELEPHANTS)
Families, social systems, and groups (FALL)
Working effectively with supervisors, employers, and other professionals (WITH)
Understanding and managing difficult interpersonal behavior (UMBRELLAS)
Empathic breaks and conflicts (EVERY)
Professional behavior, values, and ethics (PINK)
Therapist self-care and professional development (TUESDAY) |
|
Definition
| What are the 9 categories of the interpersonal skill base? |
|
|
Term
|
Definition
| All have an equal potential, being able to shift in and out of them affects the therapeutic relationship. |
|
|
Term
Advocating
Collaborating
Empathizing
Encouraging
Instructing
Problem-Solving |
|
Definition
| What are the 6 therapeutic modes? |
|
|
Term
|
Definition
What mode?
ensuring client rights enforced, resources secured
Roles: mediator, facilitator, negotiator, enforcer
Advocating between agencies
Scenarios: may need to justify more time for therapy, want some new equipment, etc.
Keeping in mind their needs and available resources and advocating to help them get those things.
Part of social justice and ethical principles
Facilitator, defender of justice
Disability is a function of environmental barriers rather than client impairment**
Can become a problem when the OT is not listening to what client needs or wants |
|
|
Term
|
Definition
What mode?
working as a team with the client
Autonomy plays a large role (ethics connection!)
Collaborating w/ all persons related to the client- family members, other medical professionals etc.
Great mode for peds
Expectation is that everyone has a shared responsibility
Can become a problem when client views healthcare professionals as experts |
|
|
Term
|
Definition
What mode?
trying to understand the client’s perspective
Sensitive, mindful process
Constantly listening and questioning
Validating client perspective
Truthful and validating
Where clinicians can get burned out
Can become a problem when OT becomes too emotionally involved |
|
|
Term
|
Definition
What mode?
conveying attitude of joyfulness, playfulness, confidence
Coaching, motivating, positive reinforcement
Being intuitive towards level of encouragement client may want or need
Make sure to not be demeaning
Meaningful engagement with the client
Cheerleader
Can become a problem with belittling client or too encouraging for minimal tasks |
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Term
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Definition
What mode?
provide plan/sequence, set limits for client
Clear, concise, teaching, provide feedback
Skilled at structuring therapy process and providing feedback
Evaluations and impairments
Can tend to be more critical, taking goals from evaluations which are all failure-based
Can become a problem- avoid power struggles, not too authoritative or controlling, creates hierarchy, decreasing client autonomy and taking control of situation |
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Term
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Definition
What mode?
adapt to the situation
Understanding when a client wants you to be a “fixer” and when they want you to listen and understand
Able to apply knowledge creatively and communicate well with client and team, flexibility
Clinical reasoning skills, stepwise approach to figuring out a problem
Can become a problem when decreasing client independence and autonomy |
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Term
| Capacity for Interpersonal Reasoning |
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Definition
Stepwise process in which a therapist decides what to say, do, or express in reaction to the occurence of an interpersonal dilemma in therapy
Develop the skills to try and anticipate these occurrences and be prepared with ways you might respond |
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Term
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Definition
What component of IRM?
The task or activity that the client and therapist have selected for therapy
Covers a wide range of activities
8 areas
Frames of reference inform support for occupational engagement |
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Term
Introduction
Activity
Sharing
Processing
Generalizing
Application
Summary |
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Definition
| What are Cole's 7 steps for a group format? |
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Term
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Definition
What step in Cole's 7 steps?
Exchange names→ acknowledges group membership
Warm-up to capture group attention, relax and prepare for group experience, can be a game
Set an appropriate mood (warm-up, OT facial expression, etc.)
Expectation of the group
Explaining the purpose clearly
Brief outline for the session |
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Term
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Definition
What step in Cole's 7 steps?
should be kept fairly simple and short, no longer than ⅓ total of session
Based on therapeutic goals
Determined by physical and mental capacities of members
Activity analysis to adapt activities |
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Term
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Definition
What step in Cole's 7 steps?
after activity each group member invited to share his/her work or experience
Make sure each member’s contribution is acknowledged verbally or nonverbally
Importance of empathy |
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Term
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Definition
What step in Cole's 7 steps?
members expressing how they feel about the experience, leader and each other |
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Term
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Definition
What step in Cole's 7 steps?
review group responses to activity and summarize with a few general principles
Look at patterns of responses
Look at areas of disagreement
Group energy, follow up on issues that stimulate spontaneous conversation |
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Term
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Definition
What step in Cole's 7 steps?
help group understand how principles learned during the group apply to everyday life
Now that you know how things are, what are you going to do about it?
