2nd year green vocab sheet 5 Flashcards

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340 Group

three or more people who are together for some time to accomplish a common goal or share a common purpose.


340 Group Treatment-

a planned process for creating changes in individuals by bringing them together for this purpose


Goals must

have meaning to group members.


341 Group Cohesiveness –

It give group strength to face its tasks. Members are more willing to be influenced & take risk of trying something new.


341 Group Cohesiveness –

sense of solidarity members feel toward each other & group. Based on a sense of closeness & identification with each other or group itself.


342 Group Goals-

purposes for which group meets. Without group goals & a good reason to meet many groups fall apart.


342 Group Norms-

rules or standards for behavior that are expected in group. Norms define limits of acceptable behavior.


346-348 Types of groups & skills

Parallel group, project group, egocentric-cooperative groups, cooperative groups, mature group


347 Parallel Group-

members have limited attention span & may be quite unaware of others; unless encouraged to notice others, they may ignore them & isolate themselves


347 Project Group

Members express anxiety about working with others, fearing that they will be unable to complete a task or that other person will take over; issue is whether to trust another person enough to share a task with him or her.


347 Egocentric-Cooperative Group

Members have trouble engaging in long term tasks with others; problems may include concern with competition indifference to rights of others, & inability to ask for & receive recognition


347 Cooperative Group

While able to carry out long term group task, people at this level need to expand their ability to express their feelings & be aware of feelings of others


348 Mature Group

People at this level need to learn to step into roles as needed & to maintain balance between achieving group task & meeting emotional needs of group member


352 Techniques to promote interaction in a group

Environmental • Arrange group in a circle so that all participants (including leader) are at same level & can see each other
• Postion talkative members so that they are next to less-verbal members
• Consider sitting sit next to members who tend to monopolize or who act out & explains privately to those members that you will help them with this


352 Leader behaviors

• Tolerate silence; let time work for you
•Avoid responding directly to a member question or comment; instead, redirect question to group or another group member• When a member is talking for a while, break eye contact & scan group; this leads talker to make eye contact with others & encourages other members to respond


352 Specific Questions or Comments •

James what did you think about what Brenda just said?
• Lana do you agree with what Mira said?
• Hmm I wonder if anyone else has something to share on that topic?
• Helen you’ve had a lot to say. It’s time to give someone else a turn.


Beginning of a group should include

introduction of new group members. Leader should state purpose of group & set expectations.


354 Group Session Plan

Clear Statement of goals for session
List of materials & Supplies
Environment or Setting for Group
Plan for introducing group
Plan to Run group Plan to end group


354 Group Session Plan

Reflect on experiences. Clean up room & put things away. Share their feelings. Leader summarizes. Leader reminds members of time & day of next meeting & brefiely describes activity & goals for that session


378-387 Eight Stages in OT Process- .

Intervention Planning
Intervention review
Transition Planning,
Discontinuation of Service


379 Referal

The physician or other referring professional requests OT service for an identified patient. OTA may relay referral to supervising OT but should not accept referral independently. OT documents receipt of referral in compliance with state laws & other regulations.


379 Screening

determine whether further OT eval & treatment is needed; observe & briefly interview &/or collect info from record. OT responsialbe will direct OTA


2 major parts of evaluation

occupational profile & analysis of occupational performance are


379 Evaluation

find out more about client; wants, needs, etc, INCLUDES Occupational profile & Occupational analysis;
OT determines what information is needed & how to obtain it & may assign OTA to carry out structured interviews, distribute & collect questionaires, search medical record, & administer structured evaluations provided OTA has demonstrated service compentency.
OT is responsible for synthesizing, analyzing, & documenting entire evaluation.


379 Intervention planning .

Based on evaluation,
keeps w/ patients goals.
Specific outcomes R identified & approaches & methods for achieving R identified.
Working w/ Pt OT & OTA determine short & long term goals based on id problems.
Consideration is given to time frames, applicable standards & other guidelines.
OT selects methods & specific Tx activities to be used to work towards these goals


379 Intervention Implementation

tx plan carried out. OTA responsible for process, involved in Pt in activites to support participation in occupation. Intervention directed at modifications of task/ environment. Documentation of intervention is essential & follows state laws & other guidelines.


379 Intervention Review

At regular intervals or continuously, OT practioners consider whether intervention plan is working, what progress has been made, & what changes might be appropriate. plan is modified as needed. Additional referrals or evaluations may be ordered


380 Transition Planning

OT practitioners work w/ client, family when appropriate, & rest of Tx team to make sure that Ptwill be able to function optimally after leaving Tx setting. Transition plans may include living arrangements, transition from school to work, employment & leisure, an continuing treatment, depending on consumers need. All OT practitioners who have worked w/ Pt should contribute to transition plan.


380 Discontinuation of Service

Pt is discharged from program. Achievements in program & plans R discussed. A final note is written by OT w/ contributions from OTA, documenting clt changes in status from intial evaluation to final service intervention. follow-up plans R documented. Outcomes R documented consistant w/ loacal guidelines & program evaluation priorities.


379 Occupational profile

clt'sOT history & goals


379 Occupational analysis

study of how clt performs to determine goals


388 Client centered

clt should be involved in every step. It demonstrates respect for persons priorities & values.
OT uses collaborative communitcation skills to invite maximum clt participation.
Clt contributes valuable informations & is encouraged to ask questions & give opinions.


31 Chaining

teaching multistep activity 1 step at a time. Person does step she knows & therapist does rest. Gradually person learns whole activity.


31 backward chaining

Beginning w/ last step of activity & moving forward
(clnt completes last step & then the steps before it are implemented at other treatment sessions)


31 Forward chaining

therapy ax beginning w/first step then following therapy sessions incorporate the following steps moving to end


Psych Rehab FOR-

Focuses on how best to help person w/ mental illness function optimally in his or her life situation.
Oriented to present & future.
Focuses on aiding clt & integrating themselves in their community to achieve a better life.
Clt centered individual approach. Strengths of client. Family involvement.



Focus is on person’s wants & needs rather than on dysfunction.



characteristics of person, environment, & nature/meaning of actions, tasks, & roles are considered when trying to understand occupational performance.



Humans use adaptation to meet challenges in daily living through use of personal resources.



žMany factors contribute to occupational performance.



person environment occupation model


Cognitive Disabilities FOR-

Six levels of cognitive limitations.


Cognitive Disabilities FOR-

žNeurological or cognitive problems lead to mental disorganization which can affect ability to perform tasks such as ADLs & IADLs.