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Mental final mix
cumulative
| Question | Answer |
|---|---|
| Client who desires to develop new leisure pursuits might benefit from intervention that focus on helping them identify? | Pleasurable activities |
| According to Keilhofner "What one find important or meaningful" relates to what? | Values |
| The ability to state one’s needs, thoughts, and feelings in an appropriate, direct and honest ways? | Assertiveness |
| These aim substitute personal assets and environmental aids when cognitive skills are impaired? | Compensatory strategies |
| What is a change that facilitates performance? | Adaptation |
| The process of advancing step by step the course of gradual progress? | Gradation |
| It is the awareness of the body and its effects on the environment? | Self-awareness |
| Correctly list Allen's Cognitive test | 1) Running Stitch 2) Whip Stitch 3) Single Cordovan Stitch |
| Kohlman Evaluation of Living Skills (KELS) | Assess several skills in the areas of personal care, safety, health, money management, transportation, use of phone, work, and leisure. |
| Barth Time Construction | Color coded paper divided into 24 rows representing hours of the day |
| Bay area Functional Performance Evaluation | A standard instrument that assess some of the general skill needed for independent functioning it begins with a brief interview |
| Allen's Cognitive Level test | leather lacing |
| Clock Draw | 4 criteria- closed circle, correct numbers, correct number locations, and correct recorded time. |
| COPM-Canadian | Measures his/her occupational performance and importance of order |
| MMSE-Mini Mental | 30 point patient must recall, follow three step commands and copy a design |
| The role checklist | indicates which roles have been performed in pat, presenter will be performed in the future |
| Interest Checklist | Client checks off whether their interest in activities is either casual, strong, or non-existent |
| Defines a set of behaviors that have some socially agreed upon function and for which there is an accepted code of norms | Roles |
| Process by which person deal with stress, solves problems, and makes decisions | Coping Skills |
| Chpt. 20 what is a particular challenge for persons with psychiatric disorders | Leisure |
| Order of Maslow’s Hierarchy of Needs | 1)physiological needs 2) safety needs 3) Love and belonging needs 4) esteem needs 5) self-actualization needs |
| To increase the complexity of cognitive tasks is an example of | Upgrading the tasks |
| Talking out one's problems, preferably with a neutral or supportive listener is a stress management technique known as | Verbalization’ |
| auto-tapes are often used is a stress management techniqueSitting or lying with closed eyes and imaging a pleasant scene or cherished goal | Visualization |
| Mental exercise that entails quiet sitting for a period of time to empty the mind | Meditation |
| The part of the personality that regulates and responds to demands from the environment and from the other parts of the personality is the | Ego |
| Because of admission and funding criteria generally a person cannot be admitting to an inpatient setting unless they | Are a danger to themselves |
| Frameworks client factors are the variable that exist within the client that affect performance | Body structure and Body function |
| Level 5 | Earliest level that client presents enough safety awareness to live independently in a community |
| Level 1 | This person is mostly unaware of what is going on carries out automatic |
| Level 3 | This individual can use and recognize familiar tools |
| generally enjoys activities that are repetitive | |
| Level 6 | Client can complete tasks with only written direction |
| Level 2 | Client is aware of their own movements and can name simple body parts |
| Level 4 | Individual can copy demonstrated directions one step at a time |
| Object relations theory | Sigmund Freud |
| A patient who developmental lag is at level of trust vs. mistrust would benefit from | A long-term relationship with consistent person |
| Open ended questions, minimal response, reflection of feelings and paraphrasing | Client Centered |
| OTP use activities as broad instruments of practice | Although we must analyze activities carefully and always know what we are doing and why it is rarely useful to classify activities too rigidly |
| Factors in Learning and Using Skills- KNOWLEDGE | Is acquired information (fact reality) |
| Skills | are actions or behaviors that are learned |
| Attitudes | are learned feelings, values, and beliefs |
| Similarly personal learning preferences and habits can affect new learning | some individuals enact a lifelong pattern of helping or advising other people while avoiding having to demonstrate their own ability |
| The therapist or assistant must ask these questions for knowledge, skills, and attitudes | how important is it for this person to be involved in this activity? What will it do for him? Does the patient known when, where why and with whom to use this activity? Does the patient know how to do it? Does the patient think it is important to do this |
| Many persons diagnosed with mental disorders have adequate basic ADL skills | and do not require OT intervention for personal ADL occupations |
| Person with chronic conditions or severe psychotic disorders | may appear indifferent to their personal hygiene bathing so infrequently and toileting inattentively so that they have a strong body odor combing and washing their hair rarely if at all. clothes mis-matched, bizarre, and out of season |