Group problem solving, encourages collaboration |
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Term
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Definition
What step in Cole's 7 steps?
verbally emphasize most important aspects of the group
Reviews goals, content and process of the group
Summarize emotional content
Thank members for participation, openness, honesty, willingness to share
End group on time |
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Term
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Definition
| a systematic set of procedures to identify and describe specific areas of need for a given population, which leads to a clear set of goals and objectives for the program (group) |
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Term
Gather background data
Identify participants for a survey
Key informants
Focus group
Secondary data
Analyze Data
Write profile of typical participant |
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Definition
| 7 steps of needs assessment |
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Term
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Definition
What step of needs assessment?
Internet search on organization for which designing a group
Research various aspects of population
Choose at least 3 topics to summarize |
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Term
| Identify participants for a survey |
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Definition
What step of needs assessment?
Collaborate with potential participants concerning their perception of needs, problems, or circumstances you will potentially address
Choose: written survey, face-to-face interviews, or telephone interviews |
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Term
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Definition
What step of needs assessment?
Limit to 3-4 people
Who would be most helpful to identify needs of potential population |
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Term
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Definition
What step of needs assessment?
Small group of potential participants to meet for brief discussion of perceptions/problems/needs relative to group intervention |
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Term
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Definition
What step of needs assessment?
Archives, prior surveys, volunteers, fieldwork students, notes, reports summaries
Determine what worked with this population before
To not repeat past errors |
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Term
| Write profile of typical participant |
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Definition
What step of needs assessment?
Includes gender, age, educational and cultural factors, diversity factors, family background, client factors (verbal and problem-solving skills, functional capacities, barriers to participation)
Define inclusion and exclusion criteria |
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Term
Communication style:
Capacity for trust
Need for control
Capacity to assert needs:
Response to change and challenge
Affect:
Predisposition to giving feedback
Capacity to receive feedback
Response to human diversity
Orientation toward relating
Preference for touch
Capacity for reciprocity ability to relate and develop and share in a meaningful relationship |
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Definition
| 12 Categories of Interpersonal Characteristics |
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Term
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Definition
What interpersonal characteristic?
client’s approach to formally spoken or signed language
Included preferred amount, nature, and pacing |
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Term
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Definition
What interpersonal characteristic?
Built over time to develop therapeutic relationship
Barriers to trust can be predetermined (due to cautious client) or a result of the therapists actions. |
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Term
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Definition
What interpersonal characteristic?
Clients should be empowered to select choices during therapy and control their lives however some clients may attempt to overexert control or relinquish all control
This can appear as domination, manipulation, resisting suggestions, ignoring limits or boundaries, highly critical feedback or comments that highlight other professionals behavior.
Conversely, client could fail to generate ideas, behave passively, or show high level of approval seeking/emotional dependence |
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Term
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Definition
What interpersonal characteristic?
client often needs assistance, information, resources, emotional support, structure, and other things the therapist can provide but needs to be able to communicate either through verbal or non-verbal communication |
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Term
| Response to change and challenge |
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Definition
What interpersonal characteristic?
Difficulties with coping or adjustingc can occur for many reasons and if not adequately acknowledged and addressed, can be repeated and interfere with progress. |
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Term
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Definition
What interpersonal characteristic?
reveals information about their thoughts and feelings:
The degree of emotional expression can vary highly between clients. Therapists should be mindful of clients that show difficulty with emotional regulations as this can indicate the presence of a mood disorder or chronic problem that can disrupt therapy. |
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Term
| Predisposition to giving feedback |
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Definition
What interpersonal characteristic?
Be aware that some clients may be comfortable providing feedback and can do so whether or not it is solicited but other clients may have difficulty providing feeding.
Clients uncomfortable with feedback may refuse, maintain neutral statements “everything is ok, preface everything with compliment, or provide it reluctantly or indirectly. |
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Term
| Capacity to receive feedback |
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Definition
What interpersonal characteristic?
Because feedback inherently describes some level of judgement, some clients may be overly sensitive to hearing negative feedback which can appear defensive, dismissive, self critical, or irritable. |
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Term
| Response to human diversity |
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Definition
What interpersonal characteristic?
Human diversity refers to wide range of differences that distinguish individuals from one another
Examples of differences can be sex, race, ethnicity, age, religion, etc. |
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Term
| Orientation toward relating |
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Definition
What interpersonal characteristic?
Be aware that every individual may not be open to sharing experiences or emotions while other may view the therapist as withdrawn if emotions are not shown. |
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Term
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Definition
What interpersonal characteristic?
In OT, touch has widely been characterized as having import potential however it is important to be aware some clients may experience pain, tactile defensiveness, discomfort, etc. and client personal preference for touch should be considered. |
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Term
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Definition
What interpersonal characteristic?
Individuals with limited reciprocity may have experienced arrested psychological development and experience challenges in expression of emotions, showing interest, relating, empathy, etc.
All clients should be treated equally despite capacity for reciprocity. |
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