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159 Cards in this Set
- Front
- Back
Form :
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what you observe
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Function
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the reasons why you are here. What are you doing activity for? Being.
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Meaning:
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what is the meaning to you?
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In Burke’s article “a clinical perspective” ….What were the four perspectives for therapeutic intervention?
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- Expectancies of success or failure,
- internal vs. external orientation, - belief in skill, -sense of efficacy. |
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. In well elderly study what was one of the 8 content areas that enabled elders to see themselves as occupational beings?
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Cultural awareness
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What is Component Based Practice?
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Practice wherein treatment goals are reduced to components
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What are beliefs of occupational justice?
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Humans are occupational beings, humans participate as autonomous,
participation is contextual, participation determinant of quality of life. |
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According to Jackson which was necessary for elders to be… (I’m missing this part anyone want to fill it in??)
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Engaging in symbolic and meaningful occupations
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Adolf Meyer’s main concept was:
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Work Rest Play Sleep
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Bernard Suits asserts that in order for a game to also be considered a sport, it must include the following characteristics:
a) a goal, rules, and a lusory attitude b) physical skill, a wide following, and stability c) a prelusory goal, a lusory goal, and obstacles d) a referee, coach, and team captain |
b) physical skill, a wide following, and stability
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8. In the article from Mclaughlin Gray, component driven practice states that:
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A top down approach is best in therapy
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Volition subsystem includes all of the following except:
Personal causation Interests Valued Goals Habits |
HABITS (answer)
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10. Suits id’s and defines prelusory goal as a goal that:
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Can be described as indep. of the game
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11. Which of the following is not included in Jacksons et als. Philosophical Background of Well Elderly Program?
Meaning Occupation as an emerging phenomenon Dynamic Systems Theory View of human as occupational being Component driven practice |
Component driven practice (answer)
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a pre-lusory goal in soccer is
1. winning a game 2. scoring a point 3. making a goal 4. kicking a ball |
4. kicking a ball
pre-lusory goals exist outside of the game itself. running would be another prelusory goal for soccer. |
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According to occupational science academic intervention which statement is not true.
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Main statement of Occupational Science is on impact of environment
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According to McLaughlin-Gray which best describes occupation as means:
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Refers to activities perceived as doing
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The 3 Occupational Injustice outcomes
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Deprivation,
alienation, imbalance |
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All the following are components of usc model of human subsystems except
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volitional
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17. In her Eleanor Clark Slagle lecture, Clark (1993) describes problematiques as being:
a. An essential part of occupational storytelling b. The disability roles that one takes on after an injury like Penny’s c. Things in relation to which one feels threatened or endangered d. Bad things that accompany disability and hinder |
c. Things in relation to which one feels threatened or endangered
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which of the following in social not occ justice.
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Same opportunities and resources
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18. In occ embedded in real life…occ science Moor states that rites of passage..3 phases. What are 3 phases?
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Separation
transition and reincorporation |
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19. Personal causation, interest and valued goals are part of which subsystem of Kielhofner and Burke’s Model of Human Occupation?
a) Volition subsystem b) Habituation subsystem c) Performance subsystem d) Production subsystem e) Environmental subsystem |
Volition subsystem
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A major weakness of the MOHO model is that:
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It does not represent physical disabilities.
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20. Roles generally fall into 3 categories which are:
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Sexual, occupational and Familial.
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21. What is the central question that Mary Reilly asks about the value and service of occupational Therapy?
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Is OT a sufficiently vital and unique service for medicine to support and society to reward?
