OT 333 Final Exam Study Guide PDF

OT 333 Final Exam Cumula/ve Study Guide Ac#vity Analysis and OTPF - What is OT domain v OT process Domain is what we do Process is how we do it - What are the ﬁve components of OT domain? Occupa#ons: everyday ac#vi#es that people do as individuals, in families, and with communi#es to occupy #me and bring meaning and purpose to life Contexts Performance paEerns Performance skills Client factors - What is context? What are environmental factors (extrinsic) v personal factors (intrinsic)? Context: a broad construct comprised of environmental and personal factors which inﬂuence engagement in occupa#ons Environmental factors: aspects of the physical, social, and aKtudinal surroundings in which people live and conduct their lives. Inﬂuence func#oning and disability and have posi#ve and nega#ve aspects Personal factors: the unique features of a person that are not part of a health condi#on or health state and that cons#tute the par#cular background of the person’s life and living. They are internal inﬂuences aﬀec#ng func#on and disability and are not considered posi#ve or nega#ve but rather reﬂect the essence of the person. - What are performance paEerns? Dis#nguish between habits, rou#nes, roles, and rituals. Performance paEerns: acquired habits, rou#ne, roles, and rituals used to engage in occupa#ons, inﬂuenced by #me Habits: speciﬁc, automa#c adap#ve, or maladap#ve behaviors Rou#nes: established sequences of occupa#ons or ac#vi#es that provide a structure for daily life Roles: help deﬁne who a person, group, or popula#on believes themselves to be on the basis of the occupa#onal history and desires for the future Rituals: symbolic ac#ons with spiritual, cultural, or social meaning which contribute to iden#ty and reinforce exis#ng values and beliefs - What are performance skills? Dis#nguish between motor, process, and social interac#on skills. Performance skills: observable, goal-directed ac#ons Motor: moving oneself, interac#ng with objects Process: organizing objects, #me, space, applying knowledge, and adap#ng performance Social interac#on skills: using verbal and nonverbal skills to engage with others - What are client factors? The speciﬁc capaci#es, characteris#cs, or beliefs within a person Values, beliefs, and spirituality Body structures Body func#ons - Dis#nguish between values, beliefs, and spirituality. Values: principles considered to be worthwhile Beliefs: ideas held to be true Spirituality: experiencing meaning through reﬂec#on and inten#onality - Dis#nguish between body func#ons and body structures. Body func#ons: physiological func#on of body systems Body structures: physical anatomical body parts and their components OT 333 Final Exam Cumula/ve Study Guide - Occupa#on v Ac#vity v Task Ac#vity: general, objec#ve, no speciﬁc context - Considers the typical demands of an ac#vity as it is usually completed Occupa#on: personal, subjec#ve, highly speciﬁc context - Considers the speciﬁc person and context, in addi#on to the demands of the occupa#on itself Task: the sequence of events that happen during the ac#vity - Why do we use occupa#on as a treatment modality? Improved mo#va#on and engagement Coordina#ng body systems Improved generalizability Analyze ac#vi#es to: educate clients, examine therapeu#c proper#es, ﬁnd the “just right challenge”, inform interven#on focus - What characteris#cs are included in each step of the Sequence & Timing sec#on of a formal ac#vity analysis? An ac#on verb How the ac#on occurs Objects used Time elements Amounts used - Grading v Adap#ng Grading: increasing or decreasing ac#vity demands to ensure a just right ﬁt Adapta#on: changing an aspect of the ac#vity to improve par#cipa#on - Who does the term “occupa#onal therapy prac##oners” refer to? Occupa#onal therapists and occupa#onal therapy assistants - What are the nine major categories of occupa#on? ADLs, IADLs, health management, rest and sleep, educa#on, work, play, leisure, social par#cipa#on - What is the diﬀerence between occupa#onal analysis and ac#vity analysis? Occupa#onal analysis: experienced by a single person; personally constructed, one #me experience with unique context Ac#vity analysis: more general, culturally shared idea about a category of ac#on Major Developmental Theories - Dis#nguish between growth, development, and matura#on. Growth: physical and biologic changes; observable and quan#ﬁable Development: changes