Groups

If patients have low cognitive abilities, the OT's leadership style should be more _______; that is, he or she provides more directions and structure and is more prescriptive in directing the way group activities unfold.

Directive

If the group demonstrates fair to good insight and motivation, the practitioner's leadership style should be________; that is, he or she allows participants to take responsibility for some group activities while maintaining control over goals and decision

Facilitative

If the group is mature and has high verbal abilities, the practitioner's leadership style should be ______; that is, he or she works along side the group participants in a coaching capacity.

Advisory

List Tuckman's 5 developmental stages of groups.

1. Forming
2. Storming
3. Norming
4. Performing
5. Reforming or transforming

Stage in which participants become acquainted with one another and familiarize themselves with the tasks.

Forming

Stage in which participants challenge one another and the leader.

Storming

Stage in which participants develop trust in one another and the leader and avoid conflict as they focus on the task at hand.

Norming

Stage in which participants work together as a cohesive unit. Conflict may be present, but is effectively resolved.

Performing

Stage in which the major task is to review group history and make changes as need. Participants reflect on their history, evaluate what went well and what caused problems, and adjust themselves as a group in response to this review.

Reforming or Transforming

List the 4 developmental stages of groups outlined by Cara and MacRae.

1. Initial Stage
2. Transition Stage
3. Working Stage
4. Final Stage

Stage in which participants learn expectations, get to know one another, may be preoccupied with how much to disclose, and are concerned with trust.

Initial Stage

Stage in which participants wonder about being accepted and about whether they will be safe; they struggle with conforming versus risk-taking behavior.

Transition Stage

Stage in which trust is built, and the group becomes more cohesive; participants demonstrate their ability to share responsibility and communicate effectively.

Working Stage

Stage in which the task is completed, and participants evaluate the experience and deal with feelings surrounding completion.

Final Stage

Mosey described a group sequence according to the skills of interaction required or demonstrated:

Parallel
Project
Egocentric-Cooperative
Mature

Sequence in which participants complete tasks side by side with little or no interaction between or among them.

Parallel Group

The group's
emphasis is on the task; some interaction occurs among participants.

Project Group

Interaction among participants is expected.

Egocentric-Cooperative Group

Participants assume leadership roles and address one another's needs.

Mature Group

Approach that allow participants to engage in group activities structured to present the "just-right" challenge for their developmental level; groups using this perspective foster participants' progression to the next level in the developmental sequence;

Developmental Group Approach

Approach to group design and intervention that allow participants to benefit from deliberate and thoughtful design on sensory experience.

Sensorimotor Group Approach

Approach that considers individuals to be open systems that can change as a result of interaction with the environment. Groups engage in activities toward a therapeutic outcome related to participation in occupations and roles.

MOHO Approach

Participants in a group act on their surroundings and receive feedback from these actions. They adapt to their environment and process feedback as they change.

MOHO Approach

This approach can be used in designing groups around specific roles.

MOHO Approach

Group model that seeks to enhance occupational behavior and thus adaptation by mobilizing dynamic group forces that have the potential to positively shape people's understanding of themselves or their abilities.

Functional Group Model

According to Cara and MacRae, _______ models allow participants to gain access to their unconscious and develop insight and awareness.

Psychoanalytic

According to Cara and MacRae, _______ models emphasize self-actualization, exploration of values, and a focus on the present.

Humanistic

According to Cara and MacRae, _______ models seek to change behavior using techniques such as teaching, reinforcing, and extinguishing.

Behavior

According to Cara and MacRae, _______ models seek to change thoughts and provide a framework to eliminate maladaptive thinking.

Cognitive-Behavioral

Model that focuses on the configuration of activity patterns that constitute a lifestyle.

Lifestyle Performance Model

According to the Lifestyle Performance Model, good quality of life involves a sense of balance among and of autonomy within 4 domains that exist within context. List the domains.

1. Reciprocal interpersonal relatedness
2. Intrinsic gratification
3. Societal contribution
4. Self-care and self-maintanence

Japanese model that serves as a river as a metaphor for a person's life and the variables of occupation within it. Groups engage in activities to help them more effectively participate in the groups in their lives and deal effectively with the "rocks and

Kawa Model

Community centers that provide support and work and recreational opportunities for people with severe and persistent mental illness.

Clubhouse

Under this approach, activities focus on the members' strengths and abilities rather than their illness.

Clubhouse Model

True or False:
The clubhouse is NOT a clinical program; no therapists or psychiatrists are on staff.

True

The clubhouse is built on ________; members vote to determine programming.

Consensus