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OT 1025 - Frame of Reference

This document discusses several frames of reference used in occupational therapy, including cognitive behavioral, cognitive disability, object relations, and lifespan developmental frames of reference. It provides an overview of the theoretical bases, function-dysfunction continua, evaluation tools, and intervention approaches for each frame of reference.

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705 views

OT 1025 - Frame of Reference

This document discusses several frames of reference used in occupational therapy, including cognitive behavioral, cognitive disability, object relations, and lifespan developmental frames of reference. It provides an overview of the theoretical bases, function-dysfunction continua, evaluation tools, and intervention approaches for each frame of reference.

Uploaded by

Ridz F
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Frames of Reference

Asst. Prof. Kim Gerald G. Medallon, MHPEd, OTRP


Internship Supervisor
Department of Occupational Therapy
Cognitive Behavioral FOR
• A person’s cognitive function is believed
to mediate or influence one’s affect and
behavior
• Seeks to change the thoughts believed to
result in or cause specific behaviors
• Develop a knowledge base for problem-
solving
Cognitive Behavioral Therapies
• Rational Psychotherapy
• Coping Skills Therapy
• Problem Solving Therapy
Cognitive Behavioral Theories
• Social Learning Theory
• Plasticity
• Vicarious learning
• Self-efficacy
• Triadic reciprocal causation (environment,
behavior, person)
Cognitive Behavioral Theories
Cognitive Behavioral Modification
• Self-instruction protocol (self-talk)
• Think aloud protocol for problem-solving
• What is my problem?
• What is my plan?
• Am I using my plan?
• How did I do?
Function-Dysfunction Continuum
• Function: Optimum function (flexible thinking, adequate
knowledge, emotional health, belief that one can meet life’s
challenges, ability to problem solve)
• Dysfunction: Insufficient, inflexible, or distorted knowledge;
cognitive function does not meet developmental expectations;
distorted self-knowledge
Evaluation
• Ongoing process
• Observations, testing, interview
• Cognitive structures (remember, perceive,
attend, interpret behavior, knowledge base,
strategies)
• Match between the individual and the
environment
Evaluation
• Task Checklist
• Beck Depression Inventory
• Stress Management Questionnaire
• Rotter’s Internal-External Scale
• Locus of Control for Children
• Dysfunctional Attitude Scale
Intervention
• Facilitate cognitive growth and
improve cognitive function (broaden
knowledge base, skills to function in
the environment, knowledge of self,
others, and environment, problem
solving)
• Home works, readings, film
showings, modeling, role play,
educational groups
Cognitive Disability FOR
• Cognitive processing impairments that
compromise the ability for normal
function and task performance
• Identifying adaptations based on analysis
of activity demands
• Looking over the role of habits and
routines
Theoretical Base
• Piaget’s Stages of Cognitive Development
• Sensorimotor
• Pre-operational
• Concrete operational
• Formal operational
• Allen’s Cognitive Levels
Allen’s Cognitive Levels
• Level 1
• Level 2
• Level 3
• Level 4
• Level 5
• Level 6
Function-Dysfunction Continuum
• Function: Ability to do cognitive processing at Level 6
• Dysfunction: Physiological abnormality resulting in impairment
Evaluation
• Chart review, interview
• Allen Cognitive Level Screen
• Large Allen Cognitive Level Screen
• Lower Cognitive Level Test
• Routine Task Inventory
• Cognitive Performance Test
• Work Performance Inventory
• Allen Diagnostic Modules
Intervention
• Identify activities at which the client can
succeed
• Advise other professionals and caregivers
• Make environmental recommendations
compatible with the client’s functional level
• 3 (arm’s reach), 4 (visual field), 5 (immediate
task environment), 6 (potential task
environment)
Object Relations FOR
• Theoretical approach that views persons,
media, and activities as objects with
invested psychic energy
• Interaction with these objects is necessary
to satisfy personal needs
• Activities are designed to lead to an
understanding of client’s needs, conflicts,
feelings, and behaviors; expression of
feelings; establish a sense of self and control
Theoretical Base
• Sigmund Freud’s Psychoanalytic Theory
• Levels of mental life
• Provinces of the mind
• Psychosexual stages of development
• Defense mechanism
• Jung’s Analytical Psychology
• Collective unconscious
• Psychological types
Function-Dysfunction Continuum
• Function: Balanced expression of drives in ways that are self-
gratifying and acceptable within his/her social environment
• Dysfunction: Presence of neurotic anxiety, fixations, usage of
immature defense mechanisms
Evaluation
• Clarify thoughts, feelings, and experiences that
are influencing behavior
• Projective tests
• Azima Battery
• Shoemyen Battery
• Goodman Battery
• BH Battery
• Lerner Magazine Picture Collage
• Person Symbol Test
• Draw a Person Test
Intervention
• Use of projective activities to develop object
relations, ego function, and defenses; increase
conscious awareness of the dynamic reason for
behavioral problems
• Creative therapy / psychotherapy
• Psychodrama
• Creative writing
• Body work
• Pottery
• Music therapy
Lifespan Developmental FOR
• Assisting clients with transitional tasks
• Establishing or restoring client-chosen, age-
appropriate occupations within continued
life roles
• Helping clients adapt to the changes
brought on by health conditions within and
across the lifespan developmental
continuum
Lifespan Developmental FOR
• Life stages
• Developmental tasks
• Marker events
• Enabling skills
Theoretical Base
• Kohlberg’s Theory of Moral Development
• Erikson’s Psychosocial Theory
• Epigenetic principle
• Basic strength
• Maladaptation
• Malignancy
• Levinson’s Life Transition Theory
• Havighurst’s Stages of Development
Function-Dysfunction Continuum
• Function: Presence of adaptation, ability to accomplish
developmental tasks, has stage-specific enabling skills
• Dysfunction: Stage-specific enabling skills were never learned or
can no longer be used effectively, difficulty with transitions,
inflexibility
Evaluation
• Brief history with emphasis on current status
• Identify the client’s characteristic lifestyle
• Determine which enabling skills are deficient or weak and barriers
• Lifestyle Performance Profile
• Adolescent Role Assessment
• Role Checklist
• Occupational Performance History Interview
Intervention
• Remediation or prevention
• Provision of a growth stimulating environment
• Selects activities that bridge the gap between the client’s present
skill level and the skills needed to learn and master
• Mastery of skills and success experiences
• Remember why you started.

• Thank you for listening!

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