1
Q
Tuckman’s 5 stages for groups
A
Forming, storming, norming, performing, reforming/transforming
2
Q
Forming
A
Tuckman’s 1st stage
- members acquainted w/one another
- familiarize with task
3
Q
Storming
A
Tuckman’s 2nd stage
- members challenge one another and leader
4
Q
Norming
A
Tuckman’s 3rd stage
- members develop trust in one another and leader
- avoid conflicts while focusing on task
5
Q
Performing
A
Tuckman’s 4th stage
- group works together as a unit
- any conflicts are resolved
6
Q
Reforming/transforming
A
Tuckman’s 5th stage
- review group history
- make changes as needed
- evaluate what went well & problems
- make adjustments as needed as a group
7
Q
4 stages of groups
A
Initial, transition, working, final
8
Q
Initial stage of groups
A
- learn expectations
- get to know each other
- develop trust
- preoccupied with how much to disclose
- concerned with trust
9
Q
Transition stage of groups
A
- members wonder about being accepted and safety
- struggle with conforming vs risk taking behavior
10
Q
Working stage of groups
A
- build trust
- group becomes more cohesive
- participants demonstrate sharing responsibly and communicating effectively
11
Q
Final stage of groups
A
- task is completed
- experience is evaluated
- deal with any feelings of group surrounding completion
12
Q
Mosey’s group sequence
A
- Parallel
- Project
- Egocentric-cooperative
- Cooperative
- Mature
13
Q
Parallel stage
A
Members work side by side with little/no interaction among them
14
Q
Project stage
A
Group emphasis is on task with some interaction
15
Q
Egocentric-cooperative
A
Interaction among participants is expected
16
Q
Cooperative
A
Taking care of each other’s needs is part of group process
17
Q
Mature
A
Participants
- assume leadership roles
- address one another’s needs
18
Q
Explicit norms
A
Articulated and set the ground rules (do not curse, be on time)
19
Q
Implicit norms
A
Unspoken but understood (do not discuss taboo topics, do not cause conflict)
20
Q
3 classifications of group roles
A
- Group roles that evolve around the tasks of the group (initiator-contributer, information seeker, coordinator, recorder)
- Group roles that build & maintain the group (harmonizer, encourager, compromiser)
- Group roles that serve individuals rather than group interests (aggressor, blocker, recognition seeker, dominator)
21
Q
Psychodynamic groups
A
- Explore symbolic meanings and group processes (impulse control, self-expression)
- Focus on projective media
1. Clay
2. Magazine collages
3. Painting
4. Poetry
22
Q
Cognitive behavioral groups focus on which principles
A
- Shaping
- Chaining
- Reinforcement
- Practice
23
Q
Shaping
A
Cog behavioral group focus
- approximations of desired behavior are reinforced/rewarded to facilitate acquisition of behavior
24
Q
Chaining
A
Cog behavioral group focus
- one step in sequence is learned & sparks next step until all steps are learned
25
Reinforcement
Cog behavioral group focus
- positive feedback about desired behavior serves to increase that behavior
26
Practice
Cog behavior group focus
- repetition of behaviors is necessary to improve
Ex (ROM, strength, endurance)
27
Cognitive behavioral groups
- change participants response, way he/she thinks about things through relaxation & stress management techniques
- role-playing to rehearse skills to be successful (job interview)
- may impart knowledge with primary focus on teaching & learning
28
Allen’s cognitive disabilities groups
- incorporate assessment into intervention
- participants placed in activity groups according to 5-level cognitive hierarchy
- all members must function at the same level
29
Level 1 (Allens)
Participants would not benefit from dynamics of group
30
Level 2 (Allen’s)
Participants will be successful in situations where they can move about and copy movement that is modeled
31
Level 3 (Allen’s)
Participants focus on elements of repetition/manipulation
32
Level 4 (Allens)
Participants work on goal-directed activities (craft projects)
33
Level 5 (Allens)
Participants engage in activities with graded structure
- clary modeling or mosaic project
- allow them to exercise control over a medium and control impulses
34
Developmental group approaches
- “just right challenge”
- foster participant’s progression to next level in the developmental sequence
- activities address the needs of all at that developmental level
35
MOHO group approach
Individuals are open systems that can change as result of interaction with environment
- activities towards outcomes related to participation in occupations/roles
- act on surroundings, receive feedback to adapt to environment and process feedback as they change
- group with specific roles (learn skills to be effective parents)
- Role Checklist