| Person with cognitive disabilities may be unable | to manage money successfully and will be caught short before they have paid for basics like food, rent, and utilities |
| Transfer and generalization of learning are not reliable when skills are taught in clinical environment | the person is not likely to use the skills in a home environment which is different |
| Personal hygiene and grooming may be taught | on a one-on-one basis. this is appropriate for individuals with poor skill those who wish of need to learn some aspect that is private or not of general interest |
| Hygiene and grooming are | taught in groups that may be restricted to clients of one sex or the other depending upon the specific skill context |
| Ideally skills should be taught in the | consumers home using the tools and equipment to which he or she is accustomed |
| Hygiene showering bathing grooming and toileting | contributes to developing habits |
| hygiene showering bathing grooming and toileting precautions | bacterial, viral, parasitic can be transmitted via shared personal care products either each person should have his or her own items or disposable sample sizes should be used |
| selection and maintenance of clothing | A large part of the impression one make on others depends on being dressed in clean neat well-fitting clothes that are appropriate for the season and the occasion |
| Those with severe mental disorders | often lack even the basic skills necessary to present a good personal appearance |
| Dressing neatly and appropriately in a reasonably brief space of time requires skill and practice | Clients may need help setting up combinations of clothes that work together. They may benefit from developing routines of laying clothes out the night before laundering and ironing on weekly basis |
| Cognitive disabilities compound problems with dressing | Disorganization and clutter magnify the problems a person with a cognitive disability experiences |
| Nutrition and weight control | Nutrition may be taught either as part of a cooking program or within the general area of self-care. |
| Methods of teaching nutrition | flash cards worksheets and other commercially available educational aids therapist created educational aids such as posters collages and group discussion or make file recipes that are nutritious inexpensive and uncomplicated |
| Psychotropic medication for weight gain | Olanapine |
| Some patients gain weight and | stop taking the medication |
| weight control is | body image |
| body image | ones sense of one's own body and how it looks to other people |
| Medication management and health maintenance | One of the least obvious but potentially most damaging problems faced by a person with a psychiatric disorder who is living in the community is mismanagement of medications |
| Many reasons for not taking medications | client forgets to take lose track of doses run out of pills or deliberately stop taking |
| Reasons why people stop deliberately stop taking medications | side effects of psychotropic medications can be uncomfortable |
| Those who do not take medication | can be taught to use various environmental supports and memory aids such as compartmentalized pillboxes ,signs, lists, and timers |
| Clients feel empowered when they learn to monitor the signs and symptoms | of their own illness and recognize and respond effectively to signals of impending relapse |
| Sexual activities needs an hygiene | Both sexes knowledge of the basic mechanism of sexual reproduction the use of contraception methods for avoiding and recognizing sexually transmitted disease the use of condoms the dangers of unprotected sexual relationships and awareness of socially acce |
| Women have occasionally gotten pregnant | because they did not know that sexual intercourse had anything to do with it therefore it is especially important for persons with psychiatric disorders learn the basic facts |
| Helping clients acquire knowledge | about sexually transmitted diseases is critical |
| Individuals may need instruction and training in basic social standards | such as exposing oneself masturbating in public or talking in public about masturbation or soliciting sexual acts from others |
| Exercise | has many documented health benefits. It reduces the effects of stress and tension provides outlets for frustration anxiety and aggression speeds up metabolism burns calories reduces appetite improve cardio and increase strength endurance flexibility |
| Communication devices | telephones require a combination of communication skill process skills and manual skills actual practice is essential |
| Mobility and transportation | Without training some clients may be reluctant to venture beyond one- or two blocks radius of their homes. |
| Transportation skill | may focus on either public or private transportation or a combination of the two |
| Money management | not unusual for someone with a chronic mental disorder to run out of money long before the next disability check is due to arrive. Without money the person may become desperate perhaps so anxious as to become psychotic and need to be hospitalized |
| Formal education participation | in academic nonacademic extracurricular and vocational programs |
| educational exploration | such as investigation and selection of ways to learn about skill and topics of interest |
| informal personal education participation | classes and programs that provide growth or training in areas of interest |
| Work | is a major life role for the average nondisabled adultit consumes at least half of most people's waking hours and provides a sense of self-worth identity and a place in the social structureit consumes at least half of most people's waking hours and provid |
