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Occupational Therapy Frames of Reference Mental Health
Terms in this set (42)
-personal occupational choices and engagement in occupation shape the individual
-three elements: volition, habituation, performance
-the environment impacts on the individual through the opportunities, demands, resources, and constraints it provides.
-environment is divided into physical and social components
MOHO principle. includes thoughts and feelings that motivate people to act and is comprised of personal causation, values, and interests
includes organized, recurring patterns of behavior and is comprised of roles and habits
the physical and mental skills needed for performance and the subjective experience of engaging in occupation.
-focuses on exploring the individual's occupational history, goals, volition, habits, and occupational performance
-focuses on occupational engagement that includes activities that are purposeful, relevant and meaningful to people and their social context
-occupational performance is dynamic in nature
-occupational performance is considered the outcome of the relationship between people, their occupations, and the environment.
-occupational performance changes across the lifespan
-addresses the occupational performance issues that the client identifies
-emphasizes the environment of the individual to include where he/she lives, works, and plays
-evaluation is client centered and flexible as there are no specific evaluations
-considers the relationships of occupations with people and their environment to address occupational performance issues and goals
-recognizes the temporal nature of occupational performance as the person, his/her environment, and occupations are constantly changing
-offers many avenues for change, as practitioners can be flexible in their choice of intervention strategies
Life Style Performance Model principles
-seeks to identify and describe the nature and critical "doing" elements of an environment that support and foster achievement of a satisfying productive life-style.
-proposes a method for looking at the match between that environment and the individual's needs
-performance and quality of life can be enhanced by an environment that provides for ten fundamental human needs
-performance is measured in the quality of functioning in four domains: self care and maintenance, intrinsic gratification, service to others, reciprocal relationships
life style performance model ten fundamental human needs
life style performance model evaluation
-focuses on obtaining an activity history and a life style performance profile related to the four skill domains
-environmental factors are explored
life style performance model intervention
any interventions or activities that promote performance in the four domains are acceptable
addresses five main questions that identify the focus of intervention
-what does the person need to be able to do?
-what is the person able to do?
-what is the person unable to do?
-what interventions are needed, and in what order?
-what are the characteristics and patterns of activity and of the environment that will enhance the person's quality of life?
-emphasizes the role of an individual's context and how the environment impacts a person and his/her task performance
-the four main constructs of this model include the person, tasks, context, and personal-context-task transaction
-utilizes checklists that were designed along with this model. These include checklists for the person, the environment, task analysis, and personal priorities.
-exp: sensory profile
five strategies to help the person, context, task, or all three are used. These include:
1. establish and restore
Occupational Adaptation Principles
-concerned with the processes that the individual goes through to adapt to his/her environment
-consists of three elements: the person, the occupational environment, and the interaction between the two
occupational adaptation evaluation
focuses on occupational environment, role expectation, and the individual's potential for adaptation and the best means for adaptation to occur
occupational intervention evaluation
-focuses on increasing the skills needed for occupational adaptation
-addresses both the individual and the environment
role acquisition principles
-the individual employs task and social skills to meet the demands of personally desired and necessary roles
-performance is addressed through function/dysfunction continuums in seven categories
-temporal adaptation addresses the individual's temporal orientation and ability to organize his/her use of time in a need-satisfying manner
role acquisition evaluation
focuses on gathering data indicative of function/dysfunction in the seven categories
seven categories addressed in role acquisition
role acquisition intervention
-focused on the acquisition of the specific skills an individual needs in order to function in his/her environment
Allen's Cognitive Disabilities principles
-cognitive ability is determined by biological factors and the potential for improvement is dictated by those factors
-functional behavior is based on cognition
-if the person's cognitive level cannot change, adapting the activity or task provides opportunities for the individual to succeed
-once maximum level has been achieved, compensations must be made biologically, psychologically, or environmentally
Allen's Cognitive Disabilities Evaluation
-focus is on identifying the individual's current cognitive abilities and their implications for performance, independence, and the need for assistance
-observation during functional tasks
-evaluation tools: ACLS-5, The Routine Task Inventory, The Cognitive Performance Test
Allen's Cognitive Disabilities Intervention
-interventions selected based on the individual's highest cognitive level
-therapy focuses on maintaining the individual's highest level of function
-environmental changes and activity adaptations to compensate for deficits
-communicate with family to develop understanding of the individual's abilities, deficits, and care needs
Allen's Cognitive Level I
-characterized by automatic motor responses and changes in the autonomic nervous system. conscious response to the external environment is minimal
Allen's Cognitive Level II
-characterized by movement that is associated with comfort. there is some awareness of large objects in the environment, and the individual may assist the caregiver with simple tasks
Allen's Cognitive Level III
-characterized by beginning to use hands to manipulate objects. the individual may be able to perform a limited number of tasks with long term repetitive training
Allen's Cognitive Level IV
-goal directed actions
-characterized by the ability to carry simple tasks through to completion. the individual relies heavily on visual cues. He/she may be able to perform established routines but cannot cope with unexpected events
Allen's Cognitive Level V
-characterized by overt trial and error problem solving. new learning occurs. this may be the usual level of functioning for 20% of the population.
Allen's Cognitive Level VI
-characterized by the absence of disability. The person can think of hypothetical situations and do mental trial and error problem solving.
Sensory Models Evaluation
-assessments used include adolescent/adult sensory profile and ACLS.
Sensory Models Intervention
-sensory interventions in mental health have been used as an alternative to physical restraints
snoezelen rooms, multi-sensory environments, and/or comfort rooms to calm/alert individuals with psychiatric illness, autism, pervasive developmental disorders, and dementia
-weighted blankets, dolls, and stuffed animals as a modality for self soothing
-psycho-education to increase personal knowledge of how to self-modulate
-sensory diets including alerting/calming stimuli and heavy work patterns
-all behavior is largely determined by unconscious psychological factors and internal processes
-interaction among these forces creates behavior thoughts and emotions
-abnormal behavior results when these dynamic forces are in conflict, known as intrapsychic conflict
-individuals may protect themselves from anxiety through the use of defense mechanisms, some healthy some are not
Narcissistic defense mechanisms
Immature defense mechanisms
Neurotic defense mechanisms
Mature defense mechanisms
appropriate individuals for Psychodynamic/Psychoanalytic
non psychotic with mild to moderate psychopathology, well integrated egos, and the capacity for introspection and insight
assessments: Fidler battery, azima battery, goodman battery, BH battery, the magazine picture collage, and the comprehensive assessment process.
-projective and functional tasks are used to promote self-awareness and the identification and exploration of intrapsychic content
-proper use of this approach requires specialized training and education for those practicing in mental health
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