in behavior; sequen#al and predictable Matura#on: stage of full func#onality; a part of growth and development - Know the key characteris#cs of Erikson’s Psychosocial Stages of Development. Characterized by a baEle or conﬂict within the ego to overcome - Trust vs mistrust: birth to 1 year - Autonomy vs shame/doubt: 1 to 2 years - Ini#a#ve vs guilt: 3 to 5 years - Industry vs inferiority: childhood (6-12) - Iden#ty vs iden#ty diﬀusion: adolescence and emerging adulthood - In#macy vs isola#on: young adult - Genera#vity vs stagna#on: adult - Ego integrity vs despair: older adult OT 333 Final Exam Cumula/ve Study Guide - Know the key characteris#cs of Piaget’s theory of cogni#ve development and Schaie & Willis’ stages of adult cogni#on. Sensorimotor: birth to 2 years Preopera#onal: 2 to 7 years; symbolic Concrete opera#onal: 7 to 12 years; logical Formal opera#onal: 12 years and up; abstract Week 9 Review Points | Early Childhood 1. Know the age range associated with early childhood and preschool. Early childhood: 2-6 Preschool: 3-5 2. Be able to describe overall trends seen in growth and development during early childhood. Steady increase in height and weight Child becomes slimmer Increased muscle mass and loss of baby fat 3. Know the func#on of the corpus callosum and understand its rela#onship to cogni#ve development in early childhood, including brain lateraliza#on. Corpus callosum: improved communica#on between lej and right sides of the brain Improved eﬃciency Handedness (eyes, ears, feet, hands) maternal link Lateraliza#on: right and lej sides of brain are not symmetrical 4. Discern between when handedness begins to present v. when hand-dominance is ﬁrmly established. Handedness typically shown by age 4 Should be ﬁrmly established by age 7 5. Iden#fy trends in emo#onal regula#on and behavioral regula#on associated with ages 2-4. Contrast this to socio-emo#onal aspects of school-readiness (by ages 5-6). Understand the rela#onship between these cogni#ve skills and prefrontal cortex matura#on. Ages 2-4 - Poor impulse control - Emo#onally responsive - Prone to temper tantrums By age 5 - Much beEer impulse control and emo#onal regula#on - Reﬂects prefrontal cortex matura#on 6. Be able to describe sensory integra#on. Children seek out necessary sensory experiences Some children have diﬃculty tolera#ng some sensory inputs 7. Know what the largest sensory organ in the body is. Skin 8. Ar#culate the rela#onship between tac#le func#ons, propriocep#on, and ﬁne motor skills. Constantly ﬁltering out extraneous tac#le sensory informa#on Tac#le sensory system informs ﬁne motor precision 9. Know the ves#bular system’s func#on and components. Be able to iden#fy the two otolith organs (utricle and saccule) and dis#nguish between the func#on of otolith organs and semicircular canals. Propriocep#on: awareness of where our body is in space; during a res#ng posi#on OT 333 Final Exam Cumula/ve Study Guide Informa#on of joint posi#on sense and joint mo#on Allows us to know where we are in space Allows motor performance with vision occluded Otolith organs o Utricle and saccule o Linear accelera#on; gravity Semicircular canals: angular accelera#on (rota#onal movements) Promote: postural and head control, orienta#on of head in space o Righ#ng and equilibrium reac#ons 10. Be able to describe the trends in gross motor control associated with early childhood and know the sequence of gross motor skill development. Posture: to develop beEer movements Center of gravity over base of support Stability versus mobility Flow: smooth Calibra#on: amount of force 2 years: beginning to run, walk backwards; jumps down from step 3 years: jump oﬀ ﬂoor with both feet; walk up and down stairs; pedal a tricycle 4 years: catch a ball; hop on either foot; pour juice without spilling 5 years: gallops; throws a ball overhead; walks up/down stairs carrying an object 6 years: skips in rhythm; completes a backward roll; able to learn and perform a cartwheel 11. Ar#culate barriers to precise ﬁne motor control in early childhood and iden#fy inﬂuences on ﬁne motor skill acquisi#on. Barriers - Smaller movements are harder to master - Require bilateral integra#on (using both halves of the brain) - Young children have short, fat ﬁngers, which makes dexterity more diﬃcult - Handedness is not yet ﬁrmly established Inﬂuences on ﬁne motor skill acquisi#on - Neuromuscular func#on - Sensory integra#on - Musculoskeletal