Mental Health Concepts and Techniques for the Occupational Therapy Assistant,9780781778398

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Mental Health Concepts and Techniques for the Occupational Therapy Assistant

by Early, Mary Beth

Edition:

4th

ISBN13:

9780781778398

ISBN10:

0781778395

Format:

Hardcover

Pub. Date:

2/21/2008

Publisher(s):

Lippincott Williams & Wilkins

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Summary

The Fourth Edition of this classic text offers a solid foundation in occupational therapy processes to identify and address the needs of persons with mental health problems. This updated edition reflects important new developments in basic neuroscience, psychopharmacology, occupational therapy theory, and evaluation and treatment methods, and remains the only text of its kind written specifically for the occupational therapy assistant. The reader-friendly format is designed for the two-year college student. New content in this expanded text fulfills criteria set out in the American Occupational Therapy Association's Standards for an Accredited Educational Program for the Occupational Therapy Assistant.

Author Biography

Mary Beth Early, M.S., OTR Professor, Occupational Therapy Assistant Program, LaGuardia Community College, City University of New York, New York, New York

Preface	p. v
Acknowledgments	p. vii
List of Figures	p. xiii
List of Tables	p. xv
List of Boxes	p. xvii
History and Theory
History and Basic Concepts	p. 2
Mental Health and Mental Illness	p. 3
Relation of Occupation to Mental Health	p. 4
Historical Understanding	p. 4
The Role of the Occupational Therapy Assistant	p. 10
Medical and Psychological Models of Mental Health and Illness	p. 20
Theory of Object Relations	p. 21
Developmental Theory	p. 26
Behavioral Theories	p. 30
Cognitive-Behavioral Therapy	p. 33
Client-Centered Therapy	p. 38
Neuroscience Theories	p. 41
Psychiatric Rehabilitation	p. 44
Some Practice Models for Occupational Therapy in Mental Health	p. 52
Development of Adaptive Skills	p. 54
Role Acquisition and Social Skills Training	p. 59
Psychoeducation	p. 71
Sensory Integration	p. 76
Cognitive Disabilities	p. 82
The Model of Human Occupation	p. 93
The Occupational Therapy Practice Framework	p. 106
Structure of the Occupational Therapy Practice Framework	p. 108
Thinking About Mental Health Practice	p. 108
Concepts Relevant to Mental Health Practice	p. 112
Mental Health Theories and Occupational Therapy Practice Models	p. 118
Human Occupation and Mental Health Throughout the Life Span	p. 123
Motivation Toward Occupation	p. 124
Changes in Occupation over the Life Span	p. 125
Mental Health Factors Throughout the Life Span	p. 129
Context
Understanding Psychiatric Diagnosis: The DSM-IV-TR	p. 146
Psychiatric Diagnosis: An Evolving Science	p. 147
The Diagnostic Categories of the DSM-IV-TR	p. 151
Applications of DSM-IV-TR Diagnoses to Occupational Therapy	p. 174
Comorbidity	p. 176
DSM-V: Plans and Potential	p. 176
Contexts of Intervention, Service, and Care	p. 182
The Scope of Patients, Clients, and Consumers	p. 183
The Scope of Settings	p. 185
Inpatient Settings	p. 186
Outpatient Settings	p. 192
Consumer-Operated Programs	p. 195
Other Community Programs	p. 199
Home Health Care	p. 201
Community Residences	p. 202
Settings for Children and Adolescents	p. 203
Environmental Concepts	p. 204
Additional Theories and Practice Models	p. 208
Psychotropic Medications and Other Biological Treatments	p. 216
Psychotropic Medications	p. 217
Other Biological Treatments	p. 230
Herbal and Alternative Therapies	p. 231
Who Is the Consumer?	p. 234
Populations by Age Group	p. 235
Family Members	p. 240
Family Caregivers	p. 242
Cultural Difference	p. 243
Social Problems-Ending the Cycle of Violence	p. 250
Medical Problems and Physical Disabilities	p. 252
Understanding and Supporting Recovery	p. 257
Interacting with Patients and Consumers
Therapeutic Use of Self	p. 264
The Therapeutic Relationship	p. 265
Stages in the Therapeutic Relationship	p. 266
Roles in the Therapeutic Relationship	p. 266
Therapeutic Qualities	p. 268
Developing Therapeutic Qualities	p. 270
Techniques for Relating to Patients	p. 272
Issues That Arise in Therapeutic Relationships	p. 274
Ethics	p. 277
Ending the Therapeutic Relationship	p. 280
Responding to Symptoms and Behaviors	p. 284
A Framework of Concepts About Symptoms	p. 285
Response Variables	p. 288
Response Strategies	p. 289
Self-Monitoring for Self-Mastery of Symptoms	p. 318
Safety Techniques	p. 324
Universal Precautions	p. 325
Controlling the Environment	p. 327
Medical Emergencies and First Aid	p. 330
Psychiatric Emergencies	p. 331
Teaching Consumers About Safety	p. 335
Modifying Environments to Enhance Safety	p. 335
Group Concepts and Techniques	p. 339
Definition and Purpose of Group Treatment	p. 340
