Therapy Ed Chapter 3: The Process Of Occupational Therapy

Front 1

What is Validity?

Back 1

measures the assessment's accuracy to determine if the tool measures what it was intended to measure

Front 2

What is Face Validity?

Back 2

establishes how well the assessment instrument appears "on the face of it" to meet its stated purpose (e.g., an activity configuration looks like it measures time use)

Front 3

What is Content Validity?

Back 3

establishes that the content included in the evaluation is representative of the content that could be measured (e.g., does the content of a role checklist provide an adequate listing of roles?)

Front 4

What is Concurrent Validity?

Back 4

A type of criterion validity that compares the results of two instruments given at about the same time

Front 5

What is Predictive Validity?

Back 5

A type of criterion validity that compares the degree to which an instrument can predict performance on a future criterion

Front 6

How is Criterion Validity reported?

Back 6

As a correlation; the higher the correlation, the better the criteriod validity

Front 7

What is Reliability?

Back 7

establishes the consistency and stability of the evaluation; if the evaluation is reliable, the measurements/scores are the same from time to time, place to place, and evaluation to evaluation

Front 8

What is Inter-rater Reliability (or Inter-observer Reliability)?

Back 8

establishes that different raters using the same assessment tool will achieve the same results

Front 9

What is Test-retest reliability?

Back 9

establishes that the same results will be obtained when the evaluation is administrated twice by the same administrator

Front 10

How is Reliability scored?

Back 10

As either a correlation or a percentage to identify the degree to which the two items agree/relate

Front 11

What is Primary Prevention?

Back 11

The reduction of the incidence or occurrence of a disease or disorder within a population that is currently well or considered to be potentially at risk (e.g., parenting skills classes for teen parents to prevent child neglect or abuse)

Front 12

What is Secondary Prevention?

Back 12

The early detection of problems in a population at risk to reduce the duration of a disorder/disease and/or minimize its effects through early detection/diagnosis, early appropriate referral and early/effective intervention (e.g., screening of infants born prematurely for developmental delays and the immediate implementation of intervention for identified delays)

Front 13

What is Tertiary Prevention?

Back 13

The elimination or reduction of the impact of dysfunction on an individual (e.g., the provision of rehabilitation services to maximize community participation)

Front 14

What is Disability Prevention?

Back 14

Interventions that address the needs of persons with or without disabilities who are considered at risk for problems with their occupational performance

Front 15

What are Psychophysical needs?

Back 15

The need for adequate shelter, food, material goods, sensory stimulation, physical activity and rest (e.g., orphans confined to cribs require sensorimotor interventions to counter environmental deprivation)

Front 16

What are Temporal balance and regularity needs?

Back 16

The need for satisfying balance between work/productive activities, leisure/play, and rest (e.g., forced leisure due to involuntary unemployment requires intervention to achieve temporal balance)

Front 17

What is Occupation?

Back 17

Goal-directed pursuits which typically extend over time.

Front 18

What are Purposeful Activities?

Back 18

- Doing processes that are directed toward a desired and intended outcome and require energy and thought to engage in and complete
- The goal-directed tasks and/or behaviors that make up occupations

Front 19

What is an Activity/task Analysis?

Back 19

- the breaking down and identification of the component parts of an activity/task
- determination of the abilities needed to effectively perform and successfully complete the activity/task

Front 20

What is Activity Synthesis?

Back 20

- the process of designing an activity for OT evaluation or intervention
- combines information obtained from the activity analysis with assessment information about the individual to ensure that a suitable match is made between the activity requirements and the person's needs and abilities

Front 21

What is the Teaching-Learning Process?

Back 21

The process by which the OT practitioner designs experiences to facilitate the individual's acquisition of the knowledge and skills needed for living

Front 22

What is Clinical Reasoning?

Back 22

The complex mental processes the therapist uses when thinking about the individual, the disability, and the personal, social, and cultural meanings the individual gives to the disability, the uniqueness of the situation, and him/herself

Front 23

What is Procedural reasoning/scientific reasoning?

Back 23

- identifying OT problems, goal setting, and treatment planning
- implementing strategies via systematic gathering and interpreting of client data
- the actual technical "doing" of practice

Front 24

What is Interactive reasoning?

Back 24

- how the disability or disease affects the person (focus is on the client as a person)
- involves the therapeutic relationship
- facilitates effective treatment, as it focuses on the personal meaning of illness and disability which can influence how a person engages in treatment

Front 25

What is Narrative reasoning?

Back 25

- identifies what activities/roles were important to the client prior to illness/injury
- analyzes what activities/roles are important to the client that they can perform now and what they may be able to do in the future

Front 26

What is Pragmatic reasoning?

Back 26

- considers the context in which the OT is thinking
- considers the treatment environment and OT's personal values, knowledge, abilities, and experiences
- focuses on the treatment possibilities within a given treatment session

Front 27

What is Conditional reasoning?

Back 27

- ongoing revision of treatment
- current and possible future social contexts
- integration of interactive, procedural, and pragmatic reasoning
- requires multidimensional thinking

Front 28

What is Therapeutic Use of Self?

Back 28

- the practitioner's conscious, planned interaction with the individual, family members, significant others, and/or caregivers
- the conscious, planned use of one's personality, unique characteristics, perceptions and insights during the therapeutic process

Front 29

What is Transference?