system integrity - Postural control - Experience in prone - Experience building up intrinsic hand muscles 12. Dis#nguish between types of bilateral movements. Symmetrical - Same movement with both hands - clapping Reciprocal - One side completes a movement that is then repeated by the other side of the body (alterna#ng movements) - crawling Leading and suppor#ng - Dominant hand manipula#on, nondominant hand stabiliza#on - Drawing 13. Iden#fy power grasp paEerns and types of precision grasp paEerns. Power grasp OT 333 Final Exam Cumula/ve Study Guide Cylindrical grasp Spherical grasp Hook or snap Precision grasp Lateral pinch Three-jaw chuck Pincer (#p to #p) (pad to pad) 14. Know each of the types of in-hand manipula#on and the sequence in which these skills develop (which skills are easier, which are harder). Iden#fy examples of each in-hand manipula#on skill and iden#fy when each is typically developed. Transla#on - Finger to palm (12-15 months) - Palm to ﬁnger (2-2.5 years) Shij: ability to move something linearly along the ﬁnger surface - Linear movement along ﬁnger surface - Separa#ng paper (3-5 years) - Shijing ﬁngers on a pencil (5-6 years) Simple rota#on - Turning an object in ﬁnger pads 90 degrees or less (2-2.5 years) Complex rota#on - Turning an object in the hand 360 degrees (6-7 years) In hand manipula#on with stabiliza#on - Requires good lateraliza#on of radial and ulnar aspects of hand (6-7 years) 15. Iden#fy expected vocabulary expansion for ages 3-5 years. Age 3: 1000-5000 words Age 4: 3000-10,0000 words Age 5: 5000- 20,0000 words 16. Dis#nguish between fast mapping and slow mapping, iden#fy which gramma#cal error is typical in early childhood, and understand the inﬂuence of reading on language and grammar skills. Fast mapping: linking words they hear to an ini#al guess of meaning, connec#ng to other related categories of words Slow mapping: building on memories of words and modifying their understanding as more is learned Gramma#cal error: - Over regula#on: the tendency to apply rules when not needed - With plural and past tense - Highly inﬂuenced by experience (reading) 17. Know which of Piaget’s stages of cogni#ve development is associated with early childhood and be able to ar#culate which cogni#ve skills we would expect with this stage of development. Preopera#onal stage - Uses symbols (words, images) to represent objects - Egocentrism - No conserva#on during preschool years 18. Iden#fy trends in early childhood memory. Likely to forget what they were planning to do May ask ques#ons repeatedly Working memory is developing OT 333 Final Exam Cumula/ve Study Guide 19. Know the components of self-concept, iden#fy whether children in early childhood typically have higher or lower self-esteem, deﬁne prosocial behavior, and ar#culate the rela#onship between prosocial behavior and the development of empathy. Self concept: understanding of who I am - Self image: appearance - Ideas of self: personality, chracter traits - Self-esteem: evalua#on of self worth Higher self esteem Prosocial behavior? More empathy with prosocial behavior 20. Iden#fy the four paren#ng styles iden#ﬁed in lecture and the major characteris#cs of each. - Authoritarian - Authorita#ve - Permissive - Abusive 21. Iden#fy which of Erikson’s stages of psychosocial development aligns with preschool development and ar#culate what this means. Ini#a#ve vs guilt (3 to 5) Thrive in an environment where they can explore, make decisions, ini#ate ac#vi#es Conﬂict with ego Want to be able to do something on their own and if they can’t do it they feel bad about themselves 22. Describe each of Mildred Parten’s Six Stages of Play (dis#nguishing between key characteris#cs of each) and know what age range is typically associated with each of them. 0-3 months: unoccupied play- playing with physical movement, hands feet, not with toys 3 months to 2 years: solitary play, play without involvement of others 2-3 years: onlooker play, : watches play of others; may engage in conversa#on about play, but does not engage in play near others 2/3 years-4 years: parallel play, plays individually but in close proximity to others; may mimic play strategies 4-5 years: associa#ve play, plays together and enjoys peer company, but play is not organized/structured 6-7 years: coopera#ve play, playing coopera#vely with others, working together to achieve a goal 23. Ar#culate the diﬀerence between physical