Table
of Contents
|
Preface |
v |
|
|
Acknowledgments |
vii |
|
|
List of Figures |
xiii |
|
|
List of Tables |
xv |
|
|
List of Boxes |
xvii |
|
|
SECTION I |
HISTORY AND THEORY |
|
|
1 |
History and Basic Concepts |
2 |
|
|
Mental Health and
Mental Illness |
3 |
|
|
Relation of
Occupation to Mental Health |
4 |
|
|
Historical
Understanding |
4 |
|
|
The Role of the
Occupational Therapy Assistant |
10 |
|
2 |
Medical and Psychological Models of Mental Health and Illness |
20 |
|
|
Theory of Object
Relations |
21 |
|
|
Developmental Theory |
26 |
|
|
Behavioral Theories |
30 |
|
|
Cognitive-Behavioral
Therapy |
33 |
|
|
Client-Centered
Therapy |
35 |
|
|
Neuroscience Theories |
41 |
|
|
Psychiatric
Rehabilitation |
44 |
|
3 |
Some Practice Models for Occupational Therapy in Mental Health |
52 |
|
|
Development of
Adaptive Skills |
54 |
|
|
Role Acquisition and
Social Skills Training |
59 |
|
|
Psychoeducation |
71 |
|
|
Sensory Integration |
76 |
|
|
Cognitive Disabilities |
82 |
|
|
The Model of Human
Occupation |
93 |
|
4 |
The Occupational Therapy Practice Framework |
106 |
|
|
Structure of the Occupational
Therapy Practice Framework |
108 |
|
|
Thinking About
Mental Health Practice |
108 |
|
|
Concepts Relevant to
Mental Health Practice |
112 |
|
|
Mental Health
Theories and Occupational Therapy Practice Models |
118 |
|
5 |
Human Occupation and Mental Health throughout the Life Span |
123 |
|
|
Motivation Toward
Occupation |
124 |
|
|
Changes in
Occupation over the Life Span |
125 |
|
|
Mental Health
Factors Throughout the Life Span |
129 |
|
SECTION II |
CONTEXT |
|
|
6 |
Understanding Psychiatric Diagnosis:
The DSM-IV-TR |
146 |
|
|
Psychiatric
Diagnosis: An Evolving Science |
147 |
|
|
The Diagnostic
Categories of the DSM-IV-TR |
151 |
|
|
Applications of DSM-IV-TR
Diagnoses to Occupational Therapy |
174 |
|
|
Comorbidity |
176 |
|
|
DSM-V: Plans and
Potential |
176 |
|
7 |
Contexts of Intervention, Service, and Care |
182 |
|
|
The Scope of
Patients, Clients, and Consumers |
183 |
|
|
The Scope of Settings |
185 |
|
|
Inpatient Settings |
186 |
|
|
Outpatient Settings |
192 |
|
|
Consumer-Operated
Programs |
195 |
|
|
Other Community
Programs |
199 |
|
|
Home Health Care |
201 |
|
|
Community Residences |
202 |
|
|
Settings for
Children and Adolescents |
203 |
|
|
Environmental
Concepts |
204 |
|
|
Additional Theories
and Practice Models |
208 |
|
8 |
Psychotropic
Medications and Other Biological Treatments |
216 |
|
|
Psychotropic
Medications |
217 |
|
|
Other Biological
Treatments |
230 |
|
|
Herbal and
Alternative Therapies |
231 |
|
9 |
Who is the
Consumer? |
234 |
|
|
Populations by Age
Croup |
235 |
|
|
Family Members |
240 |
|
|
Family Caregivers |
242 |
|
|
Cultural Difference |
243 |
|
|
Social
Problems—Ending the Cycle of Violence |
251 |
|
|
Medical Problems and
Physical Disabilities |
252 |
|
|
Understanding and
Supporting Recovery |
257 |
|
SECTION III |
INTERACTING WITH
PATIENTS AND CONSUMERS |
|
|
10 |
Therapeutic
Use of Self |
264 |
|
|
The Therapeutic
Relationship |
265 |
|
|
Stages in the
Therapeutic Relationship |
266 |
|
|
Roles in the
Therapeutic Relationship |
260 |
|
|
Therapeutic Qualities |
268 |
|
|
