Willard & Spackman's Occupational Therapy PDF

# Willard & Spackman's Occupational Therapy ## 11th Edition **Authors:** * Elizabeth Blesedell Crepeau, PHD, OTR, FAOTA - England Professor of Occupational Therapy, Occupational Therapy Department, College of Health and Human Services, University of New Hampshire, Durham, New Hampshire * Ellen S....

# Willard & Spackman's Occupational Therapy ## 11th Edition **Authors:** * Elizabeth Blesedell Crepeau, PHD, OTR, FAOTA - England Professor of Occupational Therapy, Occupational Therapy Department, College of Health and Human Services, University of New Hampshire, Durham, New Hampshire * Ellen S. Cohn, ScD, OTR, FAOTA - Clinical Associate Professor, Occupational Therapy Department, Sargent College of Health and Rehabilitation Sciences, Boston University, Boston, Massachusetts * Barbara A. Boyt Schell, PHD, OTR, FAOTA - Professor & Graduate Coordinator, Occupational Therapy Department, Brenau University, Gainsville, Georgia **Publisher:** * Wolters Kluwer | Lippincott Williams & Wilkins **Copyright:** * Copyright © 2009, 2003, Lippincott Williams & Wilkins, a Wolters Kluwer business. * Copyright © 2003 Lippincott Williams & Wilkins; Copyright© 1998 Lippincott-Raven Publisher; Copyright © 1993, 1988, 1983, 1978, 1971, 1963 by J. B. Lippincott Company; Copyright© 1954, 1947 by J. B. Lippincott Company **Disclaimer:** * Care has been taken to confirm the accuracy of the information present and to describe generally accepted practices. However, the authors, editors, and publisher are not responsible for errors or omissions or for any consequences from application of the information in this book and make no warranty, expressed or implied, with respect to the currency, completeness, or accuracy of the contents of the publication. Application of this information in a particular situation remains the professional responsibility of the practitioner; the clinical treatments described and recommended may not be considered absolute and universal recommendations. * The authors, editors, and publisher have exerted every effort to ensure that drug selection and dosage set forth in this text are in accordance with the current recommendations and practice at the time of publication. However, in view of ongoing research, changes in government regulations, and the constant flow of information relating to drug therapy and drug reactions, the reader is urged to check the package insert for each drug for any change in indications and dosage and for added warnings and precautions. This is particularly important when the recommended agent is a new or infrequently employed drug. * Some drugs and medical devices presented in this publication have Food and Drug Administration (FDA) clearance for limited use in restricted research settings. It is the responsibility of the health care provider to ascertain the FDA status of each drug or device planned for use in their clinical practice. **Contact:** * To purchase additional copies of this book, call our customer service department at (800) 638-3030 or fax orders to (301) 223-2320. International customers should call (301) 223-2300.. * Visit Lippincott Williams & Wilkins on the Internet: http://www.lww.com ## Chapter 34: The Interview Process in Occupational Therapy **Outline** * What Is Interviewing? * When and Whom to Interview * The Initial Interview: Interview as Assessment * During the Course of Therapy: Interview as Intervention * Interviewing Older Adolescents and Adults * Interviewing Children and Younger Adolescents * Why Interview * Understanding the Client's Story * Building the Therapeutic Alliance * Clarifying Your Role in the Setting * Establishing Priorities for Intervention * How to Interview Effective Interviewing * Preparing * Questioning * Responding * Attending and Observing * Effective Listening * Gathering Information and Developing the Occupational Profile * Observing Behavior ## Adjuncts to Interviews: Paper-and-Pencil Self-Report Measures * Self-Report Measures for Children and Adolescents * Self Reports for Use with Parents of Children and Adolescents * Self-Report Measures for Adults * Conclusion **Learning Objectives** After reading this chapter, you will be able to: 1. Describe the use of interviewing as an evaluation procedure in occupational therapy. 2. Identify features of an effective interview. 3. Identify available standardized interviews and self reports designed to identify clients' occupational needs and desires. **What is Interviewing?** Interviewing has been defined as a shared verbal experience, jointly constructed by the interviewer and the interviewee, organized around the asking and answering of questions. Effective interviewing does not proceed in a stilted manner. Rather, you and the client are attempting to achieve some shared understanding of a particular reality. That reality is the client's story. **When and Whom to Interview** The Initial Interview: Interview as Assessment * Because interviewing is an integral part of a comprehensive evaluation of a client's occupational functioning, it most frequently occurs at the beginning of your work with a client. * During this initial interaction, your goal is to begin to understand the client's story. * The second, but not unrelated, goal is to begin to form a collaborative relationship with the client. **During the Course of Therapy: Interview as Intervention** * Although interviewing is virtually always done at the beginning of an intervention process, the beginning is not the only time an interview may be appropriate. * An interview that occurs after your work with the client has begun can be both a form of reevaluation and an intervention. * Such interviews are usually less structured than the data-gathering process used during the formal initial evaluation phase. **Interviewing Older Adolescents and Adults** * Most older adolescents and adults that you will encounter in practice are appropriate candidates for interviewing. * The techniques for interviewing that are discussed later in this section apply, for the most part, to interviewing individuals of these ages. * However, some people are not appropriate candidates for interviews or should only be interviewed in highly structured situations. For example, individuals with severe depression might have difficulty concentrating on and responding to interview questions; people with mania might be too distracted by external stimuli to attend to an interview. **Interviewing Children and Younger Adolescents** * Although pediatrics is one of the largest practice areas in occupational therapy, until recently, few interview procedures had been developed to gather data on children's occupational behavior directly from children. * Some advances have been made in developing interview and other self-report procedures for use with children. * The ability of children to describe their experiences and their feelings depends on their acquisition of the required cognitive, linguistic, and social skills. **Why Interview** * Understanding the Client's Story * Building the Therapeutic Alliance * Clarifying Your Role in the Setting * Establishing Priorities for Intervention **How to Interview** The Skills of Effective Interviewing * Preparing * Questioning * Responding * Attending and Observing * Effective Listening **Gathering Information and developing the Occupational Profile** * Occupational therapy interviews are used to gather information about the client's functioning in occupations. * Most interviews consider the client's current or recent functioning; some also take a historical perspective and seek to understand the client's functioning over time. * It is important to gather information about the client's functioning in the past, because past functioning often is one of the best predictors of future functioning. **Observing Behavior** * During the course of an interview, you have an opportunity to observe the client's behavior. * The client's ability to participate in an interview can reveal much about his or her current functioning. * You will be able to make observations about the client's energy level, stamina, affect, comprehension, memory, concentration, thought organization, physical appearance, and interpersonal behavior. ## Adjuncts to Interviews: Paper-and-Pencil Self-Report Measures * Self-Report Measures for Children and Adolescents * Self Reports for Use with Parents of Children and Adolescents * Self-Report Measures for Adults **Conclusion** In addition to providing information about a client's functioning in specific occupations, interviews are among the most useful strategies available to practitioners both to better understand the client's perspective of his or her situation and to enhance the working relationship with the client. Each of the interviews and self-report measures discussed in this chapter has unique characteristics. Practitioners should choose the combination of interview and other assessments that best fits the needs of their clients and setting.