STUDY NOTES OCCP1097:

Occupation: * chunks of daily activity that can be named in the lexicon of the culture * typically self initiated * become part of language of culture * ordinary * familiar * recognisable

Activity: * up to an hr * series of linked ,chained tasks

Task: * 1-3mins * Step for completing an activity
Steps:
* 3-10mins * One or more linked tasks

Activity Analysis: * Breaks the activity down in a series of various levels and components * Allows us to identify level of performance difficulty and where it is occurring.

ADLS:
-Personal = self care activities
-Instrumental eg. cooking, laundry

Roles: * Determine our occupations and tasks * Outward reflection of who they are others see and define us * Organize how time used * Give sense of purpose * Contribute to self identity, worth and esteem * Composed of several important activities and tasks * Can have multiple * Role balance and imbalance * Role conflict * Role priorities change over lifespan * Role loss or deprivation * Enacted through doing, knowing, thinking
Can be: * Personally chosen * Assigned/expected * Personally defined * Externally defines * Negotiable boundaries * Fixed
Impacted by, environmental determinants eg. socio-cultural rules and political and economic supports and restrictions.

Role Repertoire: * Patterns and combinations of roles * Vary in complexity * Meaning and importance individual

Role Partnership: * Parallel work alongside in same role * Co-operative assist each other * Interdependent different but related in some way eg. employer & employee * Collaborative mutually determined relationship eg. Dr. & patient

Role Transition: potential of –ve and +ve impacts * Evolve * Discard * Retained * Lost * Rejected

Cognition: complex & dynamic system of interrelated parts which allows us to organise and use knowledge to function in environment we life
Perception: making a sense of senses, ability to process and interpret info drom environment

Analyse Role: Quantitative: role checklist, life role salience scale, adolescent role assessment Qualitative: interview, thematic analysis=trends Mobility: Ability of a person to change and maintain body position, move from one location to another. Routine: = patterns of behavious that are observable, regular, repetitive and that provide structure to daily life Habit: = are complicated mixes of skills which we do almost automatically TIME USE: -refers to how we structure our day -studies shown that WELLBEING is linked to our activity patterns over days and weeks -experience of time can be individual, collective, subjective. Categories: * Necessary needed for survival * Contracted paid work, education, have explicit contracts which control time * Committed assigned to by yourself, eg. volunteering * Free time time left over from other activities leisure time PRESS restrictions AFFORDANCEopportunities, potentially perform

TASK ANALYSIS COMPONENTS: | MOTOR DEMANDS | SENSORY DEMANDS | PSYCHOSOCIAL DEMANDS | COGNITIVE DEMANDS | | SHOULDER: * Protraction * Refraction * Elevation -0- natural angle * Internal Rotation: move arm inwards to body * External rotation: arm moving outwards * Abduction: moving up of shoulders outwards * Adduction: bringing arms down to body to be by side ELBOW: * Flexion – bend at elbow * Extension – stretch outwards * Forearm pronation, palm down supination palm up WRIST: * Flexion * Extension * Radial Deviation tilt hand inwards, thumb side * Ulna Deviation tilt hand outwards from body, pinky side (Do both when waving, moving hand side to side) HAND: * Metacarpal-phalangeal joints (MCP) Flexion, bent at knuckles Extension, straight and stetched * Interphalangeal joints (IP) =top 2 joints Flexion Extension * Finger and thumb adduction: all close together, thumb in line with other fingers * Abduction: fingers separate and thumb up * Conjunct Rotation: moving thumb towards other finger pads thumb in centre of hand. * Dorsiflexion foot flexed upwards towards head, pad showing * Pronation lying on stomach * Supination lying on back * Preshaping of hand: Wrist extension, supination, pronation, radial deviation, thumb abduction, thumb and finger flexion, conjunct rotation, MCP & IP extension | Sensory Processing: AUDITORY: interpreting & localising sounds, discriminating between foreground and background VESTIBULAR: head position, balance and movement TACTILE: interpreting -light -touch -pressure -safety mechanism -temperature -pain -vibration VISUAL PROCESSING: interpreting Stimuli through eyes peripheral vision acuity and awareness of colour and pattern GUSTATORY: taste OLFACTORY: odour PROPRIOCEPTIVE: muscles, joints and organs give info about position of one body part in relation to another Perceptual Processing: * Stereognosis able to identify objects through proprioception, touch and cognition * Pain response noxious stimuli * Kinaesthesia able to identify the progress and direction of joint movement * Body Scheme internal awareness of body and relationship of body parts to each other * Right left discrimination distinguish one side of body from other * Position in space determine spatial relationship of figures and objects to you and other forms * Form constancy recognizing objects in various environments, positions, sizes * Visual Closure identifying forms from incomplete presentation * Figure ground differentiate between fore and background * Depth perception determine relative distance between objects * Spatial relations determine position of object relative to each other * Topographical orientation determine location of objects and settings to route location | Values: ideas,beliefs important to self and others Interests: mental or physical activities create pleasure and maintain attention Self Concept: develop value of physical, emotional, sexual self SOCIAL: -Role performance: identify,maintain, balance function assumed/acquired in society -Social conduct: how interact, manners, personal space, eye contact, gestures, active listening, self expression appropriate to environment -Interpersonal skills: verbal& non verbal communication to interact in a variety of settings -Self expression: use different styles &skills to express thoughts, feelings & needs SELF MANAGEMENT: Coping skills: identify, manage stress time management: balancing self care, work, leisure, rest self control: able to modify or adapt your behaviour in response to environmental needs, demands, constraints, personal aspirations and feedback INTERPERSONAL: Social interaction skills * Verbal capacity: use of words, content of language, volume, tone, assertiveness, application of socio-cultural rules * Non verbal: eye contact, body language, physical proximity, use of gestures, active listening, sharing behaviour, cooperating, manners INTRAPERSONAL: -dimensions of ones psyche that give rise to moods, attitudes, beliefs, confidence, esteem Verbal: content of whats said, reality based, revealing Volume and tone of speech matches context, expressive, revealing Non verbal: posture, movement, affect ,energy, level of engagement. | Inputthroughputoutput feedbackcognitive input PERCEIVE: * Attending modulate,maintain attention initiate & recognise * Sensing locate, search, monitor * Discriminate see differences, matching, patterns RECALL: * Recall identification and classification of stimuli, comparison of old and new info * Recalling Scheme knowing context, time, place, duration – regulate time * Recalling Proceduresknowing how to use objects and steps involved PLAN: * Mapping know goal, identify obstacles, organise to begin and remain * Programmingmaking choices, coming with a sequence, making means fit (calibrate) * Evaluating questioning ideas, analysing relationship b/w factors, judging best, correct and safest decision PERFORM: * Initiate starting and restarting stopping * Continuing having a flow to action, continuing to end of task, overcoming difficulties * Controlling timing the action carried out, coordinating action of all body parts and interaction with objects, adjusting actions when needed. Why analyse Cognitive demands: -know what strategies to teach to person when have difficulty -to match tasks to persons capacity or compensate for cognitive problems -understand complexity of things -know capacity a person will need to have to do ADLs *modulate attention* |