| American with disability act of 1990 | employers are required to provide reasonable accommodations to disabled employees. however the person must be able to perform the essential functions of the job given the accommodations |
| Accommodations should not | undue expense or hardship to the employer, no direct threat of substantial harm to the person or to others from performing the job with the accommodations |
| Work available treatment items | employment interests and pursuits, employment seeking and acquisition, job performance, retirement preparation and adjustment, volunteer exploration volunteer participation |
| Work potential Evaluation-attendance | punctually and productivity |
| work attitudes | behaviors such as accepting responsibility for oneself accepting direction from a supervisor and relating to peers |
| cognitive factors | memory organization and sequencing of a task |
| physical factors | tolerance for standing stamina and eye hand coordination |
| Vocational Evaluation and training | clients may be referred for evaluation of their potential for different kinds of work. whose basic task skills and work behavior s are adequate but who have no marketable or usable job skills may also enter vocational evaluation directly after pre-vocatio |
| Employment seeking and acquiring | OTFP- employment seeking acquisition as identifying job opportunities completing and submitting appropriate application materials preparing for interviews and following up afterward discussing job benefits and finalizing negotiations |
| Job performance | OTPF including work habits for example attendance punctuality appropriate relationships with coworkers and supervisors completion of assigned work and compliance with the norms of the work setting |
| Task groups | therapist generally use the term task group means a highly structured group in which very low functioning clients learn basic task skills |
| basic task taught in task group | Attend to tasks long enough to complete it, use tools and materials safely and without waste, work at a consistent and productive rate, recognize errors and problems, work neatly and with attention to detail |
| work group | are designed to simulate a work environment such groups actually produce a product or provide a service |
| Production line | one popular format is the production line in which a product is manufactured by dividing the task into steps that are performed by different members |
| Clerical groups | focus on office skills |
| A newspaper journal group | is a variation on the clerical group, but it requires more initiative creativity and decision making from its members the groups major activity is to write, edit, type, print, and distribute |
| service concessions | for treatment center. A food service or coffee shop work group provides food and beverages usually for only a few hrs. a day |
| The current best practice acknowledge by professionals including OTP is | supported employment SE which has a strong research evidence of effectiveness with persons with serious mental illness |
| worker cooperatives | are owned by workers who share in the profits and decide jointly how to spend or invest what they have earned |
| Volunteer positions-advantages | can set their own schedules, are always appreciated, have more flexibility to respond to the changing symptoms of their psychiatric disability |
| Role maintenance | clients who are employed may find extended hospitalization very disruptive to their work habits and skills they can be helped to maintain their role responsibilities and skills by participating in a maintenance |
| transition to retirement-OTP assist in the following ways | facilitating expression of the meaning of work and of the feelings of loss, bringing closure to the work experience, providing links to enable part--time consultative or volunteer work to continue the experience of productivity |
| Refusing to believe something that causes anxiety | Denial |
| Believing that an unacceptable feeling of one’s own belongs to someone else | Projection |
| Making excuses for unacceptable behavior or feelings | Rationalization |
| Conflicts turn into real physical symptoms | Conversion |
| Functioning at a more primitive developmental level than previouslygoing back to an immature pattern of behavior | Regression |
| Trying to reverse the effects of what one has done by doing the opposite | Undoing |
| Overestimating someone or valuing him/her more than the real personality and person seem to merit | Idealization |
| Adopting the habits or characteristics of another person | Identification |
| Unacceptable wishes channeled into socially acceptable activities | Sublimation |
| A realistic goal or object substituted for one that cannot be achieved | Substitution |
| Efforts to make up for personal deficits this can also be a conscious effort. | Compensation |
| A group of heterogeneous, typically recurrent illness including unipolar (depressive) and bipolar (manic depressive) disorders that are characterized by persuasive mood disturbances | Mood disorders |
| a mood disorder marked by loss of interest or pleasure in living | Major depressive disorder |
| A mood disorder marked by alternation between a depressed mood and heightened mood | Bipolar (manic depressive) disorder |
| Patterns of abnormal behavior in the consumption and retention of food | eating disorders |
| A group of mental conditions that manifest with feelings of discomfort or dread or apprehension accompanied by an autonomic response caused by anticipation of a danger that may be nonspecific or unknown to the individual | anxiety disorder |