- Functional group model
36
Functional group model
Kielhofner
- seeks to enhance occupational behavior & thus adaptation by mobilizing dynamic group forces that have the potential to positively shape people’s understanding of themselves or their abilities
37
Psychoanalytic group model
Allow participants to
- gain access to their unconscious
- develop insight and awareness
38
Humanistic group models
Emphasize
- self-actualization
- exploration of values
- focus on present
39
Behavioral group models
Seek to
- change behavior using teaching, reinforcing, extinguishing
40
Cognitive behavioral group models
Seek to
- change thoughts
- provide framework to eliminate maladaptive thinking
- uses psychoeducation (provides education & resources to cope)
41
Lifestyle Performance Model
Sense of balance & autonomy within 4 domains
1. Reciprocal interpersonal relatedness: connection to others
2. Intrinsic gratification: fun/pleasure
3. Societal contribution: activities that benefit others
4. Self-care/self-maintenance: care of self & surroundings
- group activities
- grouped by similar lifeestyles
42
Kawa model
“River”: metaphor for persons life & variables of occupation within in
- activities to help members participate in groups in life (family, work, church groups)
- deal w/rocks & sticks in their river = challenges that interfere with flow of life
43
Clubhouse model
Clubhouse = community center providing support, work, recreational opportunities for those w/mental illness
- activities: focus on strengths & abilities rather than illness
- not a clinical program (no therapists/psychiatrists on staff)
- participation is voluntary
- built on a consensus: members vote to determine programming
44
Group design includes
1. Needs assessment
2. Choice of model or FOR
3. Development of group protocol
45
What does a needs assessment lead to
Clear set of goals/objectives for program or group
46
Needs assessment steps
1. Gather background data (internet/literature)
2. Collaborate with participants in writing survey, identify members to take survey
3. Administer survey w/open and/or closed ended questions
4. Face-to-face interviews w/potential participants
5. Telephone interviews w/potential participants
6. Interview key informants (those who come into contact with potential participants)
7. Conduct focus group with small representative sample of potential participants
8. Gather secondary data on potential participants (medical records, prior surverys)
9. Analyze data
10. Write profile of typical participant program will serve
47
Group protocol
Articulates design elements of group to inform others
Includes
1. Group title
2. Author (group fascilitator)
3. Model/FOR
4. Group purpose
5. Group membership, size, type (open vs closed)
6. Group goals
7. Outcome criteria
8. Methods used (media, leadership style)
9. Time/place for meeting
10. Supplies needed & cost
11. Reference citations for sources to formulate group protocol
48
Cole’s 7 steps
1. Introduction: leader articulates purpose & expectations
2. Activity: therapeutic activity
3. Sharing: what member produced/experienced during group
4. Processing: talk about feelings, discuss nonverbal aspects of grou
5. Generalizing: leader summarizes cognitive learning & participate sharing, makes note of common themes
6. Application: leader connects what transpired & how participants can apply new skills/insights into everyday life
7. Summary: leader reiterates most important points of group
49
OT & COTA role in OT groups
OT:
1. services delivered in group setting including those administered by COTA
2. Ensures COTA has competence in providing OT services
3. Initiates OT assessment
4. Demonstrate service competence
5. Selecting, measuring, interpreting outcomes (group goals, outcome criteria)
COTA:
1. Participate in assessment process once OT has initiated
2. Demonstrate service competance
50
Special considerations for potentially dangerous group members
1. Hold group in location where additional help may be accessible
2. Be aware of potential misuse of supplies (chewing gum to jam locks, plastic to be made into a weapon)
3. Objects that could pose as suicidal
4. Policies/procedures in place to account for potentially dangerous materials/tools
5. Higher levels of staffing for more threatening participants
NBCOT
flashcards
Decks in class (17)
# Cards
-
Therapy Ed Chapter 331
-
Pediatrics59
-
Conditions112
-
Domain 1 Practice Questions50
-
Random NBCOT Terms140
-
Random NBCOT Practice Questions1
-
Sensory8
-
Assessments59
-
Models/FOR15
-
Interventions3
-
Mental/Groups50
-
Hand Terminology Questions21
-
Cardiopulmonary Conditions20
-
Burns71
-
Occupational Rehabilitation & Return To Work Programming89
-
PEDS ASSESSMENT47
-
Pediatric Milestones23
