ch.3 161 Selected Practice Models for Occupational Therapy in Mental Health

Vocabulary flashcards based on lecture slides on selected OT practice models in mental health, covering core theories, skill areas, assessment tools, and intervention principles.

Practice Model

A framework that helps organize what occupational therapy looks at and what OT might do in clinical practice.

Adaptive Skills

The skills people use to meet the ordinary demands of daily life, which develop in a sequence where later skills build on earlier ones.

Development of Adaptive Skills Model

A practice model developed by Anne Cronin Mosey proposing that if development was interrupted, OT returns to the point where the sequence stalled and builds forward.

Sensory Integration (Mosey's Adaptive Skill)

An adaptive skill area defined as using touch, movement, and body-position information.

Cognition (Mosey's Adaptive Skill)

An adaptive skill area defined as organizing information to think and problem solve.

Dyadic Interaction

An adaptive skill area defined as participating in a relationship with one other person.

Group Interaction

An adaptive skill area defined as participating in a variety of groups.

Self-Identity

An adaptive skill area defined as knowing one's own assets, limits, and self-direction.

Sexual Identity

An adaptive skill area defined as accepting one's sexual nature as a positive part of the self.

Find the Floor

A principle in Adaptive Skills practice using observation, activity performance, and life-history interview to determine which skills are already established.

Begin Where Growth Stalled

A principle in Adaptive Skills practice of starting with the areas that are least developed and working in sequential order.

Offer Meaningful Experience

A principle in Adaptive Skills practice of providing activities the person actually cares about that call for the next level of skill.

Role Acquisition Model

A model developed by Anne Cronin Mosey focused on helping people learn the life, work, leisure, and interpersonal skills needed for a chosen social role.

Social Skills Training

An intervention approach where clients practice interpersonal skills such as expression, conversation, asking for help, giving feedback, and handling disagreement.

Meaningful and Chosen

A Role Acquisition principle stating that the client helps identify the problem and goal based on their interests, culture, and roles.

The Right Challenge

A Role Acquisition principle stating that goals are ability-based, hard enough to matter but achievable enough to succeed, with challenge rising as skill rises.

Practice and Repetition

A Role Acquisition principle emphasizing that skills are rehearsed through repetition rather than explained once to ensure learning holds.

Modeling and Imitation

A Role Acquisition principle stating that people learn a great deal by watching someone else demonstrate a skill first.

Break It Into Parts

A Role Acquisition principle where complex skills are taught one piece at a time and chained together.

Generalization

The principle that a skill practiced in the clinic must also be used and transferred to a real-life setting.

Psychoeducation

An educational approach rooted in cognitive-behavioral methods and psychiatric rehabilitation where the practitioner functions partly as an educator and the client as a learner.

Structured Learning

A feature of psychoeducation where sessions have shape, established through objectives, a plan, materials, and sometimes homework.

Sensory Integration (Ayres)

A practice model developed by A. Jean Ayres proposing that the nervous system organizes sensory input to support an adaptive response.

Sensory Processing Model

A model developed by Winnie Dunn, PhD, OTR, FAOTA, examining the interaction between a person's neurological threshold and behavioral response.

Low Neurological Threshold

In Winnie Dunn's Sensory Processing model, a state where sensory input is noticed very quickly by the nervous system.

High Neurological Threshold

In Winnie Dunn's Sensory Processing model, a state where more sensory input is required before it is noticed by the nervous system.

Sensory Sensitivity

A sensory processing pattern with a low threshold where a person notices input readily and may be easily distracted by sounds, lights, textures, or smells.

Sensation Avoiding

A sensory processing pattern with a low threshold where a person actively acts to reduce input by leaving noisy spaces, avoiding textures, or preferring routine.

Low Registration

A sensory processing pattern with a high threshold where a person may miss cues others notice, such as being called, temperature, or hunger.

Sensation Seeking

A sensory processing pattern with a high threshold where a person seeks more input through movement, strong flavors, music, or activity.

Adolescent/Adult Sensory Profile

An evaluation tool used to assess sensory processing patterns according to Winnie Dunn's model.

Cognitive Disabilities Model

A practice model developed by Claudia Allen focusing on how impaired cognition affects the ability to carry out everyday tasks safely.

Functional Cognition

What a person can actually do in a real task with real objects.

Level 1: Automatic Actions

An Allen Cognitive Level characterized by minimal awareness, response to internal cues, and requirement of total assistance.

Level 2: Postural Actions

An Allen Cognitive Level where the person is aware of movement and position, may wander, and requires constant supervision.

Level 3: Manual Actions

An Allen Cognitive Level where the person is interested in objects, easily distracted, and performs repetitive actions with cues.

Level 4: Goal-Directed Actions

An Allen Cognitive Level where the person copies a demonstration one step at a time, but misses errors and cannot plan ahead.

Level 5: Exploratory Actions

An Allen Cognitive Level where the person learns by trial and error and can live in the community with some support.

Level 6: Planned Actions

An Allen Cognitive Level where the person anticipates, plans, and reasons through problems independently.

Allen Cognitive Level Screen (ACLS-5)

A standard screening assessment tool used to help identify a client's Allen Cognitive Level.

Routine Task Inventory (RTI-E)

An assessment tool used within the Cognitive Disabilities model to evaluate functional cognition in daily activities.

Cognitive Performance Test (CPT)

An assessment tool in the Cognitive Disabilities model that evaluates functional task performance.

Model of Human Occupation (MOHO)

A practice model developed by Dr. Gary Kielhofner proposing that occupation is shaped by volition, habituation, performance capacity, and environment.

Occupational Adaptation

The ultimate goal of intervention in the Model of Human Occupation (MOHO).

Volition

A MOHO component representing what motivates a person, consisting of interests, values, and personal causation.

Personal Causation

An element of volition in MOHO referring to a person's belief in their own abilities and effectiveness.

Habituation

A MOHO component referring to the habits and internalized roles that structure and organize everyday life.

Performance Capacity

A MOHO component defined as physical and mental abilities, including the person's lived experience of those abilities.

Person-Environment-Occupation (PEO)

A practice model developed by Dr. Mary Law and Canadian colleagues emphasizing that occupational performance depends on the dynamic fit between person, environment, and occupation.