20180621182952video_in_depth_practice_report___20181 x201806211850392018___key_general_term.___student_copy_1.pptx
The attachments below will give and provide you with all the necessary instructions and details to guide you to complete the paper. I’m caught up between these two topics mental health and pediatrics. So you can choose one that you think is best. This the time for you to make up for the last assignment mess up.
VIDEO ASSIGNMENT
Worth 30% of grade
PURPOSE:
· To provide opportunities for students to explore one occupational therapy area of practice in depth
· To provide an opportunity for students to practice analyzing and synthesizing information from both observations and readings for a resulting conclusion
You will choose one area of practice about which you want to learn more. You will observe three videos. With the videos and at least two other information sources, you will write a paper, complete with citations APA style, on this one area of practice. Papers must be paginated and your name on each page (header or footer) and 5-7 pages in length (cover pages and reference page not included). Your paper should follow the template below:
I. Identify your practice area, and briefly describe it, including the typical patient population and the contexts in which it usually happens.
II. For each video:
a. WHAT (each video)
i. State the title and link to the video
ii. Identify which practice setting is depicted
iii. Briefly describe the client and their diagnosis
iv. Describe what the occupational therapist was doing during the video. In some videos, the client may describe what the occupational therapist did.
b. HOW (each video)
i. Use “occupational therapy language” (from class #1) to state/describe the goals for the client. Think about a description on two levels. First, you might say “they want to be able to move their arm better” – and then take it further: what sorts of “occupations” are they aiming for? How might they be more able to participate and engage in their life if their arm were better?
ii. Identify the TYPES of INTERVENTION and the corresponding APPROACHES to INTERVENTION you think the OT was using, and defend your thoughts. Refer to handout from CLASS 1.
All INTERVENTIONS and APPROACHES must be identified in BOLD TEXT.
iii. Describe the OT’s relationship with the client. Was it more as a collaborator, an instructor, an understanding friend? How did the OT engage and motivate the client?
iv. How did the client respond to the OT and the intervention?
c. SYNTHESIZE (synthesis is on all 3 videos – do not synthesize each one after the what and how). Synthesis includes but is not limited to the following points.
i. How does this observation relate to your readings and what we discussed in class?
ii. What new things did you learn?
iii. What things that you already know were emphasized?
iv. What are your next questions about occupational therapy? What are your unanswered questions? Is there another area you would like to explore in more depth?
NAME: ________________________ SEMESTER: _________________
Grading Rubric for Video Assignment
Component
Unacceptable
Acceptable – Needs some Work
Acceptable
Total – (Plus “Above and Beyond”
points)
Accuracy (30 points)
Missing 2 or more aspects of the assignment; more than 2 inaccuracies; conclusions are not founded on shared facts; lack of citations
Missing 1-2 aspects of the assignment; one-two inaccuracies; citations not 100% correct; conclusions are inaccurate or based on inaccurate facts
All aspects of the assignment are included; all facts are accurate; all citations are accurate; conclusions are well justified on facts;
Depth
(30 points)
Information from only one source; information is surface only with little thought demonstrated or communicated in the writing
Information from 2 sources; themes or patterns included – but may be inaccurate or shallow; thought is demonstrated, but could be more strongly demonstrated
Information from three sources has been included; themes or patterns in readings have been accurately identified;
Clarity
(30 points
Too many errors in grammar, sentence structure and or spelling to be understandable; organization is not clear and line of thinking is illogical
Some errors in grammar, sentence structure and/or spelling; thoughts can be somewhat followed by the reader; sequence of thoughts is not always logical
Spelling and grammar accurate; Work is organized; a line of logic is present; reader easily understands what is being communicated
Overall
Instructor Impression
(10 points)
Total:
Key General Terminology
Mercy College Occupational Therapy Program
HLSC 210 – Overview of Occupational Therapy
Donna J. Roberto, MS, OTR/L; CEAS I; ATP
1
Occupation
Ordinary and familiar things that people do
Activities that have meaning and value…that have unique meaning and purpose in a person’s life
Bigger than “activity,” and assume a place of central importance in a person’s life
2
Occupation
Occupations are mediated by context and/or culture, and the values of and meanings to those who perform them (Dickie, 2014).