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The 6 propositions presented about interest that explain it as a phenomenon in the Interest Checklist (Matsutsuyu article) are:
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Interests:
1.are influenced by family 2. evoke responses that are affective 3. involve choices 4. lead to indiv. Engaging in particular activities 5. temporal and sustain periods of action 6. reflect in an individual’s self-perception |
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moho subsystems
of the human system - throughput - |
volional
haituation peofomance |
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moho
ontogenesis of the system |
change over time
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moho
feedback comes from |
the environment
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moho
output is assoicated with |
action/information
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moho
parts of volitional subsystem |
personal causation
valued goals interests (enacts action in output) |
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moho
habituation subsystem |
-internalized
-externalized roles and habits (maintains output) |
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moho
porduciton sub system |
skills
(produces action) |
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moho
environment |
-objects
-people -events |
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8 elements of well elderly study
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1)into to power of occupation
2)aging , health & occupation 3) transportaion 4) safety 5) social relationships 6) cultural awareness 7) finances |
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the well elderly study embodies
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application of occupational science theory and research
proving OS contributes to practice of O.S. |
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methods of program deliver
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1) didactic presentation
2) peer exchange 3) direct experience 4) personal exploration |
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dynamic change in occupaitons
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1) seleciton of occupations
-increased balance -more flexibilty -overt stragegizing |
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dynamic change in occuaption
#2 |
2) experiencing meaning
- flow -improved life connections to life course -enhanced meaning in daily routine |
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well elderly program
health related outcomes |
1. + physical health
2. + mental health 3. + occpational functioning 4.+ life satisfaction |
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4 components of occ justice theory
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1) beliefs and priciples
2)resoning 3) occ justice vs. social justice 4)ideas |
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underlying occpational determinants
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type of economy
nationa/international policy cultural values |
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sociallly determined occupational forms
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opportunity / restrictions
- corp managemnt -div of labor -education -employment -legistation -media -transportation etc et |
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possible outcomes of occupational injustice
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deprivation, alientation imbalnce
diseaseindividual diseas of family/ group/nation |
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occ theorury
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-peopel are occuaptional
-individuals are different -people are social -soical values rules -cultures/ communited -enablement of needs of individ and community strenthgs and potential |
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oriley hypothesis
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Hypothesis: Man through the use of his hands as they are energized by mind and will, can influence the state of his own health
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oriley
- If we fail to serve society’s need for action, |
o we will most assuredly die as a health profession
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orieley
reality of our profession depends upon an |
identification of the vital need of mankind that we serve
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oriley
- The mind cannot continue to function efficiently without |
constant stimuli from the external world
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oriley
man has a vital need for: |
occupation and that his central nervous system demands the rich and varied stimuli that solving life problems provides him and that this is the basic need that occupational therapy should be serving
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oriley
-First duty of an organism -Second duty of an organism |
o is to be alive.
o is to grow and be productive. |
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Occupational therapy should derive its premise from the second law of life
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is to grow and be productive.
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oriley
the power to act creates |
creates a need to use the power and
-the failure to use power results in o dysfunction and unhappiness |
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orliley
-Man achieves satisfaction |
o in using what he has,
in using the equipment that makes him human, |
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oriley
- the equipment that makes us human |
entails not only the sensory and motor equipment
• but that central nervous system • upon which the learning and thinking process depend |
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oriely 2
- Central conviction that occupational therapy is first |
a milieu, or a culture, which must be built and functioning
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oriley 2
ot must be built on a culture before... |
- (1) before the various kinds of behavior we call rehabilitative can occur in patients,
- (2) before the relationship and learning potential •of occupational therapy as a treatment can be realized. |
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npi model
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(1) to examine the life roles relative to the community adaptation
