OCC200 Combined Quizlet Ethics, Law, and OT Models

A comprehensive vocabulary set covering ethics, professional standards, occupational justice, clinical reasoning, and various OT models and frames of reference based on the OCC200 lecture notes.

Q3 ethics structure

Dilemma -> People -> Info -> Options + Action. Dilemma = what values/principles clash? People = who has legitimate involvement? Info = what must I know before deciding? Options/action = what choices exist and what do I recommend?

A B N J

Autonomy = respect client choice; Beneficence = promote wellbeing/do good; Non-maleficence = avoid harm; Justice = fairness and equity.

Autonomy

Client's right to make informed choices about their own care and occupations. Use when: client refuses equipment, wants risky independence, or disagrees with family/service.

Beneficence

Acting to promote the client's wellbeing and best interests. Use when recommending support, equipment, therapy, education or services to improve participation.

Non-maleficence

Duty to avoid or reduce harm. Use when there is falls risk, burns, unsafe transfers, unsafe discharge, carer injury or distress.

Justice

Fairness, equity and fair access to services/resources. Use when there are waitlists, limited funding, service exclusion, rural access or disability barriers.

Dignity of risk

Client's right to make informed choices that involve some risk. Use when the client chooses independence despite safety concerns.

Duty of care

Professional responsibility to take reasonable steps to prevent foreseeable harm. Use when safety risk is known or predictable.

A C C R

Accountability = justify decisions professionally, legally and ethically; Consultation = seek input from supervisor/client/family/MDT where appropriate; Cultural sensitivity = respectful, culturally safe and non-discriminatory; Critical reflection = check assumptions, bias, emotions and power.

Consequentialism / Deontology / Virtue ethics

Consequentialism = best outcome; Deontology = duties, rules and obligations; Virtue ethics = good professional character; Principle-based ethics = autonomy, beneficence, non-maleficence and justice.

Q4 law structure

Legal issue -> risk -> protective action -> documentation/supervision. Ask: What legal duty applies? What could go wrong? How do I manage it? What do I document? Do I need supervision?

Big legal/professional things to remember

AHPRA/OTBA; Code of Conduct/Code of Ethics; Valid consent; Capacity; Confidentiality/privacy; Duty of care; Documentation; WHS/manual handling; Australian Charter of Healthcare Rights.

AHPRA / OTBA

Registration and professional standards for safe, competent, accountable OT practice. Use when discussing scope of practice, supervision, professional responsibility or safe care.

Code of Conduct / Code of Ethics

Guides respectful, safe, client-centred and ethical professional behaviour. Use when discussing dignity, respect, communication, confidentiality, cultural safety or professionalism.

Valid consent

Consent must be voluntary, informed, specific and given by someone with capacity. Use for assessment, intervention, equipment, sharing information or refusal.

Capacity

Client can understand information, weigh up risks/benefits and communicate a decision. Use when a client refuses help/equipment or makes a risky choice.

Right to refuse

A client with capacity can refuse assessment, intervention, equipment or support, even if others disagree. Use when the client says no to a shower chair, hoist, care or therapy.

Confidentiality / privacy

Client information should only be shared with client consent, legal requirement or serious risk of harm. Use when family asks for information, team communication is needed or there are private disclosures.

Documentation standards

Documentation should be factual, objective, timely, accurate, professional and secure. Include consent/refusal, risks discussed, options offered, client preferences, clinical reasoning, recommendations and supervision sought.

WHS / manual handling

Workers and services must reduce risk of injury during physical care tasks. Use for hoists, transfers, support workers, carers or unsafe manual handling.

Australian Charter of Healthcare Rights

Client rights include access, safety, respect, communication, participation, privacy and comment/complain. Use when discussing client-centred care, informed decision-making, dignity, communication or privacy.

Duty of care vs autonomy

Autonomy = client can choose; Duty of care = OT must reduce foreseeable harm. OT should explain risks, offer safer alternatives, document informed refusal and seek supervision.

Q5 occupational justice structure

Name it -> prove it -> occupation impact -> OT action. Ask: What injustice is happening? Why is it happening? What occupation is affected? What would OT do?

Occupational deprivation

Restriction from meaningful occupation due to external factors outside the person's control. Use for service barriers, transport, environment, institutional rules, poverty or lack of access.

Occupational marginalisation

Reduced choice or control over occupations. Use when family, service or policy overrides client preference.

Occupational imbalance

Unhealthy balance of occupations. Use when there is too much caring/work/therapy or not enough rest, leisure, self-care or social participation.

Occupational alienation

Occupation feels meaningless, dehumanising, disconnected or lacking identity. Use when a client says equipment/care makes them feel like a burden, object, patient or not themselves.

Occupational apartheid

Systemic exclusion from occupations due to social, cultural, political or economic factors. Use for disability discrimination, racism, structural exclusion or inaccessible systems.

Pattern recognition

Noticing similarities and differences between situations. Example: recognising a familiar client presentation or risk pattern.

Cue acquisition

Picking up important information or cues from a situation.

Limiting the problem space

Narrowing the focus to the most important parts of the situation.

Problem formulation

Developing an explanation of what is happening and why.

Problem solution

Identifying possible courses of action or intervention options.

Scientific reasoning

Using knowledge of body functions, structures, conditions and evidence to understand the client's presentation.

Diagnostic reasoning

Using knowledge of body functions and structures to predict likely occupational performance issues.

Procedural reasoning

Thinking about processes, routines, assessments and intervention procedures used in practice.

Interactive reasoning

Thinking about how to relate to and work with the client.

Conditional reasoning

Thinking 'if/then' and considering possible future outcomes of different interventions.

