Tutorial Occupational Therapy Quiz questions PDF

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Week 1 quiz 1. How would you explain what occupational therapy is to the following people: a) your friends and family b) a client that is receiving occupational therapy for the first time c) another allied health professional? Write your response in first person (ie. what would you say) a) I would say to them occupational therapy is to do with focusing on the client and trying to get them to perform daily activities through occupations. b) occupational therapy is focuses on getting you back to optimum health by performing a series of occupations. c) occupational therapy is a client-centred practice in which attempt to promote optimum health and wellbeing using occupations.

2. How would you explain occupational therapy to a 10 year old boy in comparison to an 85 year old lady? Write your response in first person (ie. what would you say) For the 10 year old boy I would use colloquial language and say occupational therapy is a type of way that we will help you get better by getting you to do some movements. For the 85 year old I’d be more technical so I would say, occupational therapy is a method that uses activities and exercise to help you get better. 3. Give examples of what population groups and clients occupational therapist may work with. Population groups occupational therapists may work with include Aboriginal and Tourist Strait Islanders, elderly and children. The clients they may work with include those with chronic pain and conditions, people from different socioeconomic and cultural groups 4. List the settings that an occupational therapist may work in. They may work in hospitals, rehabilitation centres, universities, nursing homes, workplace 5. What is the key element/focus of occupational therapy that distinguishes it from other professions? It’s a holistic approach focusing on the client and through occupations they perform, increases their wellbeing and improves their ability to perform daily activities. More about improvising and adapting to condition instead of physically treating it. Socially interactive and gets an understanding of client’s narrative to further assist with adapting. 6. Discuss how occupation may influence health and well-being Occupation may influence health and well-being by socially getting an individual to interact with the therapist increasing their social wellbeing. Their emotional wellbeing wellbeing will be increased as they are given a sense of purpose in live and activities to occupy their time. Furthermore, their physical wellbeing will be assisted as thy are given various occupation in attempt to improve their condition which will therefore improve their overall health. Occupational therapists view health as a person’s ability to actively participate in all aspects of daily living

Week 2 1) Briefly describe the changing nature of the occupational therapy profession throughout the following decades: 1920's, 1930's, 1940's, 1950-60's, 1970's, 1980-90's, 2000 - Present; and 2) Identify the key personalities during the above eras and their contribution to the occupational therapy profession. 1920’s - Roaring 20s, Stock Market Crashed initiated the beginning of the great depression, war They just discovered about using occupations etc. knitting and using your hands was useful in increasing the mental health of the soldiers. Arts and crafts used as occupational approaches Key personalities – 1922 Adolf Meyer – wrote the philosophy of occupational therapy, added the idea that mental illness was largely a problem of adaptation and a lack of balance and work 1930s - The Great Depression, beginning of WW2 Key personalities –

This question has two parts: 1) Name the key historical events that have impacted on the occupational therapy profession; and 2) Discuss how these historical events have shaped the occupational therapy profession and practice. World War 2 – Expansion of OT’s in Australia, Britain and USA because there wasn’t enough, allowed for Sylvia Docker to establish the Australian Association of Occupational Therapists in 1948, changing medial technology led to many wounded soldiers which had long hospitalisation and rehabilitation to return to society – OT’S, OT’s became reductionistic – occupation vs rehabilitation Moral treatment movement – activity as a therapeutic method, value of physical activity and productive work is central– more humane approach developed in psychiatry in late 18th century, Phillipe Pinel – Established work treatment at the “Asylum for the Insane”, Samuel Tuke – advocated humane treatment of the mentally ill e.g. clothing should be worn, participation in work and exercise

This question has three parts: 1) Explain what is meant by the reductionistic approach to health; 2) Discuss the era in which a reductionistic approach to health was applied to occupational therapy practice; 3) Describe the influence the reductionistic approach had on occupational therapy practice. Reductionistic approach to health is breaking down the complexity of health into different fundamentals or compartments to better understand it e.g. rehabilitation vs occupations. Around WW2 OT became quite reductionistic – rehab vs occupation. 1950s – OT was becoming more reductionistic due to medicine because of the scientific revolution.

The influx of wounded soldiers and war personal from the world wars saw a rapid growth in the profession of occupational therapy and the establishment of occupational therapy in physical rehabilitation. True Crafts and art used in 1930s as form of rehabilitation for clients to gain strength, endurance and ROM. True Following WW2 the occupational therapy profession moved towards evidence based practice to support the rehabilitation techniques practised by therapists. True During the assessment phase an occupational therapist might gather information, set goals and develop an intervention plan. Advancements in medicine and pressure in post WW2 saw a push for occupational therapy to become reductionistic in its focus. True Development of prosthetics, assistive technology and compensatory techniques were in 1940-1959 Assessment – OTs collect and analyse information about a client’s strengths and problems Intervention – data collected and analysed about a client’s occupational performance during assessment is used to determine best therapeutic approach for the implementation of intervention plan Evaluation – data is collected and analyse with the implementation of the intervention plan used, provides information on the best therapeutic approach, target outcomes are eestablished

