Occupational Therapy > Wellness > Flashcards

Wellness Flashcards

(66 cards)

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1
Q

ICF

A

International classification of functioning disability and health

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2
Q

Purpose of ICF

A

To provide a unified and standard language and framework for the description of health and health-related states

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3
Q

One of the ultimate Aims of ICF

A
  • to give a language toward equity and inclusion to maximize all humans ability to fulfil their potential for participation in the environments to healthily thrive and actively participate in lofe
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4
Q

The ICF makes use of which medical model

A

The biopsychosocial model

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5
Q

1) health condition

A

The umbrella term for disease, disorder, or injury/trauma

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6
Q

2) body structure and function

A

Body structure - are anatomical parts of the body such as organs limbs and their components
Body functions - are the physiological functions of body systems including physiological functions

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7
Q

3) activity

A

Is the execution of a task or action by an individual

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8
Q

3) participation

A

Is involvement in a life situation

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9
Q

4) environmental factors

A

Is about physical, social and attitudinal environment in which people live and construct their lives

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10
Q

5) personal factors

A

The particular background of an individuals life and living and comprise features of the individual that are not part of the health condition of the health state

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11
Q

Environmental and personal factors make up the

A

Contextual factors

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12
Q

Body structure and function together with activities and participation make up

A

Functioning and disability

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13
Q

ICF Codes

A

Body functions - b
Body Structure - s
Activities and participation - d
Environmental factors - e

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14
Q

Numbers are allocated for

A

The four levels of ICF classification

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15
Q

The qualifiers denote

A
  • the magnitude of health status
  • may be best translated clinically as the levels of functioning seen in a standardized or clinic setting and in everyday environments
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16
Q

0

A

No problem (0-4%)

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17
Q

1

A

Mild problem (5-24%)

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18
Q

2

A

Moderate problem (25-49%)

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19
Q

3

A

Severe problem (50-95%)

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20
Q

4

A

Complete problem (96-100%)

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21
Q

As OTs our role is to

A

Ensure the activities health of individuals with disease/disability or those at risk of developing disability by placing emphasis on function rather than the disease or disability

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22
Q

Observation serves as a

A

Snapshot that then needs to be followed up with a more comprehensive evaluation or assessment

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23
Q

Observation is divided into 6 categories

A

1) appearance
2) communication performance skills
3) motor performance skills
4) process performance skills
5) work competency or provocational performance skills
6) task concept

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24
Q

1) components of appearance

A
  • personal characteristics (body type and features, facial expression, condition of skin)
  • clothes (appropriate for weather, care of clothes)
  • general state of personal management (nails teeth and condition of hair)
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25
2) communication performance skills
- physical use of body when communicating (use of hands, facial expressions)/ body language - timing in communication (waits a turn, or interrupts others) - use of language in communication (fluent, clearly expressed, uses sentences, speaks in a language that others in the group are using)
26
3) motor performance skills
- stability and positioning - moves walks lifts and transports - reachers and bends - grips and manipulates - calibrates coordinates and flows - endures and paces
27
4) process performance skills
- paces (speed of thinking and planning’ - attends and heeds (concentrates and prevents or correct mistakes) - chooses, uses and handles - inquires - searches and gathers - organises and restores - notice and responds - accommodates and benefits
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5) work competency system or prevocational performance skills
- approaches work systematically and logically - follows instructions - ability to tolerate frustration - delay of gratification
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6) Task concept
- understands the activity as a whole and when it is finished - understanding the effect of their effort - motivation for choosing to do task - evaluation of the activity - satisfaction gained from activity
30
Stressors
Everyday demands; emotional, physical, financial, social New situations; work, unemployment, separation, illness, marriage, environment, society
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Coping
Thoughts and behaviour in response to stressors
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Primary appraisal
The attempt to understand nature and meaning of stressor
33
Secondary appraisal
What are the options for coping with the problem? What is the expected outcome? Do other or new coping strategies need to be used?
34
Re appraisal
Was the response “ordinary” or defensive? Does it still remain a threat?
35
Factors affecting coping
1) individual factors 2) environment and resources 3) nature of stress
36
1) individual factors
1) commitments, individual values, motives and goals 2) locus of control 3) beliefs 4) personality dispositions
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2) environmental factors
1) type and nature of stress 2) economic resources 3) ambiguity 4) social support
38
Cognitive skills (types of coping)
Draw on past experience or try to see the positive aspects of the situation
39
Behavioural skills (types of coping)
Information gathering or problem-related actions that are aimed directly at the source of the stress
40
Affective skills (types of coping)
Emotional expression and maintaining hope
41
Avoidant strategies (types of coping)
Attempt to reduce emotional attention through efforts to sidestep the source of stress
42
Attention strategies (types of coping)
Focuses attention on the source of stress or on reactions to it by information gathering, problem-solving, and efforts to reduce anxiety or tension
43
Cognitive appraisal focused coping style
Behaviours in this category range from logical analysis and reflection, judgements, about viable outcomes to misunderstanding and perceiving the situation incorrectly
44
Behavioural problem-focused coping style
Is characterised by attempts to do something constructive about the problem. Behaviours in this category range from aggressive interpersonal efforts to alter a situation or deliberate, calm, rational, problem solving
45
Affective emotion focused coping style
Is distinguished by attempts to regulate or manage emotions and maintain emotional equilibrium and can be distancing self-control, seeking of social support, acceptance of responsibility, avoidance to total loss of control
46
The coping cycle 5 stages
1) denial 2) defence 3) discarding the past 4) adaptation 5) internalisation
47
Appraisal oriented approach (strategies to improve coping)
a framework that emphasizes the systematic evaluation and interpretation of information to achieve specific outcomes
48
Response oriented approach (strategies to improve coping)
focuses on how an individual reacts to stressors, viewing stress as the individual's physiological, psychological, and behavioral response to an external stimulus Fight or flight
49
Problem solving oriented approach (strategies to improve coping)
taking direct action to address the source of the stressor by identifying the problem, brainstorming solutions, choosing one, and implementing it
50
problem orientation
The client develops an attitude that an effective solution can be found and learns to inhibit acting on first impulse
51
Problem definition and formulation
The client is taught to define problem situations in detail
52
Generation of solutions
The core problem solving which allows the uninhibited formulation of possible solutions
53
Deciding on a course of action to follow
Involves rigorous examination of the expected consequences of each alternative through cost benefit analyses and verification of the effectiveness of the solution
54
Irrelevant
Is ignored
55
Benign/positive
No coping action is necessary
56
Stressful
Environmental or internal demands will strain or exceed adaptive resources
57
Harm/loss
Damage has already occured
58
Threat
Possibility of future harm
59
Challenge
Holds the potential for mastery or gain
60
Hardiness
Characterised by a strong sense of meaningfulness and commitment to self, an internal locus of control, and a tendency to view demands as challenges
61
Levels of doing
It refers to the different levels at which a person engages in occupations, namely the micro, meso, and macro level.
62
The micro level
Underlying body functions and skills
63
The macro level
Roles, participation and occupational identity
64
The meso level
Occupational performance
65
Consequences of doing
The results that come from engaging or not engaging in occupations which can result in positive or negative outcomes
66
Components of consequences of doing
Occupational identity Competence Adaptation
Occupational Therapy
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