| 1. The note should be organized in a logical fashion 2. The note must indicate why the pt. needs OT 3. The content of the note must reveal what benefit the pt. received as a result of OT 4. The note must focus on the pt. goals and be functional 5. The not | Essential content for occupational therapy notes |
| Dysfunction in or loss of cognitive functions so that the acquisition, retention, and use of knowledge is impaired or lost (usually as a result of dementia or delirium) | Cognitive disorders |
| Partial or total inability to recall past experiences too extensive to be explained by ordinary forgetfulness | Amnestic Disorders |
| Acute, reversible, Confusional state characterized by fluctuating disturbances in cognition, mood, attention, arousal, and self-awareness | Delirium |
| Deterioration of intellectual function and other cognitive skills severe enough to interfere with the ability to perform daily life activities may be progressive, static, or remitting | Dementia |
| Difficulty with short-term and recent memory intermittent/consistent confusion about time and place concrete thinking difficulty with problem solving and new learning declining ability to perform on the job or carry out IADLs | Early/Forgetful Phase (mind) |
| Increasing memory deficits consistent confusion about time, place, and person poor concentration with inability to make sense of incoming stimuli requires help of care giver for safety/financial management decline in BADLs and social interaction | Confusional Phase (moderate) |
| loss of awareness of familiar people, surroundings, and seasonal changes decline in carrying out familiar repetitive actions, use of vocabulary, and voluntary movement for ambulation, eating, toileting, etc. | Dementia Phase (severe) |
| Goals: to foster normal development in sensorimotor, cognitive, and psychological skills | Infancy/Early childhood |
| Interventions: Sensory motor or sensory integrative tx. approaches, Psychoanalytic methods, behavior oriented, develop self-care skills, building a trusting relationship and modify the environment to enable success | Infancy/Early childhood |
| Goals: Increase trust/social relatedness, develop cooperation, improve self-esteem and self-awareness enhance self-control, develop body awareness and sensorimotor skills, improve coordination, perceptual skills, and cognitive abilities. | Later Childhood |
| Intervention: Sensory integrative, behavioral, psychoanalytic, and environmental approaches, progressive relaxation and stress management techniques, computer games | Later Childhood |
| Goals: Develop self-esteem and self-identity skills, develop occupational choice, develop sensorimotor skills, especially body image, acquire prevocational and leisure behaviors, acquire a sense of internal control and direction | Adolescence |
| Intervention: daily living skills training, incorporate current fashions, and technology into treatment activities, sex education and birth control | Adolescence |
| Goals: develop self-awareness and self-responsibility, identify personal goals | Early Adulthood |
| Interventions: vocational assessment and work adjustment, time management and leisure planning, assessment and modification of habits and beliefs related to eating/food education nutrition and cooking, sensorimotor and expressive activities | Early Adulthood |
| Goals: improving and maintaining daily living schools, providing opportunities for productive work in a sheltered environment, identifying and resolving issues | Middle Adulthood |
| Interventions: crisis interventions, conflict resolutions, environmental adaptions and supports, reality orientation, sensory stimulation, physical activities, memory training | Middle Adulthood |
| Goals: maintain or achieve a feeling of competence or self-reliance, prevent further deterioration in functioning, develop hobbies and social involvement | Late Adulthood |
| Interventions: environmental adaptions, leisure counseling, reality orientation, re-motivation or reminiscence techniques, life review activities, crafts, games, puzzles, simple group and self-care activities, sensory stimulation, physical activities | Late Adulthood |
| The part of the personality that regulates and responds to demands from the environment and from other parts of the personality? | Ego |
| Because of admissions and fun ding criteria generally a person can't be admitted into an inpatient setting unless they? | Are a danger to themselves |
| Framework client factor are the variables that exist within the client that affect performance. | body functions and structures |
| Earliest level that client presents enough safety awareness to live (I) in the community? | level 5 |
| This person is mostly unaware of what’s going on, carries out automatic? | level 1 |
| This person can use or recognize familiar tools, generally enjoys activities that are repetitive? | level 3 |
| Client can complete tasks with only written directions? | level 6 |
| Client is aware of their own movements and can name simple body parts? | level 2 |
| Individual can copy demonstrated directions one step at a time? | level 4 |
| Object relations theory? | Sigmond Freud |
| A pt. whose developmental lag is at level of trust vs. mistrust would benefit from? | A long term relationship with a consistent person |
| Open-ended questions, minimal response, reflection of feelings, and paraphrasing represent the treatment methods of which theoretical approach? | Client-centered |
| Adjusting to hormonal and physical changes? | Adolescence |
| Adjusting to significant life stressors, retirement, deaths of people close to them? | Later adulthood |
| Learning to trust? | infancy/early childhood |
