Activity analysis
the process of analyzing the activity to distinguish its component parts
Adaptation
a change that facilitates performance; can be a change in the task itself or the environment in which it is accomplished
Directive group
designed to meet the needs of the most severely and acutely mentally ill who have significant cognitive impairments and are receiving treatment on an inpatient psychiatric unit or in a long-term care facility; group consists of 5 steps
5 steps of Directive Group
1) Orientation to the group and introduction of individual members 2) Motor based warm up activity 3) Perceptual motor task 4) Cognitive discussion of the activities 5) closure
Group climate
the emotional environment within the group; determines whether a member feels safe and accepted by his or her peers and able to express thoughts and emotions
Group duration
the length of time the group meets; Ex. An hour
Group interaction skill
the ability to be a productive member of a variety of primary groups; the ability to participate in a variety of groups in a manner that is satisfying for oneself and for one's fellow group members
True
T/F- through the acquisition of various group interaction subskills, the individual learns to take appropriate group membership roles, engage in decision making, communicate effectively, recognize group norms and act in accordance with these norms, contribute to goal attainment, work toward group cohesiveness, and assist in resolving group conflict
Group treatment
a planned process for creating changes in individuals, bringing them together for this purpose
Personal space
the distance required between two or more people as they interact in order for a person to feel comfortable
Group reality testing
the ability to tell the difference between reality and fantasy and to share the same general ideas about reality as everyone else
Routines
the steps done to complete the schedule
Support group
meet for the purpose of giving emotional support and information to persons with a common problem; based on beliefs that lifestyle change associates with major life transitions is a long-term goal and that support groups can play a major role in adjusting to those transitions
Activity group
used for rehab purposes by OT from the earliest days of the profession; a group defined by the activity the group completes and is based on the needs and skill levels of the identified group members, as well as general program format and available resources; Ex. Cooking group, arts and crafts group, exercise group, relaxation group, work skills group, etc.
Closed group
groups in which the membership remains stable; membership is fixed, so there is a development of trust and cohesion; 15 members or less; Time limited group - a group that attend a specific number of groups and complete the treatment together, Ex. People in an inpatient substance use unit who complete a certain number of groups in their 28-day program
Ongoing group
a group where there would never be more than a specified number of members, and the leader would fill vacancies with individuals with a similar diagnosis as members graduate from the program; Ex. An outpatient therapy group for teenagers with eating disorders after school
Communication patterns
the flow of information within the group
Expressive group
groups that include a range of therapeutic activities that allow clients to express feelings and thoughts- conscious or unconscious- that they might have difficulty communicating with spoken words alone; Clients can be asked to use art, music, drama, games, dance, free movement, poetry, etc. to express themselves
Group cohesion
the sense of solidarity the members feel toward one another and the group; based on a feeling of closeness and identification with other members; Serves the same purpose as rapport and trust in an effective client-therapist relationship; Clarity of group goals effect this
Group frequency
how often the group meets
Group composition
several variables of the group, including differences and similarities among members (ex. Age, developmental level, culture, knowledge, skills, and motivation on group topic), whether the group is open/closed, size of group, duration, time of day and frequency of group, how long it meets; A factor in the level of participation within a group
Group protocol
a way to organize your thoughts about the design of a group and share them with other members of the treatment team; A written plan that describes the goals of the group and the methods by which these goals will be achieved
Protocols should include (at minimum):
1) Title of the group 2) Rationale for its use 3) Group goals 4) Description of the group format and content 5) Selection criteria for participants 6) Necessary materials 7) Description of the role that the leader takes within the group
Open group
membership changes from one group to the next; Have no limit on number of members, which can make it difficult for participants to feel heard and understood and for members to feel a sense of connection to the group
Psychodynamic group
the generic name encompassing ways of looking at the dynamics that take places in groups; aim at the remediation of in-depth psychological problems, and explore how past influences affect the present
Psychodynamics
the knowledge of the way people function psychologically, to promote change and healing
Revolving membership
when membership changes from one group to the next; common in open groups; Requires a group to dedicate time and effort to acclimate new members at the beginning of each session
Schedules
the big picture: the main activities to be completed daily
Systems theory
the interdisciplinary study of systems in science and society; According to this theory, a group is considered a system because it has identifiable parts (members), yet it is a whole entity (group), with each part interacting with and influencing the work of the other
Activity synthesis
the process of combining component parts of the human and nonhuman environment so as to design an activity suitable for evaluation or intervention relative to performance
Cognitive behavior group
focuses on the members' thoughts (self-talk) and feelings, and subsequent behavior
Didactic teaching
the focus is primarily on the leader who attempts to engage participants in the subject being taught using teaching materials such as diagrams, handouts, photos, and pictures
Group
A planned process for creating change in individuals, bringing them together for that purpose
Group content
the activities and topics incorporated into a group session; Used to achieve group goals
Group graduation
the process of gradually advancing the skills required to complete a group activity, step by step
Group size
the number of members allowed to participate in a group
Three people (also the ideal number of members for a small group)
Small groups must exist of...
