Exam (elaborations)
Exam (elaborations) OT, child and adolescent psychiatry (OCT212)
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FINAL ASSESSMENT: JUNE 2018Question 1:
1.1 I would conduct an interview on Kim to get her overall PEO and see if her environment is one of the
factors that is causing this behavior. I would like to have her occupational profile. I would then observe her
doing her adl’s and iadls’ and observe how she is around other people. I would also talk to her about her
interests and activities and have a checklist to see what she enjoys and what she doesn't.
1.2 orientation groups to first introduce the individual to the facility and the other patients and staff
members. To allow them to get familiar with the nature and goals of the programme, the rules of the
facility, clients rights and expectations. Occupational groups as they focus on work, leisure and daily living
activities as either a means or an end to achieve the goals, aims and objectives of intervention.
Intrapersonal skills groups as it focuses on improving self awareness, insight, values, goals, self esteem and
self concept. Helping the client become aware of their intrapersonal strengths and weaknesses and
understand why they are addicted to these substances.
1.3 The installation of hope: the group contains members at different stages of the treatment process.
Seeing people who are coping or recovering gives hope to those at the beginning of the process.
Universality: being in a group of people experiencing the same things helps people to see that what they
are going through is universal and that they are not alone.
Imparting information: group members are able to help each other by sharing information.
Question 2:
2.1 Constructive explorative action. Tries, but not very good at many activities, poor social skills,
inconsistent, lacks initiative, poor executive functioning, poor coping skills. Does not manage independent
and unsupported living well.
2.2 Inclusive education is about where all students, regardless of any challenges they may have, are placed
in age appropriate general education classes that are in their own neighborhood schools to receive high
quality instruction, interventions, and support that enable them to meet success in the core curriculum. It
recognizes the right of all children to feel welcomed in a supportive educational environment in their own
community. The role of an occupational therapist would be as a team player and an individual. The
occupational therapist would assist the transformation towards inclusive education, promote effective
school community partnerships to strengthen support for learners, promote the provision of care and
support to learners through referral pathways (SIAS), provide and coordinate training of educators and
parents in the early identification and management of barriers to learning, implement preventative
perceptual and developmental programs, providing direct therapeutic services to learners when necessary
referred via the SIAS policy and promote the spread of inclusionary practices to neighboring schools. As an
OT I would implement these by training and workshops, indirect therapy with staff/ learner/ parents, direct
therapy with group/ individual, classroom intervention, keep updated with latest trends/ information and
NGO’s and other service providers.
Question 3:
3.1 autocratic leadership as this leader determines all policies and gives orders to group members. They
exert the most influence over the group. Since these boys can be aggressive and that their behavior violates
either the rights of others or major societal norms then they need to have an authority figure who will
overrule them and be the dominant one.
, 3.2 Have self control - do not have reactions to their threats or anger. Being aware of your own body
language and showing a non-threatening, open stance. Do not have any sharp objects around that can be
used as weapons.
3.3 a sociogram is a visual representation or map of the relationships that exist in a group of people. The
purpose of a sociogram is to evaluate the inner workings of relationships and to examine relationships
within different groups. It shows how people in a group interact and evaluate the inner workings of
relationships. It helps team leaders and facilitators draw out the potential of each team member.
SUPPLEMENTARY: JUNE 2018
Question 1:
1.1 The installation of hope: the group contains members at different stages of the treatment process.
Seeing people who are coping or recovering gives hope to those at the beginning of the process.
Universality: being in a group of people experiencing the same things helps people to see that what they
are going through is universal and that they are not alone.
Imparting information: group members are able to help each other by sharing information.
1.2
Motivation level Action level
Tone Undirected and unplanned
Self - differentiation Incidentally constructive or destructive (1 -2 step task)
Self - presentation Explorative (3 - 4 step task)
Passive participation Product centered (5-7 step task)
Imitative participation Product centered (7 - 10 step task)
Active participation With originality - transcends norm/ expectation
Question 2:
2.1 Cognitive behavioral therapy is learning how to identify and change destructive thought patterns. These
thoughts are then identified, challenged and replaced with more objective and realistic thoughts. Using
techniques such as deep breathing exercises and meditation may help. Can try techniques such as
identifying negative thoughts, practicing new skills, goal setting, problem solving, and self monitoring.
2.2 A sociogram is a visual representation or map of the relationships that exist in a group of people. The
purpose of a sociogram is to evaluate the inner workings of relationships and to examine relationships
within different groups. It shows how people in a group interact and evaluate the inner workings of
relationships. It helps team leaders and facilitators draw out the potential of each team member. It gives
the group leader/ facilitator a sense of who the people are in the group and who each member acts or is
towards the other members.
Question 3:
3.1 Constructive explorative action. Tries, but not very good at many activities, poor social skills,
inconsistent, lacks initiative, poor executive functioning, poor coping skills. Does not manage independent
and unsupported living well.
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