Group Dynamics: Review of Basic Concepts	p. 341
Development of Group Skills	p. 346
How Therapy Groups Are Different from Other Groups	p. 348
Role of the Leader in an Activity Group	p. 349
Program Development	p. 357
Starting a New Group	p. 365
Adaptations of Groups for Very Regressed Individuals	p. 365
Other models for Groups	p. 369
Program Evaluation	p. 369
Occupational Therapy Process
Overview of the Intervention Process	p. 376
Occupational Therapy Practice Framework: Process	p. 377
Eight Stages in the Intervention Process	p. 378
A Holistic Perspective-A Dynamic Process	p. 387
Theory and the Occupational Therapy Process	p. 388
Clinical Reasoning	p. 389
Evidence-Based Practice	p. 392
Evaluation and Data Collection	p. 397
Definition and Purpose of Evaluation	p. 398
Assets and Deficits	p. 399
Concepts Central to the Evaluation Process	p. 399
Areas for Data Collection	p. 403
Roles of the OT and the OTA	p. 403
The OTA's Methods of Data Collection	p. 405
Concepts Related to Assessment and Measurement	p. 413
Some Assessments Suitable for OTA Administration	p. 414
The Performance Context for Evaluation	p. 428
Documentation and Communication of Evaluation Data	p. 428
Treatment and Intervention Planning	p. 434
Treatment Planning in Psychiatry	p. 435
Using Practice Models to Apply Clinical Reasoning in Planning	p. 437
Steps in Intervention Planning	p. 437
Partnership with the Client or Consumer	p. 439
General Goals of Psychiatric Occupational Therapy	p. 441
How to Write an Intervention Goal	p. 442
Selecting Appropriate Intervention Principles	p. 449
Selecting Intervention Methods	p. 450
Implementing and Monitoring Interventions and Modifying the Plan	p. 452
Outcome Assessment	p. 452
Continuity of Care Across Settings	p. 452
Quality Assurance	p. 453
Continuous Quality Improvement	p. 454
Medical Records and Documentation	p. 458
Purpose and Uses of Medical Records	p. 459
Types of Records	p. 460
Documentation of Occupational Therapy Services	p. 462
Essential Content for Occupational Therapy Notes	p. 468
Specific Types of Documentation	p. 469
Documentation Review and Quality Assurance	p. 481
Occupational Therapy Methods
Activities of Daily Living	p. 484
Factors in Learning and Using Skills	p. 485
Daily Living Activities (Basic and Instrumental)	p. 487
Practice, Repetition, and Habit Development	p. 502
Education and Work	p. 506
Education	p. 507
Work	p. 512
Leisure and Social Participation	p. 527
Leisure Exploration	p. 528
Leisure Performance	p. 529
Leisure Activities	p. 530
Social Participation	p. 533
Management of Emotional Needs: Self-Awareness Skills and Coping Strategies	p. 537
Needs	p. 538
Occupational Therapy's Domain of Concern	p. 538
Self-Awareness	p. 541
Issues Related to Engagement in Occupation	p. 542
Self-Management Skills	p. 544
Cognitive, Sensory, and Motor Factors: Performance Skills and Activities	p. 554
Cognitive Factors	p. 555
Sensory and Motor Factors	p. 559
Analyzing, Adapting, and Grading Activities	p. 566
Selection of Activities	p. 567
Analysis of Activities	p. 567
Adaptation of Activity	p. 568
Gradation of Activity	p. 572
Activity Analysis Based on Theory: Cognitive Disabilities	p. 575
Dynamic Performance Analysis	p. 579
Analysis: An Ongoing Process	p. 579
Professional Development
Supervision	p. 584
Functions and Definition of Supervision	p. 585
Goals of Supervision	p. 585
Responsibilities of the Supervisor	p. 588
Responsibilities of the Supervisee	p. 589
Factors Affecting Communication in Supervision	p. 591
The Supervisory Contract	p. 593
Getting the Most from Supervision	p. 593
Resolving Conflicts in Supervision	p. 595
Emerging Models of Supervision	p. 595
Becoming a Supervisor	p. 596
Organizing Yourself	p. 602
Priorities	p. 603
Scheduling	p. 604
Paperwork	p. 606
The Electronic Revolution: Myths and Reality	p. 607
Management of Supplies and Equipment	p. 609
Organizing Space	p. 611
Delegating	p. 613
Case Examples
A 21-Year-Old Woman with Depression	p. 616
A 72-Year-Old Woman with Alzheimer's Disease	p. 617
A 54-Year-Old Woman with Schizophrenia, Paranoid Type	p. 619
A 22-Year-Old Man with Chronic Schizophrenia and Mild Mental Retardation	p. 620
A 30-Year-Old Man with Bipolar I Disorder	p. 622
A 22-Year-Old Woman with Polysubstance Dependence and Dependent Personality Disorder	p. 625
A 37-Year-Old Man with Alcohol Dependence Disorder	p. 627
A 21-Year-Old Woman with Cocaine Dependence, Polysubstance Abuse, Bulimia, and Borderline Personality Disorder	p. 629
A 12-Year-Old Boy with Attention Deficit-Hyperactivity Disorder and Oppositional Defiant Disorder	p. 631
Sample Group Protocols
Homemaker's Management Group	p. 633
Family Recreation Skills	p. 634
Adolescent Cooking Group	p. 635
Dementia Cooking Group	p. 635
Managing Work-Related Stress	p. 636
The Green Team (Horticulture Clubhouse Group)	p. 637
Index	p. 639
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