Developing
Therapeutic Qualities |
270 |
|
|
Techniques for
Relating to Patients |
272 |
|
|
Issues that Arise in
Therapeutic Relationships |
274 |
|
|
Ethics |
277 |
|
|
Ending the
Therapeutic Relationship |
280 |
|
11 |
Responding
to Symptoms and Behaviors |
284 |
|
|
A Framework of Concepts
about Symptoms |
285 |
|
|
Response Variables |
288 |
|
|
Response Strategics |
289 |
|
|
Self-Monitoring :or
Self-Mastery of Symptoms |
31S |
|
12 |
Safety
Techniques |
324 |
|
|
Universal Precautions |
325 |
|
|
Controlling the
Environment |
327 |
|
|
Medical Emergencies
and First Aid |
330 |
|
|
Psychiatric
Emergencies |
331 |
|
|
Teaching Consumers
about Safety |
335 |
|
|
Modifying
Environments to Enhance Safety |
335 |
|
13 |
Group
Concepts and Techniques |
339 |
|
|
Definition and Purpose
of Group Treatment |
340 |
|
|
Group Dynamics:
Review of Basic Concepts |
341 |
|
|
Development of Group
Skills |
346 |
|
|
How Therapy Groups
are Different from Other Groups |
348 |
|
|
Role of the Leader
in an Activity Group |
349 |
|
|
Program Development |
357 |
|
|
Starting a New Group |
365 |
|
|
Adaptations of
Groups for Very Progressed Individuals |
365 |
|
|
Other Models for
Groups |
369 |
|
|
Program Evaluation |
369 |
|
SECTION IV |
OCCUPATIONAL THERAPY PROCESS |
|
|
14 |
Overview
of the Intervention Process |
376 |
|
|
Occupational Therapy
Practice Framework: Process |
377 |
|
|
Eight Stages in the
Intervention Process |
378 |
|
|
A Holistic
Perspective—A Dynamic Process |
387 |
|
|
Theory and the Occupational
Therapy Process |
388 |
|
|
Clinical Reasoning |
389 |
|
|
Evidence-Based
Practice |
392 |
|
15 |
Evaluation
and Data Collection |
397 |
|
|
Definition and
Purpose of Evaluation |
398 |
|
|
Assets and Deficits |
399 |
|
|
Concepts Central to
the Evaluation Process |
399 |
|
|
Areas for Data
Collection |
403 |
|
|
Roles of the OT and
the OTA |
403 |
|
|
The OTA’s Methods of
Data Collection |
405 |
|
|
Concepts Related to
Assessment and Measurement |
413 |
|
|
Some Assessments
Suitable for OTA Administration |
414 |
|
|
The Performance
Context for Evaluation |
428 |
|
|
Documentation and
Communication of Evaluation Data |
428 |
|
|
Treatment
and Intervention Planning |
434 |
|
|
Treatment Planning in
Psychiatry |
435 |
|
|
Using Practice
Models to Apply Clinical Reasoning in Planning |
437 |
|
|
Steps in
Intervention Planning |
437 |
|
|
Partnership with the
Client or Consumer |
439 |
|
|
General Goals of
Psychiatric Occupational Therapy |
441 |
|
|
How to Write an
Intervention Goal |
442 |
|
|
Selecting
Appropriate Intervention Principles |
449 |
|
|
Selecting
Intervention Methods |
450 |
|
|
Implementing and
Monitoring Interventions and Modifying the Plan |
452 |
|
|
Outcome Assessment |
452 |
|
|
Continuity of Care
across Settings |
452 |
|
|
Quality Assurance |
453 |
|
|
Continuous Quality
Improvement |
454 |
|
17 |
Medical
Records and Documentation |
458 |
|
|
Purpose and Uses of
Medical Records |
459 |
|
|
Types of Records |
460 |
|
|
Documentation of
Occupational Therapy Services |
462 |
|
|
Essential Content
for Occupational Therapy Notes |
468 |
|
|
Specific Types of
Documentation |
469 |
|
|
Documentation Review
and Quality Assurance |