Back 29

An unconscious response to an individual that is similiar to the way one has responded to a significant person (e.g., the therapist is responded to as a parent)

Front 30

What is Countertransference?

Back 30

An unconscious response to transference in which the individual responds in a manner that is expected and desired by the person who has transference towards him/her (e.g., the therapist assumes a parental role towards a client)

Front 31

What is Group Development?

Back 31

The stages groups typically go through from their initial beginnings to their termination.

Front 32

What is the Origin phase of group development?

Back 32

Involves the leader composing the group protocol and planning for the group (e.g., size of the group, member characteristics, location of meetings).

Front 33

What is the Orientation phase of group development?

Back 33

Involves members learning what the group is about, making preliminary commitment to the group, and developing initial connections with other members.

Front 34

What is the Intermediate phase of group development?

Back 34

Involves members developing interpersonal bonds, group norms, and specialized member roles through involvement in goal-directed activities and clarification of group's purpose.

Front 35

What is the Conflict phase of group development?

Back 35

Involves members challenging the group's structure, purpose, and/or processes, and is characterized by dissension and disagreements among members.

Front 36

What is the Cohesion phase of group development?

Back 36

Involves members regrouping after the conflict with a clearer sense of purpose and a reaffirmation of group norms and values, leading to group stability.

Front 37

What is the Maturation phase of group development?

Back 37

Involves members using their energies and skills to be productive and to achieve group's goals.

Front 38

What is the Termination phase of group development?

Back 38

Involves dissolution of the group due to lack of engagement of members, inability to resolve conflict, administrative contraints (e.g., only 4 sessions alloted for a discharge planning group), goal attainment, or task accomplishment.

Front 39

What are Instrumental roles in a group?

Back 39

Functional and assumed to help the group select, plan, and complete the group's task (e.g., initiator, organizer).

Front 40

What are Expressive roles in a group?

Back 40

Functional and are assumed to support and maintain the overall group and to meet members' needs (e.g. encourager, compromiser).

Front 41

What is Directive leadership in a group?

Back 41

- takes place when the therapist is responsible for the planning and structuring of much of what takes place in the group
- needed when the members' cognitive, social, and verbal skills, as well as engagement, are limited (parallel or project level groups)
- selects the activities to be used
- provide clear verbal instructions and demonstration
- goal: task accomplishment

Front 42

What is Facilitative leadership in a group?

Back 42

- occurs when the therapist shares responsibility for the group and for group process with the members
- advised when members' skill levels and engagement are moderate (ego-centric cooperative or cooperative)
- collaborates with group members to select activities to be used
- leaders and members share instuction responsibilities
- goal: have members acquire skills through experience

Front 43

What is Advisory leadership in a group?

Back 43

- therapist functions as a resource to the members, who set the agenda and structure the group's functioning
- members' skills and engagement are high (mature group)
- goal: have members understand and self-direct the process

Front 44

What is Co-leadership in a group?

Back 44

Occurs when there is sharing of group leadership between two or more therapists

Front 45

What are Medicare indicators for group membership?

Back 45

- engage willingly and actively participate in group
- benefit from group leadership input and from group membership/peer input
- respond appropriately throughout group process
- incorporate feedback
- complete activities toward goal attainment
- attain greater benefit from group intervention than from 1:1 intervention

Front 46

What is Altruism?

Back 46

The giving of oneself to help others.

Front 47

What is Catharsis?

Back 47

The relieving of emotions by expressing one's feelings.

Front 48

What is Universality?

Back 48

comes from recognizing shared feelings and that one's problems are not unique

Front 49

What are Existential factors?

Back 49

addressing accepting the fact that the responsibility for change comes from within oneself

Front 50

What is Self-understanding (insight)?

Back 50

involves discovering and accepting the unknow parts of oneself

Front 51

What is family reenactment?

Back 51

leads to understanding what it was like growing up in one's family through the group experience

Front 52

What is Guidance?

Back 52

comes from accepting advice from other group members

Front 53

What is Identification?

Back 53

involves benefiting from imitation of the positive behaviors of other group members

Front 54

What is Instillation of hope?

Back 54

experiencing optimism through observing the improvement of others in the group

Front 55

What is Interpersonal learning?

Back 55

occurs when receiving feedback from group members regarding one's behavior (input)

also occurs by learning successful ways of relating to group members (output)

Front 56

What are Mosey's activity groups?

Back 56

Evaluation group
Thematic group
Topical group
Task-oriented group
Developmental group
Instrumental group

Front 57

What is the purpose/focus of an Evaluation group?

Back 57

to enable client and the therapist to assess client's skills, assets, and limitations regarding group interaction

Front 58

What assumption is made of an Evaluation group?

Back 58

to accurately evaluate an individual's functional abilities, one must observe the person in a setting where the skills can be demonstrated

Front 59

What type of client participated in an Evaluation group?

Back 59

all individuals who will be involved in groups or who lack group interaction skills

Front 60

What is the role of the therapist in an Evaluation group?

Back 60

- selects and orients clients to group's purpose
- selects activities that require collaboration and interaction and provides needed supplies
- does not participate or intervene in group
- establishes treatment goals with each individual client

Front 61

What are suitable activities for an Evaluation group?

Back 61

tasks that can be completed in one session and require interaction to complete