Week 3 This Question has three parts: 1) Explain what is meant by a person's narrative; 2) Discuss why it is important that an occupational therapist understands a person's narrative; and 3) Explain how a person's narrative may influence the client's experience and shape occupational therapy intervention. Person’s narrative is a person’s backstory giving information on life events, explain their place in a situation that has or will occur. It is important so an OT can get insight on how the client feels about the situation and it allows them to form a connection and gain an understanding of person factors such as interests, life experiences and values. A person’s narrative may influence the client's experience and shape occupational therapy intervention as the OT will become clear and get an in-depth analysis for the prefect intervention required. It will also allow the client to feel they are safe and have emotional support. This question has two parts: 1) Name the three types of narratives; and 2) Describe each of the above narratives. Restitution – shows how medicine has resolved a problem to return them to optimum health Chaos – out of control life with no obvious solution Quest – personal transformation when client confronts themselves with a serious condition hence making fundamental changes in their lives

This question has four parts: 1) Name the three elements of the environment that are examined in the PEO model; 2) Give a brief explanation of each one of the three elements; 3) Provide an example of each of the three elements to show your understanding of each element; and 4) Discuss how each of the environmental elements may act as a barrier and enabler to occupational performance. Provide examples to support your answer. Person - life roles, capabilities, physiological, social, cognitive, psychological abilities, how a person performs an occupation, tasks and activities – time and place Environment - elements of the contexts that impact on occupation – physical, social, culture, may act as a catalyst or barrier for occupation to be performed Occupation – what a person does in their environment, self-care, productivity, leisure This question has four parts: 1) Name the five components of the person that are examined in the PEO model; 2) Give a brief explanation of each one of the five components; 3) Provide an example of each component to show your understanding; and 4) Discuss how each of the person components may act as a barrier and enabler to occupational performance. Provide examples to support your answer. Intrapersonal - self-esteem, confidence, motivation Interpersonal – relationship with others Cognitive – problem solving, memory skills, planning, judgement Sensory – vision, hearing, smell, taste, pressure - touch Motor – muscular tone, strength, endurance, ROM, heart rate This question has four parts: 1) Name the three categories of occupations that are examined in the PEO model; 2) Give a brief explanation of each one of the categories; 3) Provide five examples of occupations from each of the three categories to show your understanding; and 4) Discuss how occupational performance in each of the above examples may influence health and well-being. Self-care - (personal care, functional mobility – transferring to car, wheelchair, bed, community management – driving care, paying bills) Leisure - (recreation, hobbies, socialising) Productivity – (paid or unpaid work) Listening to a client’s narrative can help an occupational therapist to understand the difference between clients with the same diagnosis A transactional approach: acknowledges that the person and environment factors are interdependent of one another Therapists need to establish what occupations an individual wants, needs or expected to perform prior to establishing goals and interventions. True It is often efficient and effective to develop intervention that targets change to the environment rather than change to the person. True Occupational performance is doing an occupation When in the state known as flow, the person so absorbed with their occupation that the time spent on the occupation foes unnoticed

Occupation in PEO – self-directed tasks that a person engages in over time

Week 4 List four (4) aspects of the environment that occupational therapists need to consider when working with clients? Physical – obvious visible layout of an environment e.g. double/single storey house, swimming pool, university Social – people, attitudes and social practices e.g. family, teachers and friends Cultural – culture, views, beliefs, customs e.g. religious views Institutional – environment with laws and regulations to follow such as workplace e.g. hospitals, schools, shops Think about three occupations that you do (one productivity occupation, one leisure occupation and one self-care occupation). For each of these occupations name all the environmental aspects that are involved and identify each aspect as either a barrier and/or enabler. Playing soccer – physical (field, ball), social (players, crowd), institutional (Macarthur district) Studying – physical (university), social (other student, lecturers, tutors), institutional (Western Sydney Uni) Working – physical (Asics store), social (co-workers), institutional (Asics) Explain why families and significant others play a vital role in occupational therapy practice. They assist with emotional support, motivating the client to keep striving, they also are part of the social environment which will assist in maximising the fit hence occupational performance. Universal design supports the concept of ageing in place OTs work at community and organisational level to improve occupational performance in population groups While race and ethnicity share an ideology of common ancestry, they differ in several ways. First of all, race is primarily unitary, it is biology. You can only have one race, while you can claim multiple ethnic affiliations, given in geographical region. You can identify ethnically as Irish and Polish, but you have to be essentially either black or white.

