OTD 500 Unit 6 Quiz

Propositions

Formal statements about causes and effects of natures of relationships among features of the world

Assumptions

Ideas we believe to be true

They cannot be definitively proven true or false.

Cultural Embeddedness in Theories

Theories about human behavior are true for every culture.

Theories were developed by Western, White Majority Countries.

Broad Theory

A plausible or scientifically acceptable general principle or body of principles offered to explain phenomena

Discrete Theories

A hypothesis assumed for sake of argument or investigation

Where do theories come from?

Developed in response to an observation or experience that person cannot adequately account for using existing explanations

MOHO

Developed by Gary Keilhofner in 1970s

recognized that factors beyond motor, cognitive, & sensory impairments contribute to difficulties in everyday occupation

Concepts address

(a) motivation for occupation,

(b) routine patterning of occupations,

(c) nature of skilled performance,

(d) influence of environment on occupation.

Volition

process by which people are motivated toward & choose occupations; involves personal causation – thoughts & feelings about one’s abilities & effectiveness as they engage in everyday occupations

Habituation

process whereby people organize their actions into patterns & routines; Habits are learned ways of doing things that unfold automatically

Performance Capacity

a person’s underlying mental & physical abilities & how those abilities are used & experienced in occupational performance

Occupational Identity

Cumulative sense of who people are & who they wish to become as occupational beings

Occupational Participation

Engaging in work, play, or activities of daily living that are desired & meaningful

Performance Capacity

Ability to do things provided by status of underlying objective, physical & mental components

Occupational Performance

doing a task related to participation in a major life area; discrete purposeful actions

Occupational Competence

Degree to which people are able to sustain a pattern of doing that enacts their occupational identity

Occupational Adaptation

creation of an occupational identity & ability to enact that identity in various circumstances

Validating

Attending to and acknowledging clients experience

Identifying

sharing a range of personal, procedural, and/or environmental factors to facilitate performance

Giving Feedback

Sharing your understanding of clients situation

Advising

Recommending intervention goals/strategies

Negotiating

Give and Take approach with Client

Structuring 

parameters for performance; offering alternatives & setting limits

Coaching

instructing, demonstrating, guiding, & verbally/physically prompting

Encouraging

Emotional Support and Reassurance

Providing Physical Support

To aid in completing an occupational task

EHP

The Ecology of Human Performance model

Uses Tasks

PEOP

The Person-Environment-Occupational Performance Model

PEO

The Person-Environment-Occupation Model

COMP- E

The Canadian Model of Occupational Performance

Establish/Restore

Targets Person; Developing Skills and abilities so that person can perform tasks in contexts

Adapt/Modify

Interventions that change environment or task to increase performance range; assistive devices or changes to physical environment

Alter

Interventions that are designed to make a better fit between person, task, or environment. Activity analysis and environmental assessment, match skills with job

Prevent

Intervention to change course of events when a negative outcome is predicted ; occurs before problem develops

Create

Does not assume a problem has or will occurs; designed to promote and enrich performance in context

OA Model

Engagement and Participation in occupations

A transaction with environment 

A manner of responding to change, altered situations and life transitions

A manner of forming identity

Press for Mastery

manifestation between person, environment, & occupational participation creates press for mastery.

Occupational Roles

person-identified behaviors; societal expectations; culture & context

Occupational Challenges

person’s current abilities; desire for mastery; environmental demands

Role Demands or Expectations

roles assert a combination of internal/external role demands

Occupational Responses

person identifies how to respond to challenges, roles, & demands

Adaptive Responses

overcome or help manage occupational challenge & promote mastery & competence in occupation

Dysadaptive Responses

do not overcome occupational challenge & person may feel unable to perform occupations

Adaptive Capacity

person’s ability to perceive need to change, modify, or refine responses to occupational challenges in environment

Kawa Model

Uses metaphor of a river to explain each person’s life journey

Mizu (Water)

Life Energy, Life and Occupation

Kawa Zoko (River Walls)

Proximal Immediate Environment

River’s Side and Floors represent client’s environment

Iwa (Rocks)

Difficulties Problems, and Challenges

Ryuboku (Driftwood)

Personal Factors

neutral effect floating along with water flow,

negative value when caught with other structures, or positively mobilized to move or destroy obstacles

Sukima (Spaces)

Channels through which client’s life flows

Considered Strengths

We (Harmony)

State of balance between self, circumstances, and all elements of nature

Occupational Wholeness

 refers to one’s sense of Being a Whole through their Doings. A sense of occupational wholeness is associated with a sense of contentment & satisfaction with life, the world, & self-fulfillmen

Being

who we understand ourselves to be. Need for survival, autonomy, competence, & affiliation. Shaped by choice-making, meaning-making, & reflecting on what individuals choose to do or not do

Belonging

expanding sense of Being outside self to build relationships, & create affiliations with places, objects, & concepts. subjective experience, a need for connection, & positive regard. Elements– sharing, identification, similarities, closeness, & trust.

Becoming

when humans’ need to exercise autonomy & competence is linked to the future. Includes hopes, aspirations, & plans.

Expecting

Belief about something that influences Doings

Demanding

Insisting or requiring certain Doings

Encouraging

Instilling hope and confidence for Doings

Facilitating

Making Doings Easier

Supporting

Bear part or all of weight to make doings happen

Restricting

Put a limit on, control doings

Blocking

Prevent Doings

Opposing

Causing conflict in Doings or compete with Doings

Hypothetical/Theoretical Triangle

Represents all available Doings

Actual Triangle

Shows what helpees currenly Do or Not Do to meet their 3bs

Ideal Triangle

Shows helpee’s ideals for meeting their 3Bs

Tailored/Reality Triangle

Represents changes that helper and helpee agree on, plan, and implement together

Precontemplation

Person demonstrates a behavior that is perceived by others as needing to be changed

Contemplation

person is likely to be aware of their problem and is thinking about overcoming it

Preparation

Person demonstartes both intention to change and small changes in their behavior

Action

Person is committed to making change and is involved in change behaviors on a regular basis

Maintenance

Person puts forth considerable effort to maintain change

Termination

Person no longer experiences temptation to return to the behavior

Occupational Deprivation

•lack of access to engagement in an array of occupations that have meaning to an individual, family, or community, & can result in ill health & cascading occupational injustice

Health Disparity

•inequality, discrimination, & limitations placed on a group of people, which then create negative effects on health of persons in that group