481 |
|
SECTION V |
OCCUPATIONAL THERAPY METHODS |
|
|
18 |
Activities
of Daily Living |
484 |
|
|
Factors in Learning
and Using Skills |
485 |
|
|
Daily Living
Activities (Basic and Instrumental) |
487 |
|
|
Practice,
Repetition, and Habit Development |
502 |
|
19 |
Education
and Work |
506 |
|
|
Education |
507 |
|
|
Work |
512 |
|
20 |
Leisure
and Social Participation |
527 |
|
|
Leisure Exploration |
528 |
|
|
Leisure Performance |
529 |
|
|
Leisure Activities |
530 |
|
|
Social Participation |
533 |
|
21 |
Management
of Emotional Needs; Self-Awareness Skills and Coping Strategies |
537 |
|
|
Needs |
538 |
|
|
Occupational
Therapy’s Domain of Concern |
538 |
|
|
Self-Awareness |
541 |
|
|
Issues Related to
Engagement in Occupation |
542 |
|
|
Self-Management
Skills |
544 |
|
22 |
Cognitive,
Sensory, and Motor Factors: Performance Skills and Activities |
554 |
|
|
Cognitive Factors |
555 |
|
|
Sensory- and Motor
Factors |
559 |
|
23 |
Analyzing,
Adapting, and Grading Activities |
566 |
|
|
Selection of
Activities |
567 |
|
|
Analysis of
Activities |
567 |
|
|
Adaptation of
Activity |
568 |
|
|
Gradation of Activity |
572 |
|
|
Activity Analysis
Based on Theory: Cognitive Disabilities |
575 |
|
|
Dynamic Performance
Analysis |
579 |
|
|
Analysis: An Ongoing
Process |
579 |
|
SECTION VI |
PROFESSIONAL DEVELOPMENT |
|
|
24 |
Supervision |
584 |
|
|
Functions and
Definition of Supervision |
585 |
|
|
Goals of Supervision |
585 |
|
|
Responsibilities of
the Supervisor |
588 |
|
|
Responsibilities of
the Supervisee |
589 |
|
|
Factors Affecting
Communication in Supervision |
591 |
|
|
The Supervisory
Contract |
593 |
|
|
Getting the most
from Supervision |
593 |
|
|
Resolving Conflicts
in Supervision |
595 |
|
|
Emerging Models of
Supervision |
595 |
|
|
Becoming a Supervisor |
596 |
|
25 |
Organizing
Yourself |
602 |
|
|
Priorities |
603 |
|
|
Scheduling |
604 |
|
|
Paperwork |
606 |
|
|
The Electronic
Revolution: Myths and Reality |
607 |
|
|
Management of Supplies
and Equipment |
609 |
|
|
Organizing Spaces |
611 |
|
|
Delegating |
613 |
|
Appendix A |
Case
Examples |
|
|
Case 1 |
A 21-Year-Old Woman with Depression |
616 |
|
Case 2 |
A 72-Year-Old Woman with Alzheimer’s
Disease |
617 |
|
Case 3 |
A 54-Year-Old Woman with
Schizophrenia, Paranoid Type |
619 |
|
Case 4 |
A 22-Year-Old Man with Chronic
Schizophrenia and Mild Mental Retardation |
620 |
|
Case 5 |
A 30-Year-Old Man with Bipolar I
Disorder |
622 |
|
Case 6 |
A 22-Year-Old Woman with Polysubstance
Dependence and Dependent Personality Disorder |
625 |
|
Case 7 |
A 37-Year-Old Man with Alcohol
Dependence Disorder |
627 |
|
Case 8 |
A 21-Year-Old Woman with Cocaine
Dependence, Polysubstance
Abuse, Bulimia, and Borderline Personality Disorder |
629 |
|
Case 9 |
A 12-Year-Old Boy with Attention
Deficit-Hyperactivity Disorder and Oppositional Defiant Disorder |
631 |
|
Appendix B |
Sample
Group Protocols |
|
|
|
Homemaker’s
Management Group |
633 |
|
|
Family Recreation Skills |
634 |
|
|
Adolescent Cooking
Group |
635 |
|
|
Dementia Cooking
Group |
635 |
|
|
Managing
Work-Related Stress |
636 |
|
|
The Green Team
(Horticulture Clubhouse Group) |
637 |
|
|
Index |
639 |
|
|
|
|