Week 5 Kawa Model  Kawa life journey - river  Upstream – birth, downstream - future

Developed in Japan - Culturally relevant, used for children, eastern background, mental health, Aim of model to maximise flow  Works with client – Client’s point of view e.g. rocks – size depends on what client thinks is a bigger obstacle  Iwa: Rocks – difficulties, obstacles, differ in size  Torimaki: river side-wall – environment and context – social (friends and family) and physical (nature, building, time, temperature)  Ryboku: Driftwood – traits and attributes can have both positive and negative effects  Mizu: Water – life flows  Sukima (spaces between obstacles) – provide opportunities for enhancing flow through occupation. OT Interventions are designed to: o decrease size of rocks – adaptations, improve function o Adjust / widen river banks – change environment o Use driftwood to push away rocks – learn new skills Week 6 

Terms Roles

occupation

Activities

Actions

Definitions Position in society having responsibilities and privileges, set of behaviours that have socially agreed upon function and for which there is accepted norms, Role identification – recognising that we have certain statuses and positions, roles learned through socialisation, change over time Client-directed daily life activities that match and support or address identified participation goals. ADLs (for survival, eating, showering), Work, Education, (Instrumental) IADLs (shopping, driving, housework), sleep, play, leisure, social participation Things that make up an occupation, actions designed and selected to support the development of performance skills and performance patterns to enhance occupational engagement, purposeful actions/behaviours that contribute overall performance of the occupation, actions share a common purpose Observable behaviours that can be recognised, doing words (-ing), picking up a pen, things you have ot do to make up activity

List four occupational roles that you identify with: Student – studying – making notes for exams – cognitive skills such as memory and problem solving Soccer player – playing soccer for team – scoring goals – good muscular endurance and strength Worker – working at Asics – serving customers – good communitive skills Brother – taking care of sisters – cooking, assisting with homework – muscular strength and endurance to stand up and cook, cognitive – such as memory to remember Parent – food shopping – making a shopping list, diving to/from shop There is a relationship between engagement in meaningful occupations and a sense of value and purpose to life

Habits – specific automated behaviours performed by a person repeated, little variation in performance can be useful or unhealthy Routines – higher order habit - sequencing and combining process, procedures, steps, occupations to provide structure to our daily lives useful in providing structure to daily activities Occupational balance – perception by one’s pattern of everyday occupations are satisfactory reached, referred to allocation of time used on the reasoning that human health and wellbeing require a variation in occupation – balance between things we do, want, need to do, leads to good health Occupational imbalance – adverse consequence for physical emotional mental health and wellbeing, caused by role overload, disruption, environmental and institutional barriers OTs help construct and reconstruct roles and their occupations when people experience an occupational imbalance. Occupational performance increased by maximising the fit, adapt modify activities, task and habits, simplification tasks (easier way to tie shoes), Education Occupational therapists can assist individuals to reclaim their identity following an injury, illness disability through the use of meaningful occupations. True Meaning purpose and choice are fundamental aspects when addressing occupations with a client. True Research indicates that individuals that are involved in choosing, shaping and participating in their daily occupations following illness, injury, disability have a greater sense of control over their lives. True Individuals shape their identity through their life experiences, skills, abilities, values, interests, including their daily occupations A person’s subjective perception about his/her mental, physical, social, and spiritual health Feelings of wellbeing arise from things people do that provide meaning, fulfilment and purpose OTs believe people achieve a sense of wellbeing through engagement in occupation OTs offer services to improve, maintain, or restore occupational performance Occupational performance and participation is our unique contribution to health, wellbeing, health care and social services Occupation – everyday activities that people, to occupy time, provide meaning to life, participate goals, relax, sense of achievement

Occupations person directed daily activities that match, support or address identified goals, influence health in positives or negative ways

Week 7 – CMOP-E CMOP-E – enablement and engagement Theory – set of ideas or concepts that people use to guide their actions Guides OTs to maximise fit/occupational performance CMOP-E Client-Centred model Focus of enablement Person embedded within the environment to indicate each person lives within a unique environment context PEO – interdependent all the dimensions Environments allow opportunities to perform occupations in this model Occupation acts as a bridge between environment and person Not difficult to separate dimensions Link back to occupation – main concern in CMOP-E View on order and Disorder Order and disorder is evaluated in terms of performance and satisfaction Disorder may occur in the person, environment or occupation, when momentum is lost Person: Affective – feeling – all social and emotional functions and include intra and interpersonal factors Physical – doing – sensory and motor functions Cognitive – thinking – all mental functions both cognitive and intellectual Spirituality – centre of a person, innate essence of self, shaped by environment, gives meaning to the things we do, expression of will, drive and motivation, guide for expression choice Environment: Social: friends families, social grouping based on common interests, values, attitudes and beliefs Physical: natural and built environment Institutional – Societal intuitions and practices, laws and regulations Cultural – ethnic, racial, ceremonial and routine practices and value system of particular groups Occupation: Self-care Productivity Leisure

Key Features of occupation Basic Human need Source of meaning, purpose, choice, control, balance, satisfaction Means of organising time, materials and space Therapeutic medium Occupation is idiosyncratic – different from person to person Groups of activities or tasks of everyday life given value and meaning by individuals Occupation is everything people do to occupy themselves, self-care (personal care, functional mobility – transferring to car, wheelchair, bed, community management – driving care, paying bills) productivity (paid and unpaid work, house management) and leisure (recreation, hobbies, socialising) CMOP-E – guide performance throughout lifespan Acknowledges changes over lifespan, experience over lifetime is cumulative

Occupational Performance vs Occupational Engagement OP - dynamic interaction of person, occupation and environment, ability to do and how well you do an occupation OE- Includes all we do to occupy our time, in...