Group Interventions In Occupational Therapy

Occupational therapist use interventions to have the client work on occupations and participate on getting better (2014 pg. S43). One way practitioners implement intervention is by using occupation and activities. Occupations include daily life activities that are client-directed toward his or her goals (pg. S29). Being able to dress himself or herself independently would be an occupation intervention. Activities are parts of an occupation that develops the client’s performance skills and patterns (pg. S29). The client being able to pick out his or her clothes would be an activity intervention (pg. S29). Preparatory methods and tasks are a type of intervention that prepares the client for his or her occupation (pg. S29). A client that has
problems gripping silverware will be given a wide handle silverware to prepare him or her to be able to eat independently. A practitioner can use a splint to help the client participate in household activities they otherwise would not be able to (pg. S29).
Group interventions are used to help groups settings learn and develop skills (pg. S29). Teaching a group of young school children how to play nicely is a group intervention. Education and training are used in intervention (pg. S30). The practitioner needs to educate the client on information regarding health, occupations, the client’s participation so the client can develop new habits and routines (pg. S30). The practitioner also needs to train the client on how to perform measurable skills to enable the client to reach his or her goals (pg. S30). The practitioner can educate a client by reviewing at home exercises before the client tries them. Training the client or their family on how to provide a safe environment for a shower transfer is part of the intervention. Advocacy intervention is important for the practitioner along with the client. The practitioner can advocate for local people on a community board or participate in an organization that accommodates to people’s needs (pg. S30). The client can be self-advocating by communicating with other disabled people in the community to solve a local problem they all face (pg. S30). Interventions are used to keep the client moving in the direction to reach his or her
goals.
Occupational therapist can work in a variety of contexts.
Contexts refer to the conditions around the client that are cultural, personal, temporal, and virtual (2014, pg. S28). The cultural context is the customs, beliefs, patterns, and expectations the client is a part of (pg. S28). A church group could sing carols around town on the week of Christmas every year. A personal context includes the client’s age, gender, socioeconomic status, and education status (pg. S28). It could be a group community of elderly people who volunteer to knit blankets for the homeless shelter. Temporal context is the rhythm, duration, sequence that people go through at various stages in his or her life (pg. S28). A population temporal context would be celebrating Valentine’s Day on February 14th every year. A virtual context includes communication that occurs with an absence of physical contact or communication (pg. S28). A group context would be a group of people play his or her Xbox game together from their separate homes. Different context can be seen in many different
settings.
Occupational therapists have a numerous of settings to practice in. Some commons ones are hospitals, clinics, schools, and home health (2012, pg. 6). Practitioners can work on the job site, acute care, outpatient or inpatient care, and rehabilitation (pg. 6). An area that not a lot people think occupational therapy would practice, is in prison (pg. 6). Because therapist work in many different settings the work with different teammates and different client ages (pg. 6). There are three characteristics of a setting in occupational therapy (pg. 105). According to the Introduction into Occupational Therapy text, the three characteristics are administration, levels of care, and areas of practice (pg. 105). Health care facilities are either public agencies, private not-for-profit agencies, or private-for-profit agencies (pg. 106). Public agencies are operated be the county, state, or federal (pg. 106). Private-not-for-profit agencies receive a special tax cut and usually are religiously affiliated or private care (pg. 106). Private-for-profit agencies are owned by investors who specialize in a certain are of care (pg. 106). Level of care includes acute care, diagnosis-related groups, and subacute care (pg. 106). Acute care is for clients that need short term care and are usually hospitals (pg. 106). Diagnosis-related groups provide reduced and short-term services (pg. 106). Subacute care is for client’s that are not critical, but need one to four weeks of hospital care (pg. 106). Areas of practice include biological, physiological, and sociological (pg. 106). Biological focused practice looks at the biological or medical issues of the client (pg. 107). A practitioner who works here might give services to someone with immunological, hematological, pulmonary, or cardiac care (pg. 107). A psychological focused setting work with psychiatric or mental health care (pg. 109). A sociological setting provides for the people who have functional difficulties in society (pg. 107). The client could have issues with cognitive or physical disabilities, developmental delays, poor interaction skill, and many more issues (pg. 107). A practitioner can pick from a variety of settings to practice.
According to the Introduction in Occupational Therapy, theory is “the analysis of a set of facts in their relation to one another” (2012, pg. 136). A biochemical approach come from the knowledge of anatomy, physiology, and kinesiology (2015, pg. 74). The assumptions of this theory contains purposeful activities to increase range of motion, endurance, and strength (pg. 74). When range of motion, endurance, and strength skills are increased it will lead to functional skill (pg. 74). The client must rest before he or she can be stressed and have intact brain function to have coordinated movements (pg. 74). The neurodevelopment theory bases its information from neurological, development, and dynamic system (pg. 75). This theory encourages the client to regain foundation skills that lead to normal skills (pg. 75). Normal and correct movements are learned by learning what that feels like (pg. 75). Limb movement is not possible without postural control and the brain has plasticity. This theory assumes sensorimotor disabilities affect the whole body (pg. 75). The rehabilitation guideline approach is based on systems and learning (pg. 75). The client is thought to be able to use compensation when they cannot overcome their deficits (pg.75). There must be a minimal level of cognitive and emotional skills to make independence allowable (pg. 75). Proprioceptive neuromuscular facilitation is based on the foundation of proprioceptive neuromuscular facilitation from anatomy, neurophysiology, and kinesiology (pg. 76). Balance interaction of an antagonist determines normal movement and posture (pg. 76). It is assumed that motor behaviors are expressed in patterns (pg. 76). This theory is based on sociology, psychology, and behavioral learning (pg. 76). The client must learn his or her role from society and he or she must explore his or her environment (pg. 76). The behavioral guideline is based on experimental psychology, classic and operant conditioning, and social learning (pg. 77). This assumes that a person behavior can be predicted and a person learns from reinforcement from his or her environment (pg. 77). The psychodynamic guideline has assumptions in eclectic integration (pg. 78). This assumes that the client knows his or her emotions and needs best and each person is a unique individual (pg. 78). The cognitive-behavioral guideline is based on social learning, cognitive, and behavior (pg. 80). A person will make a decision based on what he or she thinks will be the outcome (pg.80). Along with the theories listed above there are theories focused toward pediatrics (pg. 82). Motor skill acquisition assumes that the person, task, and environment are all interacting (pg. 82). This theory believes that functional tasks help organize behaviors (pg. 82). Sensory integration encompasses neuroscience and developmental theories (pg. 82). Sensory information helps people learn and develops in a process (pg. 83). Visual perception theory is based on a knowledge of development, acquisition, and learning (pg. 84). Vision proception processing is developed with experience through an environment that is stimulating (pg. 84). Cognitive and perceptual guidelines assumptions are from neuropsychology and cognitive theories (pg. 85). This theory assumes that a normal action is based on balance between the brain (pg. 85). The dynamic interactional assumptions are from neuropsychology and learning (pg. 85). It assumes that the environment, task, and individual effect cognitive functioning (pg. 85). The neurofunctional approach bases its knowledge from neuroscience and learning (pg. 86). Daily functioning is affected by the person’s ability of memory, attention, processing, and frontal lobe functioning (pg. 86). Self-awareness enhancement through learning and function is based on neuroscience, learning, and care theories (pg. 87). This theory assumes that there are four levels to self-awareness that come from different parts of the brain (pg. 87). Theories are used to guide the practice.