OT practice framework OTH2261 exam 1

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OT practice framework OTH2261 exam 1
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2012-09-10 06:52:37
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OT practice framework OTH2261 exam
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OT practice framework OTH2261 exam 1
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  1. areas of occupation
    adl

    iadl

    rest/sleep

    education

    work

    play

    social

    leisure
  2. OT Domain
    areas of occupation

    client factors

    performance skills

    performance patterns

    context/environment

    activity demands
  3. OT domain
    areas of occupation

    client factors

    performance skills

    performance patterns

    context
  4. domain of OT
    profession's domain of concern consists of those areas of human experience in which practitioners of the profession offer assistance to others

    domain focuses on interventions used to engage in daily life activities

    it gives practitioners a way to use occupation in practive-application

    tool to explain what OT is about and our unique contributions

    outlines the area in which we provide services

    gives practitioners a way to think about, talk about and apply occupation across the OT process
  5. Process
    the structural pieces(evalation, intervention, outcomes) we use when delivering services
  6. relationship of domain and process
    domain outlines the area in which we provide services=the parameters in which we work

    process describes the structural pieces=the structure to achieve outcomes

    they are interdependent

    it is very easy to lose focus on one particular aspect of treatment-lose focus of the "whole picture"

    our domain.....occupation

    the area of human experience in which we offer assistance to others

    we help others to engage in everyday life activites
  7. occupations
    defined as.....

    activities of everyday life, named, organized, and given value and meaning by individual and culture
  8. difference between activities and occupation
    although occupations are defined as activities, they have specific qualities:

    1.organized

    2.value and meaning by the person as well as culture

    3.central to a person's sense of identity as well as to competence and health

    4.complex

    the individual's experience of engaging in meaningful occuaptions is the core area

    of human experience that is the profession's focus and the basis of our domain
  9. occupation is the means and the end
    • the means-the method of changing performance
    • -the process of providing occupational therapy intervention involving the therapeutic use of occupation

    the end-the end of the OT intervention process
  10. domain of OT
    engagement in occupation to support participation in context

    the overarching phrase that describes the domain

    • key words in the phrase:
    • 1.engagement
    • 2.participation
    • 3.context
  11. domain-
    1.engagement
    vs carryout
    • personal ownership
    • -recognizes choice, personal meaning

    motivation

    initiation

    physical, emotional, cognitive engagement

    holistic envolvement

    implies a commitment to performance
  12. domain of OT
    2. participation
    OT's contribution to health is in linking activities and participation through engaging in occupations

    OT makes the link between body function and structure and what you can do(participate)

    participation occurs in a normal-everyay context
  13. domain of OT
    3. context
    suppports and mediates engagement

    value of context
  14. other aspects of domain
    performance in areas of occupation

    performance skills

    performance patterns

    context

    activity demands

    client factors

    no one aspect is more important than another

    all aspects influence engagement in occupations

    OTs and OTAs consider all apsects during the evaluation and intervention  process
  15. performance in areas of occupations
    • ADL
    • IADL
    • rest/sleep
    • education
    • work
    • play
    • leisure
    • social participation
  16. adl's
    bathing/showering

    dressing

    eating/feeding

    hygeine/grooming

    sexual activity

    bowel/bladder management

    toileting

    functional mobility

    personal device care
  17. iadl
    interacting with the environment

    care of others-spouces, pets, children

    child rearing

    communication management

    community mobility

    financial management

    health management and maintenenace-take meds properly

    home establishment and management

    meal preparation and clean up

    safety procedures and emergency responses

    shopping

    religious observance
  18. eduaction
    needed for being a student and participating in a learning environment

    formal ed preparation

    exploration of informal personal education needs

    informal personal education participation
  19. sleep and rest
    rest

    sleep

    sleep preparation

    sleep participation
  20. work
    activities needed for engaging in remunerative employment or volunteer activities

    employment interests, pursuits, seeking and acquisition

    job performance

    retirement preparation and adjustment

    volunteer exploration and participation
  21. play
    any spontaneous organized activity that provides enjoyment, entertainment, amusement or diversion

    play exploration

    play participation
  22. leisure
    a nonobligatory activity that is intrincically motivated and engaged in during discretionary time

    leisure exploration and participation
  23. social particiaption
    activities associated with organized patterns of behavior that are characteristic and expected of an individual interacting with others, within a given social system

    community

    family

    peer/friend
  24. domain-performance skills
    features of what one does, not what one has related to observable elements of action that have implicit functional purposes

    the abilities clients demonstrate in the actions they perform

    describes observed actions-lifts, chooses, asks, etc.

