Week 1 & 2
planned use of personality, insights, perceptions, and judgements as part of the therapeutic process.
Provide tips to conserve energy during dressing
sit to complete task
use AE ( reacher / sock aid)
Gather clothing the night before
The forces that influence the interrelationships of members and ultimately affect group outcome
Group Dynamics
ADLs, IADLs, education, work, play and leisure, and social participation.
Example of Parallel group
adults doing yoga in a studio
Group members listen, work, or
play next to each other without
interaction.
S.O.A.P.
Subjective
Objective
Assessment
Plan
Yalom's ideal size for groups
7-8 people
•Recognizing shared feelings and that one’s problems are not unique
Universality
How can you determine if a group was successful or not?
Outcome measures
- improved performance skills but ultimately reflect improved engagement in occupation.
•Ex: My grip strength is stronger after attending the group exercise class, and I can open food containers without help now.
Example of Project Group
Adults engaged in "pass the ball" game identifying names of members.
Group members have brief verbal
or nonverbal interactions.
Conditions in the places where people grow, live, learn, work and age.
Social determinants of health
Name 3 outcomes for groups
improved social interaction
increased self-awareness
better peer support / larger social network
increased productivity
fewer injuries / prevention
health promotion
occupational justice
greater self-advocacy
better access to services
•Giving of oneself to help others
Altruism
Type of group that focus on identifying and implementing problem solving and stress management techniques to cope with life stressors
Coping Skills group
Mosey's 6 types of groups
1.Evaluative
2.Developmental
3.Thematic
4.Topical
5.Task oriented
6.Instrumental
generally refers to equal opportunity and the same levels of support for all segments of society.
Equality
3 Leadership styles
Director, Facilitator, Advisor
Define Each: Forming, Storming, Norming, Performing, Reforming
Forming: first group session
Storming: Some may not agree with how the group is ran, difference of opinion, different values.
Norming: avoiding conflict
Performing: Effectively work together, no harsh judgements.
Reforming: Learning from positive and negative experiences.
Type of group that address developing communication skills, socially acceptable behaviors, interpersonal relationship skills
Social interaction group
•7 yr olds playing soccer, role playing in costumes
Group members can select and perform in longer periods of work and play, following rules.
goes a step further and refers offering varying levels of support depending upon need to achieve greater fairness of outcomes - provides ACCESS
Equity
Name Coles 7 steps
1. introduction
2. Activity
3. Sharing
4. Processing
5. Generalizing
6. Application
7. Summary
Name 3 performance skills used in the COPD activity analysis.
performance skills listed on page 43 of the OTPF in table 7.
Position of O2 concentrator requires distance to bend and reach. Grip NC (nasal canula) and shirt, manipulate buttons, Coordinate BUE to hold shirt, Moves NC, Lifts shirt, Fluid arm movements to don shirt (Flows), Endures task, paces self to decrease SOB. Attends to task without distraction. Heeds to completes task. Uses shirt as designed. Initiates task, Continues task, sequences, terminates, gathers items for UB dressing.
Orientation
Movement
Visual-motor perceptual activities
Cognitive stimulation and function
Closing
Ross 5 step group format
Orientation-Simple 1-minute activity (increase alertness/facilitate calmness)
Movement-Motor activities
VM/percep-More challenging tasks (puzzles, Simon Says, plastic bowling
Cog stim-Stories, discussions, memory and guessing games
Closing-Familiar routine to signal end of session (song, snack, hold hands)
Type of Mosey's 6 Groups that is not concerned with need for change or improvement
Instrumental