4-9 members
Range of members suggested for a group, when frequent interaction and group cohesiveness are factors (number of people)
Group goals
the purpose for which the group meets
Peer learning
learning from those one perceives as equals rather than those one perceives as authorities
Psychoeducational groups
highly organized and time limited, and integrate principles of teaching and learning with traditional group intervention strategies; The primary purpose of this group is to develop performance, emotion regulation, and cognitive skills of members by imparting, discussing, and integrating factual information; Can focus on topics such as self-awareness, self-improvement, teach life skills for the purpose of prevention, growth or remediation
Role
a tendency to behave, contribute, and interrelate with others in a particular way
Self-help group
groups that promote change within an individual; Can be based on condition (ex. Wounded warrior) or common disorder (ex. Anxiety)
Task group
the assembly of individuals who are brought together to accomplish a specific action or produce a product
Leader
influence their groups in a variety of ways, and clients benefit when groups are led by good leaders
Leadership
a process, and based on the type of group, the leader guides, organizes, directs, coordinates, supports, and motivates the efforts of members to varying degrees at different points in the group
Task leadership
focused on the work that will be done within the group to achieve goals; a leader creates structure by planning activities, setting goals, defining the group roles and responsibilities of the members, developing operating procedures, monitoring compliance with those procedures, offering feedback, proposing solutions, and stressing productivity to facilitate the achievement of group goals
Relationship leadership
the leader focuses on the development of interpersonal relationships within the group and shows concern for members by boosting morale, providing support and encouragement, reducing interpersonal conflict, and establishing rapport among participants
Functional approach
the ability of the leader to manage the group in order to complete the task while working together as a team
Autocratic leader
task oriented and less focused on the individual group members than other types of leaders; there is a clear division between leader and participants
Democratic leader
encourages group members to share their ideas and opinions; however he or she reserve the right to have the final say on decisions
Laissez-Faire leader
allows group members to make all of the decisions; although the individual may provide resources and support to the group, he or she does not make suggestions, offer direction, or exert control over the group in any way
Directive leader
exerts the most control over the group; therefore this leadership style is the appropriate choice for clients functioning at a low cognitive level; also utilized in groups educating clients on specific topics or skills
Scaffolding
occurs when the OT provides assistance and support to the client at those times that the client cannot complete a step on his or her own and then gradually removes that support as the individual learns to perform the activity
Facilitative leader
where the leader remains in the background while the group makes its own decisions
Advisory leadership
can only be applied to clients who have the ability to independently organize and conduct the group; leader would only step in when the clients cannot solve a problem or when support is needed
Perceived self
includes aspects such as physical and intellectual abilities, emotions, values, and standards that have been developed through our interactions with other people and the successes and failures to which they led
Acting self
consistent ways of behaving, which are elicited by certain situations having something in common
*Rapport
occurs when two or more people are in sync or on the same wavelength because they feel similar or relate well to one another
Active listening
being attentive to what the client is saying, verbally and nonverbally, while allowing him or her to determine the content of what is said, as well as the level of self-disclosure; a keystone in the process of building a therapeutic relationship
Body language
the nonverbal behaviors that send signals to others; facial expressions, hand gestures, eye contact, body movement, posture, stance, speed of speaking, how close they position themselves to others
Interpersonal learning
all of the processes or relationships among individuals that result in change in behavior, knowledge, or attitude on the part of any one or more of the people involved
Stereotype
a label used to describe differences among groups and to predict how others will behave
Prejudice
an unjustified negative attitude toward a person based solely on the person's membership in a group
Racism
a prejudice directed at people specifically because of their race or ethnic membership
Discrimination
when prejudice is acted on
Group dynamics
the forces that influence the relationship among members and the group outcome
Group process
how group members approach a task to get things done; includes reflection about the interrelationships of members and how this interaction affects the outcomes of the group
Norm
the shared expectations among members that outline the parameters of what is desirable and acceptable behavior, as well as discouraged or prohibit certain actions in a particular setting or group
Communication network
the regular patterns of information exchange among members of a group
Power struggle
where members vie for control in leadership, status, and/or position
Conflict
the actions or beliefs of one or more members of the group are viewed as unacceptable and/or are resisted by other members
Teaching
defined as a deliberate intervention that involves sharing information and experiences to meet learner outcomes in cognitive, affective, and psychomotor domains
Educational process
a systematic, sequential, logical, scientifically based, planned course of action consisting of two major operations: teaching and learning
Learning
the outcome of education; indicated by a change in behavior (knowledge, attitudes, or skills) that can be observed or measured
Professional boundaries
limits of the relationship that allow for a safe and healthy connection between the OT and the client
Boundary violations
forms of boundary crossing that involve a professional misusing his or her power to exploit a consumer for personal gain
Learning styles
the way in which the learner most effectively perceives, processes, stores, and recalls what he or she is attempting to learn
Learning needs
the gaps in knowledge that exist between a desired level of performance and the actual level of performance
Learning goals
the final outcome of what is achieved at the end of the teaching-learning process and are usually achieved in weeks or months
Learning objective
a short term goal; achievable at the end of one group session
Blooms taxonomy
a mechanism for the classification and the categorization of different levels of learning
Instructional method
the way in which information is taught
Instructional materials
the objects that are used to transmit information and that supplement the task of teaching