    • language to describe what we see happening
    • 1.motor and praxis skills
    • 2.sensory-perceptual skills
    • 3.emotional regulation skills
    • 4.cognitive skills
    • 5.communication/interaction skills

    differentiate skilled actions form underlying functions-a different vocabulary

    skills occur as transactions between the performer's body functions/structure, the demands of the activity and the context in which performance occurs

    effective skill performance is not ensured by adequate underlying body function or structures.
  25. domain
    performance skills
    motor/praxis skills
    skills in movingand interaction with task,objects and environment

    • bending/reaching
    • pacing
    • coordination
    • maintaining balance
    • manipulating
  26. domain
    performance skills
    sensory perceptual skills
    skills...used in managing and modifying actions en route to the completion of daily life tasks

    • positioning of the body
    • hearing and localization
    • localization/sterognosis
    • timing and appropriateness of movement
    • discrimmination-telling things apart
  27. domain
    performance skills
    emotional regulation
    • actions used to identify,manage and express feelings
    • responding
    • persisting
    • controlling
    • recovering
    • displaying
    • utilization
  28. domain
    performance skills
    cognitive skills
    actions or behaviors a client uses to plan and manage the performance of an activity

    • judge
    • select
    • sequence-logical order
    • prioritize-what needs to be done first
    • multitasking
    • create
  29. domain
    performance skills
    communication/social skills
    refer to conveying intentions and needs and coordinating social behavior to act together with people

    physically

    • information exchange
    • -taking turns
    • -eye contact
    • -acknowledge
    • relations
  30. domain
    performance patterns
    • habits
    • routines(don't have to think about it)
    • rituals
    • roles

    performance patterns are recurring behaviors relate to daily routines
  31. domain
    performance patterns
    habits
    automatic behavior that is integrated inot more complex patterns that enable people to function on a day to day basis

    • useful habits
    • improvished habits-bad, bite nails
    • dominating habits
    • habits can support or interfere with performance in areas of occupation
  32. domain
    performance patterns
    routines
    occupations with established sequences

    patterns of behavior that are observable, regular, repetitive, and provide structure of daily life
  33. domain
    performance patterns
    rituals
    not just religious

    symbolic actions with spiritual, cultural or social meaning, contributing to the client's identy and reinforcing values and beliefs
  34. domain
    performance patterns
    roles
    a set of behaviors that have some socially agreed upon function and for which there is an accepted code of norms

    a set of behaviors expected by society, shaped by culture and conceptualized by the client
  35. domain
    performance patterns
    context(environment)
    refers to a variety of interrelated conditrions within and surrounding the client that influence performance

    • cultural
    • physical
    • socail
    • personal-age, gender, education, social/education status
    • temporal-time of day, year, stage of life
    • virtual
  36. domain
    performance patterns
    activity demands
    the aspects of an activity, which include the objects, space, social demands, sequencing ortiming, required actions and required underlying body functionand body structures needed to carry out the activity

    objects used and their properties

    space demands

    sequencing and timing

    required actions and performance skills

    required body structures

    relate to a specific activity without a person being in it

    when looking at the activity demands consider the activity under any circumstance
  37. domain
    performance patterns
    client factors
    those factors within the client and that may affect performance in areas of occupation

    client factors include body function and body structures

    knowledge about the body functions and structures is considered when determinig which functions and structures are needed to carry out an occupation/activity and how the body functionsand structures may be changed as a result of engaging in an occupation/activity

    specific abilities, characteristics or beliefs that reside within the client and may affect performance in the areas of occuaption

    • client factors-person
    • 1. values-specific abilities-characteristics
    • 2.beliefs
    • 3.spirituality
    • 4.body functions
    • 5.body structures

    client factors-organization

    • client factors-population
    • 1.values and beliefs
    • 2.functions
    • -social
    • -political issues
    • -culture
    • 3.structure
    • -genetics
    • -sexual orientation
    • -health-related occupations
  38. OT practice framework
    Process
    how to work within the domain

    the procerss is embedded into the domain-it is part of OT

    • what makes this proess unique to OT?
    • what is evaluted
  39. the occupational profile
    occupational needs,problems, and concerns

    personal issues and concerns

    awareness of the importance of occuaption and engagement in activities

    the profile ground the evaluation

    whatr can the person not do-and what do they need to be able to do

    coordiantion of bilateral hand use, skill-baked cookies
  40. OT practice
    process
    analysis of occupational performance
    • 1. evaluation
    • occuaption performance-risks or difficulities with daily life tasks

    how we describe what we are working on

    does it sound the same as another profession or unique?