Narrative reasoning

Understanding the client's occupational story, values, identity and future possibilities.

Pragmatic reasoning

Considering what is realistic within the practice context, resources, time and service constraints.

Occupational issue formula

Difficulty/unable/at risk + specific occupation + cause/barrier + participation impact.

Occupational profile

A summary of the client's occupational history, experiences, patterns of daily living, values and needs.

Paradigm

The philosophy, values, ethics and knowledge base of occupational therapy.

Occupational science vs occupational therapy

Occupational science studies occupation itself; occupational therapy applies occupation therapeutically in practice.

Proposition

A formal statement about cause and effect that can be tested and potentially disproven.

Assumption

An idea believed to be true but not able to be definitively proven or disproven.

Tacit reasoning

Reasoning that is implicit or difficult to explain clearly.

Explicit reasoning

Reasoning that can be clearly described and justified.

Broad theory

A theory that explains large sets of related findings or maps out broad phenomena.

Discrete theory

A specific theory for a defined context that can describe how an intervention works or predict outcomes.

Occupation-based model

A broad OT model used to organise thinking about occupation, person, environment, performance and participation.

Frame of reference

A more discrete theory that guides assessment and intervention for specific client issues or contexts.

Models as mental maps

Models help practitioners organise thinking, understand practice and guide professional reasoning.

PEO model

Person + Environment + Occupation fit influences occupational performance.

PEO person factors

Physical, cognitive, emotional, spiritual factors, roles, values and life experiences.

PEO environment factors

Physical, social, cultural, institutional and socioeconomic environments.

PEO occupation factors

Meaningful tasks and activities the person needs, wants or is expected to do.

PEO fit

The alignment or congruence between person, environment and occupation that supports occupational performance.

PEO transactive relationship

Person and environment are interdependent and shape each other, rather than acting separately in a simple cause-effect way.

PEO vs biomedical model

Biomedical model focuses mainly on impairment/pathology; PEO considers holistic person-environment-occupation fit.

PEOP model

Person + Environment + Occupation influence Performance, Participation and Wellbeing.

PEOP narrative

The client's story, goals, values, occupational history and current challenges.

PEOP person factors

Intrinsic factors such as physiological, psychological, cognitive, neurobehavioural and spiritual factors.

PEOP environment factors

Extrinsic factors such as social support, culture, policy, built environment, natural environment, technology and services.

PEOP assessment/evaluation

Identify occupational, personal and environmental barriers/constraints and enablers/capabilities.

PEOP best used when

Use for holistic scenarios involving client story, participation, wellbeing, identity, roles and supports.

OPM-A core elements

Body, mind and spirit.

OPM-A internal context

The person.

OPM-A intervention focus

Improving occupational performance capacity.

OPM-A occupational roles

Roles involving self-maintenance, productivity, leisure and rest.

OPM-A performance areas

Self-maintenance, productivity, leisure and rest.

OPM-A performance components

Biomechanical, sensory-motor, cognitive, intrapersonal and interpersonal components.

OPM-A felt space

The subjective personal experience of space.

OPM-A physical space

Objective/measurable space, including the physical world, objects and body structures.

OPM-A felt time

The subjective personal experience of time.

OPM-A physical time

Objective clock/measurable time.

OPM-A tap turner for thumb arthritis

Addresses biomechanical performance capacity because it responds to pain, grip, strength or joint movement issues.

Kawa model metaphor

A river representing the person's life and experiences.

Kawa water/life flow

The client's overall life flow, wellbeing and ability to move through life.

Kawa rocks

Problems, barriers, life challenges or circumstances that restrict life flow.

Kawa driftwood

Personal attributes, skills, values, resources and supports that can help or hinder flow.

Kawa riverbanks/floor

The physical, social, cultural and environmental context.

Kawa spaces/gaps

Opportunities for occupational therapy intervention.

Kawa main OT goal

Increase life flow.

Kawa vs Western models

Kawa views individuals as interconnected with their environment, family, culture and community.

Kawa tap turner for thumb arthritis

Can be seen as expanding the spaces/gaps or altering context to improve life flow.

FoRs in Cole & Tufano taxonomy

Generally discrete, more specific theories used to guide assessment and intervention.

Model vs FoR

Model explains the whole occupational situation; FoR guides the specific intervention approach.

Biomechanical FoR

Focuses on strength, range of motion, endurance, pain, posture, ergonomics and physical capacity.

Biomechanical FoR best for

Physical limitations such as weakness, pain, reduced ROM, grip difficulty, endurance issues or manual handling risks.

Biomechanical assessment examples

Manual muscle testing, dynamometer, goniometry, pain scales, endurance measures, ergonomic assessment.

Rehabilitative FoR

Focuses on adaptation, compensation, assistive technology and environmental modification to maximise participation despite impairment.

Rehabilitative FoR

Equipment, home modifications, energy conservation, task adaptation and long-term conditions.

Shower chair for fatigue

Rehabilitative FoR because it adapts the task/environment to support participation despite fatigue.

Planning activities around high/low energy

Rehabilitative FoR because it uses energy conservation and compensatory planning.

Workplace manual handling analysis

Biomechanical FoR because it analyses physical demands, posture, force, ergonomics and injury risk.

Toilet transfer issue due to arthritic hip pain and weakness

Biomechanical and rehabilitative FoR because physical capacity and adaptation/compensation are both relevant.

Sensory motor/processing FoR

Focuses on sensory integration, sensory modulation, self-regulation, praxis and sensory responsiveness.

Sensory seeking

Behaviour that increases sensory input, often because the person needs more input to regulate.

Sensory avoiding

Behaviour that reduces or avoids sensory input.