play, sociodrama#c/ symbolic play, and construc#ve play, and iden#fy some skills prac#ced through each. Func#onal play: unoccupied play Construc#ve play: preopera#onal Imagina#ve play: preopera#onal Games with rules: concrete opera#ons Physical play: taking turns, develop motor skills, hand-eye coordina#on/foot Sociodram#c: explore and rehearse social role, regulate emo#ons, navigate conﬂicts Construc#ve: problem solving, ﬁne motor, school-readiness 24. Dis#nguish between the 7 principles of universal design and iden#fy examples of each. Equitable use: design is useful and marketable to people with diverse abili#es Flexibility in use: the design accommodates a wide range of individual preferences and abili#es OT 333 Final Exam Cumula/ve Study Guide Simple and intui#ve use: use of the design is easy to understand, regardless of the users experience, knowledge, language skills, or current concentra#on level Percep#ble informa#on: design communicates necessary informa#on eﬀec#vely to the user, regardless of ambient condi#ons or the users sensory abili#es Tolerance for error: the design minimizes hazards and the adverse consequences of accidental or unintended ac#ons Low physical eﬀort: the design can be used eﬃciently and comfortably and with a minimum of fa#gue Size and space for approach and use: appropriate size and space is provided for approach, reach, manipula#on, and use regardless of user’s body size, posture, or mobility 25. Deﬁne “ﬂow” in rela#on to motor development. Smooth Week 10 Review Points | Middle Childhood 1. Know the age range associated with middle childhood. 6-12 2. Iden#fy trends in physical growth and development noted during middle childhood, describe growth distribu#on (trunk v. limbs) associated with middle childhood as compared to early childhood and iden#fy how this inﬂuences motor skills and coordina#on. Varia#ons in physiques: malnutri#on, gene#c factors, environmental exposures Physical development aﬀect friendships which are par#ally based on physical appearance and competence By age 6, build is predic#ve of adult propor#ons Rate of growth slows down: 2-3 inches per year Limbs lengthen, early childhood was the torso Muscles become stronger Mastery of motor skills and improved sports performance No diﬀerence between male and female athle#c performance 3. Iden#fy cogni#ve skills which develop during middle childhood and are important for school par#cipa#on. Selec#ve aEen#on: ac#ve listening during school, taking notes, ignoring distrac#ons Pre frontal cortex development: improved self-regula#on of emo#ons Advancement in working memory: actually engaging with that info during an ac#vity Metamemory: awareness of ones own memory, conscious implementa#on of memory strategies Cogni#ve monitoring: self-examina#on of next steps; how you are going to get things done 4. Deﬁne “coincidence-an#cipa#on (CA) #ming” and describe its rela#onship to performance in sports requiring hand-eye coordina#on (like sojball). Coincidence adapta#on #ming: understand rela#onship between movement and #me Important for sports hand-eye coordina#on 5. Describe what a “cogni#ve map” is and iden#fy why this is important. Mental picture we have of our environment: ability to picture loca#on in mind Helps with spa#al orienta#on 6. Deﬁne “kinesthe#c percep#on” and know the diﬀerence between propriocep#on and kinesthesia. Kinesthe#c percep#on: percep#on of body movements; gross motor movement in sports Propriocep#on: knowing where your body is without looking Kinesthesia: awareness of posi#on and movements of parts of the body 7. Dis#nguish between size constancy and ﬁgure-ground discrimina#on. OT 333 Final Exam Cumula/ve Study Guide Size constancy: awareness that things are the same size even if one is closer to you and looks bigger Figure-ground discrimina#on: dis#nguishing something from the background 8. Ar#culate why hand dominance is important. Associated with brain matura#on and lateraliza#on Failure to develop hand dominance: Impaired motor coordina#on Decreased dexterity Barriers to par#cipa#on in school: impacts academic performance 9. Know what intelligence-quo#ent (IQ) tes#ng is, why it's used, and what some of its barriers are. IQ test: an ap#tude test to measure intelligence/ability to learn in school WISC and Stanford Binet test Barriers: - Does not consider rate of development, culture, family, school, genes - Diﬃcult to measure poten#al