| learning to delay gratification? | later childhood |
| Contributing to the future through building career, family or both? | Early adulthood |
| Re-evaluating one’s life, begin to consider retirement? | Middle adulthood |
| Coordination improves, and cognitive skills become more complex? | later childhood |
| Through play, they begin to build the foundation for future roles? | infancy/early childhood |
| Begin to examine career choices? | Adolescence |
| Understanding and appreciating the accomplishments of life? | later adulthood |
| New roles, supervisor or organizational leader? | Middle adulthood |
| Focus is on work limited time for recreation? | early adulthood |
| Industry vs. inferiority | 4 |
| Identity vs. Role confusion | 5 |
| Ego identity vs. Despair | 8 |
| trust vs. mistrust | 1 |
| generativity vs. stagnation | 7 |
| autonomy vs. shame and doubt | 2 |
| Initiative and imagination vs. guilt | 3 |
| Intimacy vs. resolution | 6 |
| Cognitive disabilities | Allen |
| Psychiatric rehabilitation | Anthony and Farkus |
| MOHO | Kielhofner |
| Sensory Integration | King |
| Development of Adaptive Skills | Mosey |
| Role Acquisition | Mosey |
| Social skills training | Mosey |
| Psychoeducation | Lillie/Armstrong |
| Focuses on helping a person master occupation supporting skills in sensory integration, cognition, dyadic interaction, and sexual identity in specific sequential order? | Mosey/Development of Adaptive Skills |
| Focus on improving balance, posture, and range of motion? | King/Sensory Integration |
| focuses on 4 key skills self-expressive, other enhancing, assertive skills and communication skills? | Mosey/ Social skills training |
| Teaching daily life roles | Mosey/Role Acquisition |
| Human occupation occurs in a dynamic relationship with the environment? | Kielhofner/MOHO |
| Six levels of cognitive functioning? | Allen/Cognitive Functioning |
| Uses leather lacing as an assessment of cognitive functioning? | Allen/Cognitive |
| Focuses on the activity rather than environment? | King/Sensory Integration |
| information found on Axis III of a psychiatric diagnosis would most likely include? | CVA |
| information found on Axis IV of a psychiatric diagnosis would most likely include? | Economic Problems |
| information found on Axis II of a psychiatric diagnosis would most likely include? | Borderline personality disorder |
| information found on Axis V of a psychiatric diagnosis would most likely include? | GAF Score |
| Clients who desire to develop new leisure pursuits, might benefit from intervention that focuses on helping them identify? | pleasurable activities |
| According to Kielhofner "what one finds important or meaningful" relates to? | Values |
| The ability to state one's needs, thoughts, and feelings in an appropriate, direct and honest way? | Assertiveness |
| These aim to substitute personal assets and environmental aids when cognitive skills are impaired? | compensatory strategies |
| What is a change that facilitates performance? | Adaption |
| "The process of advancing step by step the course of gradual progress? | Gradation |
| It's the awareness of the body and its effects on the environment? | self-awareness |
| Correctly list the stitches used in the Allen's cognitive levels? | 1. running stitch 2. whip stitch 3. single cordovan stitch |
| Assesses several skills in the areas of personal care safety and health, money management, transportation, use of phone, and work/leisure? | KELs |
| Color-coded paper divided into 24 rows representing hours of the day? | Barth Time Construction |
| A standardized instrument that assesses some of the general skills needed for (I) functioning begins with a brief interview? | Bay Area Functional Performance Evaluation |
| Uses the client's performance of progressively more difficult leather-lacing stitches? | Allen's cognitive |
| Scores a pt. based upon four criteria: closed circle, correct numbers, correct number location, and correct time? | clock draw |
| Measures the client's own perceptions about his/her occupational performance and importance to them? | Canadian Occupational Performance Measure |
| 30 point examination that assesses pt's. cognitive level using the ability to recall named items, follow three step commands, and copy and design? | MMSE (mini mental) |
| Asks client to indicate which roles have been performed in the past, present, or will be performed in the future, and rate the value of the role? | The roll checklist |
| Client is asked to check off whether their interest in activities is either casual, strong, or nonexistent | interest checklist |
| defined as a set of behaviors that have some socially agreed upon function and for which there is an accepted code of norms? | Roles |
| The process by which a person deals with stress, solves problems, and makes decisions? | coping skills |
| From chapter 20 in your txt what is a particular challenge for persons with psychiatric disorders? | Leisure |
| Maslow's hierarchy in order of needs? | 1. physiological, 2. safety 3. needs,4. esteem needs 5. Self-actualization |
| Increasing the complexity of a cognitive task is an example of? | upgrading the task |
| Talking out one's problems, preferably with a neutral/supportive listener is a stress management technique used as? | Verbalization |
| sitting or lying with closed eyes and imaging a pleasant scene or cherished goal, audio tapes are tapes are often used as stress management techniques known as? | Visualization |
| Mental exercises that entail quiet sitting for a period of time to empty the minds activity is a stress management technique known as? | Meditation |
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