Occupations contribute to one’s health and well-being.
Engagement in meaningful occupations shape who we are, our self-concept and self-esteem
Occupations organize our time (day) and provide a sense of satisfaction
4
Occupation
Our quality of life is influenced by “engagement in meaningful activities.”
Helping a person who has a disability (acquired or otherwise) to gain new or return to old meaningful occupations – and accomplishing this through helping them “do” – is occupational therapy.
5
Areas of Occupation
Work
Play
Leisure
Social Participation
7
Occupational Performance
The ability to carry out activities of daily life
The occupational therapist’s word for “function.”
Occupational Performance emerges out of the interaction of three things:
Person
Activity
Context
Occupational
Performance
8
Two Important Beliefs
Client-Centered Care
An occupational therapist’s job is to provide care that is centered on the client.
Why would this be necessary, given what we’ve just learned about occupation?
What does this mean regarding the client’s engagement in the evaluation and treatment process?
9
Two Important Beliefs
Therapeutic Use of Self
Using one’s self – personality, insights, perceptions, judgements, actions – as part of the therapeutic process
We use ourselves in service during the client’s course of treatment
10
Types of Interventions
Advocacy
Group or Individual Interventions
Occupations & Activities
Preparatory Methods and Tasks –
“Set Up”
Education and Training
11
Types of Interventions:
Occupations & Activities
Individualized
Specific
Meet particular goals and/or needs
12
Types of Interventions:
Preparatory Methods and Tasks
Preparatory Methods
Might be done “to” the client
Get the client “ready” for occupational performance
Examples
Hot packs; cold packs; splinting; sensory strategies; muscle facilitation
13
Types of Interventions:
Preparatory Methods and Tasks
Preparatory Tasks
Activities that will help the client attain their goals
Involve active participation by the client
Examples
Exercises; stretches; eye exercises
May not be meaningful to client
14
Types of Interventions:
Education and Training
Education
share knowledge
Prevention
Examples: energy saving techniques; facts about disease process
Training
Teach skills to meet goals
Promotes increased engagement and independence
Examples: dressing with one hand; low vision techniques; tying one’s shoes
15
Types of Interventions:
Advocacy
Empowering clients to seek out resources
Helping client learn to advocate for themselves
Educating others on behalf of the client
Examples: speaking with employers re: employee needs; speaking with village board about an accessible playground
16
Types of Interventions:
Group Interventions
Groups are “mini-” reflections of social participation in society
Provide a place to learn and to practice skills needed for participation and engagement in society
Always will involve an activity
May involve a task
May involve learning and practicing a skill
May involve providing support to peers
17
Types of Approaches to Intervention
Maintain
Modify
Establish, Restore, Remediate
Create/Promote
“Health Promotion”
Prevent
18
Approaches to Interventions
Create and/or Promote Health – Health Promotion
Does not assume a disability is present
Designed to provide enriched experiences
Life-style Re-Design
Establish, Restore, Remediate
Help clients learn a skill that has not been developed
Restore an ability that client no longer has
19
Approaches to Interventions
Maintain
Preserve performance –
Client will not be able to participate to their fullest, and will not maintain health and quality of life if function is not maintained
Modify
Adapt
Teach compensatory ways of doing things
Change in the physical environment
Change in the method of completing a task
May be adapting for the client or caregiver
20
Approaches to Intervention
Prevent
Addresses needs of client with or without a disability
Aims at helping those who are at risk of developing problems with occupational performance
Helps to prevent barriers to performance
Example: joint preservation; stretching tight muscles; falls prevention; worksite injury protections (repetitive use injuries); home safety; splinting
21
Approaches to Intervention
Establish, Restore and Remediate
Focuses on impairments – or things that are wrong with our body or how we do things
Motor skills: Gross, Fine, Praxis, Bilateral Coordination, Laterality, Eye Skills
Visual perceptual skills: visual closure, figure ground, form constancy, depth perception
Sensory skills: arousal, attention, processing information for organization, touch, hearing, smelling, seeing, tasting – and two others: proprioception and vestibular
Cognitive skills: attention, memory, problem solving; metacognition, awareness, time management
Psychosocial skills: emotional regulation, social interaction, values, interests, interpersonal skills,
22
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