(2) to identify the various skills which support them; and (3) to create an environment where the relevant rehabilitative behavior could be |
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2nd spec npi
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spells out the need for the program to
reflect the developmental stages • present in the acquisition of life skills |
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3rd spec
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o be nature and
o legitimate decision making areas for patients |
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- 4th spec npi
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speaks of building a milieu which
o acknowledges competency, o arouses curiosity, o feeds in universal knowledge, o deepens appreciation and o demands behavior across the full spectrum of a human’s abilities |
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- 5th spec: npi
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requires that the institution acknowledges its
o obligation to permit patients normal living experiences performed at natural times; calls for • (1) recommitment to Meyer’s principle the work-rest-play aspects of living must be balanced and • (2) the development of knowledge about patterns of daily living which mediate the hospital transitional state |
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- 6th spec: speaks for
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o a program structure for the rehabilitation milieu
which presses for the exercising of life skills in a balanced pattern of daily living, takes into account individual interest and abilities, tailors daily events to • age, • sex and • occupational role and is guided by the knowledge of the proper objectives • of each subdivision of the daily life space |
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3 Reilly 1969 The Educational Process
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- Redirection emerged as a result ofL\
- the challenge to the medical sciences as the single perspective for practice, - the exploration of the behavioral sciences as the potential area for a new knowledge merger, - the creation of a forceful consistent frame of reference o designed to guide the occupational therapy process and the professional educational process |
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4 Burke 1977
- Adaptation: |
the complex process by which an individual maintains a useful relationship to the environment, requires that individuals be able to meet life’s never ending challenges
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burke
- Drives |
arouse the organism and promote activity that will eliminate the need state and therefore reduce the drive
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burke
- Human behavior is a function of |
ophysical causes as well as
opersonal causes |
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burke
- Personal causation: |
o the initiation by the individual of behavior
o intended to produce a change in his environment |
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-- Pawn:
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one who operates from
o an external locus of control and o has the feeling of being moved by a force • outside of oneself. |
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Origin:
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internal locus of control,
o believe they can control their own destiny |
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burke
-Four Perspectives for clinical planning: |
oExpectancies
of Success or Failure oInternal versus External Orientation oBelief in skill oSense of Self Efficacy |
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Engelhardt 1977
- Occupational therapists ospecial role in the health care system |
ois dependent on their management of the
meaning that patients experience through their activity is introduced |
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Engelhardt 1977 in OT
-The heterogeneity of roles is often clouded by |
othe need for a sense of professional identity
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Engelhardt 1977
-OTs shifting role between |
o scientist and
o service to individual |
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Engelhardt 1977
-Occupational therapist are engaged |
in explaining reality
as scientists, but also oin conveying complex services of care and guidance |
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Engelhardt 1977
- Treatment can only take place in context of |
meaning
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Engelhardt 1977
- Work was an |
engagement in reality
o a mode of laying claim to meaning |
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Engelhardt 1977
-Within OT individuals were learning that |
o they could be active could engage in life.
o They were not simply having physical capacities sustained |
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Engelhardt 1977
presumes activities |
that activities
endow time with meaning |
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Engelhardt 1977
must maintain |
important
within a highly technologic health care system •to see itself as not simply the bearer of technical skills |
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englehart
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technical skills and attention to the meaning
avoid 2 misconceptions |
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Heard
-Chronic disease: the presence of any |
oPhysical/mental or /social handicap
that disrupts or lessons •man’s capacities for participation in and •adaptation to his environment |
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Heard
- Role: |
othe expected pattern of behavior
oassociated with occupancy of a distinctive position in society |
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Heard
-Roles: oare in three categories: |
sexual,
familial, and occupational |
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Heard
-Three clinical points for the clinical application of role |
oHabits and skills are components of role
2)role is an organizing component |
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heard
- The ease of occupational role acquisition is dependent upon |
othe adaptive nature of the individual\
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heard
-General Systems Theory: |
a process consists of
information inputs a transforming throughput, an output and feedback. |
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heard