    look at what an individual can and can't do

    • 2. type of intervention(treatment)
    • use of selected therapeutic activities an occupational to facilitate engagement in activities

    use of actual activities is just component parts

    occupation is treatment

    • 3.outcome
    • directed toward facilitating engagement in occupation to support participation

    what can the patient do now-can go grocery shopping w/o assistant
  41. key points about the process
    • client centered
    • -care about who the client want and needs to do
    • clients may be:
    • individuals
    • groups
    • populations

    dynamic and inclusive of all practice

    • broad and inclusive of all practice areas
    • -very general process that can be used in all practice specialty areas as long as ther is an occupation issue

    context is embedded influence as the process of service delivery(school based)

    grounded in occupation
  42. the occupational profile....
    the initial step
    start with the person, not the problem

    describes client's occupational history, patterns of living,interests, values and needs.

    • identify client's priorities¬† ex. her father and fishing
    • -what are client's needs, wants and concerns

    frame client concerns and issues within the domain of OT

    • who is the person
    • what do the do
    • what did they used to do
    • why are they getting OT services
    • what are clients prpiorities and desired outcomes

    should be the driver for the intervention process
  43. analysis of occupational performance
    • more specifically identify underlying factors which support and hinder performance
    • -observe performance
    • -perform selected specific assessments if needed
    • -consider context, activity demands and client factors

    identify performance issues that interferes with participation in an activity

    activity analysis

    • top-down approach(used more)
    • -identify problems related to function
    • only do further assessment as needed

    • bottom-up approach
    • do all assessments and determine skill level and issues
    • -less transfers to :life:
    • actifity analysis
    • activity analysis-an important part of the process to understand the demands that a specific desired activity places on a client

    activity analysis address the typical demands of an activity, range of skills invloved and various cultural meanings
  44. OT process
    intervention plan
    develop plan in collaboration with the client

    • base plan on:
    • -selected theory and/or practice framework
    • -evidence--"evidence-based practice"

    • Select intervention approach
    • 1.creat/promote
    • 2.establis/restore
    • 3.maintain/modify
    • 4.prevent
  45. ot process
    intervention
    • types of ot interventions
    • 1.occupation-based intervention
    • 2.purposeful activity
    • 3.preparatory methods
    • 4.consultation
    • 5.advocacy
    • "using occupation as a means"

    • intervention
    • actions to influence and support performance

    • types of interventions:
    • -therapeutic use of self

    • Intervention review
    • 1.review plan,process and progress toward outcomes
    • 2.modify plan if needed
    • 3.determine future action
    • 4.outcomes
  46. ot process
    engagement in occupation to support participation
    describes the broad outcome of the OT process


    links the outcome to the domain

    • types of outcome:
    • 1.occupational performance

    2.client satisfaction

    3.role competence-ex care of pets

    4.adaptation

    5.health and wellness

    6.prevention

    7.quality of life
  47. Summary
    OTPF: domain & process
    • 1.affirms the profession's focus on engagement in occupation to support participation as:
    • -an important aspect of health
    • -the broad outcome targeted by OT intervention

    2.describes and links the profession's domain and process

    3.affirms the profession's unique focus on occupation and daily life activities and describes the application of an occupation-centered evaluation and intervention process

    4.updated terminology can assist in aligning practice with current knowledge and thinking

    5.incorporates term more commonly used by other disciplines

    6.the framework is a tool that can be used to showcase the core of the profession-helping individuals to engage in occupation to support participation
  48. how can the framework be used?
    1.examine our practice in light of new ideas

    2.consider application to new settings and areas(new practice settings/innovative settings)

    3.explain OT to others

    4.used to teach occupational-centered activities
  49. applying the framework in your practice
    1.describe the person's occupational profile

    2.focus on client occupational needs and priorities

    3.shift terminology to areas of occupation, client body functions

    4.differentiate skills from body functions

    • 5.recognize that ability to engage in occupations is influenced by
    • -skill,
    • -patterns,
    • -context,
    • -activity demands and
    • -client factors

    OT addresses all of these!!!!!

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