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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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