- input |
o internal and external
expectations of the role |
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heard
- internal experiecnes |
values,
interests, skills, and a sense of efficacy |
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herd
feel incompetent |
less likely to
assume new roles |
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-External Expectancies:
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o implicitly and explicitly stated and
o serve to prescribe the role behavior |
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herd
- Throughput: |
decision making
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heard
- Output: the output is |
o the actual behavior implemented or
o enacted from the selected alternatives |
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heard
- Feedback: feedback from |
internal and external sources
may validate the selected role enactment behavior |
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heard
-Occupational role acquisition |
an aspect of daily living
-that has been overlooked in occupational therapists --treatment of the chronically disabled |
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Kielhofner and Burke
- Volition subsystem: |
innate and acquired
• urges to act in certain ways |
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Kielhofner and Burke
-Habituation subsystem: |
Components that arrange
•behavior •into •patterns of action othat are output by the system |
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Kielhofner and Burke
--Performance subsystem: |
Basic capacities for action,
•namely skills, •governed by habituation and volition, •function is to produce behavior that is called upon by the higher levels systems |
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Kielhofner and Burke
-Volition Subsystem |
o Personal causation
o Valued goals o Interests |
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Kielhofner and Burke
-Habituation subsystem |
oInternalized roles
oHabits: organized routines of behavior |
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Kielhofner, Burke
-Production subsystem: |
o Skills
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Kielhofner, Burke
- Open System includes: |
o Input
o Throughput: how information is organized within the system to effect output o Output o Feedback: completes the cycle of the open system, the means by which the system is informed of the results of its action |
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Kielhofner, Burke
- Ontogenesis: |
o stages of change,
o transformations that take place in the organization of occupation during the life span |
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Kielhofner, Burke
- Exploration |
o competency,
o achievement |
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intrest checklist
- Proposistions: |
o1 Interests are family influenced
o2 Interests evoke affective response o3 Interests are choice states o4 Interests can be manifested in effective action o5 Interests can sustain action o6 Interests Reflect Self-perception |
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Interest Checklist mastsutsuyu
-Three Parts to the checklist |
o80 interests to check
oSection to add interests not listed - interview |
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Interest Checklist mastsutsuyu
-describe your |
o interests,
o hobbies, o pastimes, ogiving a historical summary of how you spend your leisure time |
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Interest Checklist mastsutsuyu
-age range |
from grammar school days to the present.
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Interest Checklist mastsutsuyu
the kinds of things you |
• you like to do
o best and o least |
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Moorhead 1969
- The phenomenon of occupational history |
o is so basic to human life and
--so broad in constituent components that ---it defies simple analysis. |
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Moorhead
-Critical Variables to Occupational Function |
o Autonomy and Independence
o Implementation o Maintenance |
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Carlson and Clark
main point |
- the normal paradigms for studying occupational science
-produce suboptimal knowledge, |
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Carlson and Clark
innovative methodologies, osuch as those presented by Csikszentmihalyt and Schon, are necessary for |
• producing a high degree of
o genuineness of content and o trustworthiness of results. |
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Carlson and Clark
paradigm 1 |
-positivism,
-emphasis is placed on the discovery of oabstract, o generalizable, opreferably cause-effect laws through objective observation |
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Carlson and Clark
Paradigm 2: |
holistic,
-methodological point, -based on the assumption that oa central goal of social science inquiry ois to understand the meanings that persons negotiate in sociohistorically concrete natural setting— •hermeneutic element |
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Carlson and Clark
-Knowledge gained by these two paradigms (positivism/holism) |
is often suboptimal in that it fails to
jointly satisfy the criteria of •genuineness and •trustworthiness |
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Carlson and Clark
Flow: |
•the positive psychological state that results from engagement in
•activities that provide a degree of challenge •commensurate with one’s self perceived level of skill •and is accompanied bu such features as o heightened concentration, o a merging activity and awareness and o a distorted sense of time |
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Carlson and Clark
Csikszentmihalyi: |
creatively applied Paradigm 1
•to study in a genuine way a rich important human issue- namely |
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Carlson and Clark
Csikszentmihalyi: |
•the study of daily occupations as they occur in natural settings
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Carlson and Clark
Schon |
used paradigm 2 and
•developed a careful rigorous methodology •designed to demonstrate the trustworthiness of his obtained results |
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Clark, et al
•occupational science will benefit occupational therapy |
therapy more evidence and knowledge will be available
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Clark, et al
occupational science will benefit occupational therapy |
more substantial to the world.
