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555-1
Intro, Environment, Family centered care, Goal setting
| Term | Definition |
|---|---|
| f-words | Fitness Functioning Friends Family Fun |
| top-down approach | Consider participation 1st CMOP-E, MOHO, COPM Harder to ax, miss medical needs More of OT lens |
| bottom-up | Evaluate components/ skills first Fits with biomedical team Useful for all, time sensitive May not directly link to participation Deficit based approach |
| medical model vs. social model | Focus on diagnosis & deficits. Work on cure/ treat. vs. How society discriminates, advocacy roles. Challenge thinking |
| environment | Can facilitate/ hinder performance & participation Environment can predict health behavior & outcomes Institutional, cultural, social, physical |
| microsystem | Most direct influence Family & peers Culture of fear Overscheduled kids means they can't do informal play. Neighborhood Multicultural school/ environment Less church |
| family occupations | Conducted w/ 2+ family members Engage in meaningful experiences together Rituals & routines Reflects culture, value, priorities Creates experiences Need to ask what occupations child values & family values |
| exosystem | Less direct influence Extended family further away Less tightknit communities Laws and multicultural society Unsafe environment Tech |
| approaches to families | Professional centered Family allied Family focused Family centered |
| professional centered vs. family centered | Professional determines family needs. Intervention implemented by professional. vs. Family implements the interventions decided by professional. |
| family focused vs. family centered | Family needs professional service, advice, & assistance. Encouraged to use professional services. vs. Family needs determine all of service. Professionals aim to maximize family decisions and competence. |
| family centered services basic assumptions | Parents are experts of kids Family is unique Family is constant in kids life Outcome will be directly influenced by family & their buy in |
| family centered service guiding principles | Family decides level of involvement in decision making Parents have responsibility for child care All family members are respected & considered Involvement of all members is supported & encouraged |
| doing family-centered service | Encourage partnership/ collab Respect & accept family diversity Flexible & accessible services Family role in decision making Provide helpful info Support parent-to-parent connections |
| encouraging partnerships | Common goal Identify family strengths/ needs Affirm parents are doing good Acknowledge you don't know all |
| respecting & accepting diversity/ flexible, accessible service | Empathy Don't dismiss concerns Acknowledge priorities Explain constraints |
| family role in decision making | Primary decision-makers Give options & choice Can defer but have veto power |
| benefits of family-centered service | Empowers family Fully engaged Increased satisfaction Greater functional improvements for kid Improved maternal emotional wellbeing More + perceptions of child |
| strengths based approach | Family occupations framed by how you view the kid Focuses on abilities & positive potential Documentation and language must reflect this |
| purpose of goal setting | Improve rehab outcomes Enhance client autonomy Contractual, legislative, professional requirements |
| improving rehab mechanisms | Influence motivation Specificity of training Unintended 2ndary effect Improved teamwork Observed vs. predicted |
| goal attainment scaling (GAS) | Can be applied as objective outcome tool Sensitive to intervention effects Ideal for individualized plans Typically go through some sort of training |
| barriers to effective collaborative goal setting | Conflict btwn therapist/ patient/ family Therapist perception that unrealistic goals decided Inconsistent participation in process Interventions set as goals Time limit Idea that goals should be based on ax Professional lack confidence to engage |
| self determination theory | Competence Autonomy-> motivation-> engagement-> improved outcomes Relatedness |
| PEGS | Children can self report competence in everyday activities & set goals for intervention Picture based, children pick child they are similar to 5-9 yrs Parallel caregiver questionnaire given Takes time, 24 items + self identified Forced choice |
| at what age can children participate in goal setting? | 5 years |
Created by:
craftycats_
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