•justifies therapeutic practices |
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Clark, et al
scientific research will justify practices - |
scientific research
behind the theories and methods OT’s operate |
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Clark, et al
occupational science will |
help occupation become
o more visible and oenhance the professional identity of Occupational Therapy. |
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Clark, et al
USC Model of Human Subsystems |
o Physical subsystem
o Biological subsystem o Information processing subsystem o Sociocultural subsystem o Symbolic-evaluative subsystem o Transcendental Subsystem |
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Primary focus of occupational science
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• is not immediate application to therapeutic intervention
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Clark, et al
Primary focus of occupational science |
• transmittal of the most general principles and concepts of occupation
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Clark, et al
Three priorities of Occupational Science |
o The demand for faculty prepares as scholars at the doctoral level
oThe need for basic science research oThe justification and potential enhancement of pracitce |
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Yerxa, et al.
introduces Occupational Science as |
•highly relevant to society
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Yerxa, et al.
need importance of occupation for society as a whole |
through
a list of questions that OT’s face and Occupational Science has the potential to answer. |
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Yerxa, et al
•By identifying and articulating a scientific foundation for practice, |
occupational science could provide practitioners
with support for what they do, justify the significance of occupational therapy •to healt and differentiate occupational therapy |
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Yerxa, et al
o Rules: |
• symbols which codify
o how the world works o in space and time as well as social interaction |
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Yerxa, et al
Habits: |
o automatic routinized
sequences of behavior performed with • little or • no conscious thought |
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Yerxa, et al
Skill: |
• the ability to construct
o an activity pattern by the appropriate sequencing of • a set of constituent subroutines o to match a model |
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Yerxa, et al
• A person’s affect |
owhile engaged in occupation
---relates to two of his or her perceptions: •(1) the degree of environmental challenge •(2) the degree of skill which the individual has to meet the challenge |
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Zemke and Clark
Occupational Science as |
o a basic science that can inform practice
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Zemke and Clark
oit discusses how |
OS was set up as an independent entity
o and not with the goal of supporting Occupational Therapy. |
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Zemke and Clark
how basic science |
o actually does support Occupational Therapy.
The ability of OS to inform practices actually benefits OS •as the findings of OS are played and •can be evidenced in Occupational therapy. |
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Garrison, J. W.
habits: |
what habits require and how habits do have meaning.
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Garrison, J. W.
the need for |
context to develop the meanings
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Garrison
when habit is connected to meaning and conttext |
, habits have an
artistic and spiritual component. |
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Garrison
oHumans aquire our habits from |
our habitat, esp of our social habitat
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Garrison
4 facts on habits |
oHabits are functions
oHabits are acquired function oHabits require the cooperation of the environment |
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Garrison
Meaning: |
rules for
ousing and ointerpreting things; interpretation being always • an imputation of potentiality for some consequence |
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Meaning allows people to
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make means-consequence connections.
They allow human beings to coordinate their action •by fulfilling a specific end oin such a way as to conserve themselves |
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Garrison
Meaning allows people to |
o make means-consequence connections.
They allow human beings to coordinate their action •by fulfilling a specific end oin such a way as to conserve themselves |
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•Semiotics (a theory of signs and symbols)
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o The sign, what the sign signifies, the interpretant of the sign
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Garrison
Techne |
what a person w/ an occ skill possess
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Poiesees
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the ability to create
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Garrison
• Loss of techne |
is usually contextual
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Garrison
• Interest: |
o any concrete case of the union of
the self in action • with an object and end |
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Kashdan, T. & Steger, M. F.
well-being and meaning in life: |
curiosity
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Kashdan, T. & Steger, M. F. \
curiotity effects |
o Traits,
ostates, and oeveryday behavior. oMotivation and Emotion. |
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Kashdan, T. & Steger, M. F.
•illustrate how important otrait and curiosity |
• are to our development and \
• well being |
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Kashdan, T. & Steger, M. F.
the results of their study of 97 college students |
•using their daily diaries and a
•questionnaire packet. |
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• Englehardt
|
o technical aspects to therapy
|
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• Englehardt
technical aspects and exploration of importance are |
different/distinct parts of therapy
|
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• Englehardt
a therapist must technical/client exploration |
pays attention to these roles with care,
o client health care is best. |