without achievement - Culturally biased 10. Iden#fy which of Piaget’s stages of cogni#ve development is associated with middle childhood and describe what this means rela#ve to expected cogni#ve skills for this age range. Concrete opera#ons Characterized by conserva#on and reversibility Logical thinking 11. Dis#nguish between the diﬀerent types of conserva#on. Deﬁne what is meant by the term “reversibility” according to Piaget. Conserva#on of number: 2 rows, 1 row mor spread out, s#ll contains same amount Conserva#on of length: 2 s#cks of equal length, move one s#ck, the s#cks are s#ll same length Conserva#on of area Conserva#on of maEer: 2 equal balls of clay, squeeze one, they both s#ll have the same amount of clay Conserva#on of liquid: 2 equal glasses of liquid, pour one into a tall skinny glass, they s#ll contain same amount of liquid Reversibility: understanding that items modiﬁed can return to their original form Needed to understand addi#on/subtrac#on 12. What is the zone of proximal development? How does Vygotsky view the rela#onship between peers and skill acquisi#on? Zone of proximal development: skill acquisi#on, zone of proximal development is when learner can do something with the guidance of someone else Peers, teachers, and cultural context provide bridge between children’s developmental poten#al and skills needed Children appren#ces in learning-watch, play and engage in daily interac#ons 13. Iden#fy which of Erikson’s stages of psychosocial development aligns with middle childhood development and ar#culate what this means. Industry v inferiority Trying to master skills valued in own culture Social worlds beyond family contribute to perceived industry v inferiroty Self- concept Stress Asynchronous development: cogni#on and physical development might not align Where we rank according to our peers maEers OT 333 Final Exam Cumula/ve Study Guide 14. Iden#fy characteris#cs of “cliques”. Special vocabulary, rules of behavior, dress codes Popularity An “in” group and an “out” group Develop cliques between ages 9-11 Subculture: something that makes you ﬁt in with that group 15. Dis#nguish between “neglected” children and “rejected” children. Neglected: not disliked, but received liEle aEen#on by peers - Not necessarily damaging, especially if other suppor#ve social environments available Rejected: disliked by peers, usually because of antagonis#c/confronta#onal behavior - Ojen mistreated at home - More likely to be disrup#ve, aggressive - More likely to misinterpret social situa#ons - May become withdrawn and anxious - Likely to have emo#onal/behavioral diﬃcul#es later in life or struggle to maintain stable rela#onships 16. Deﬁne coopera#ve play (one of Mildred Parten’s Six Stages of Play). Playing coopera#vely with others, working together to achieve a goal (organized) When a child plays together with others and has interest in both the ac#vity and other children involved in playing, they are par#cipa#ng in coopera#ve play 17. What do we mean by “games with rules”? What level of opera#ons does Piaget state is required for par#cipa#ng in games with rules? Games with rules means organized games Need to be in concrete opera#ons 18. What is the deﬁni#on of bullying? Any unwanted aggressive behavior by another youth or group Power imbalance Repeated 19. What are warning signs of bullying? Low self-esteem, avoidance of school, depression, suicidal thoughts, cuts and bruises, headaches, envied by others, jumpy when using phone 20. What is the role/inﬂuence of bystanders? May reinforce/assist in bullying May intervene to try to stop it May ignore or be unaware of it Witness 80% of bullying, but only intervene 20% of the #me When someone intervenes, bullying stops by 50% 21. Why is it important to cul#vate a posi#ve school climate? Builds brain and architecture and enables children to learn more Allows brain to focus on what is important Allow kids to feel safe and want to come to school Healthy brain development Keeps kids engaged OT 333 Final Exam Cumula/ve Study Guide Week 11 Review Points | Adolescence 1. Know the developmental start and end of adolescence and the generally associated age range. Marked by start of puberty, ends when you leave the house Ages 12ish to 18 to 21 ish 2. Be able to generally describe the onset of puberty and associated physiological changes. 3. Know what the Tanner Scale is, how many stages are included, what it measures, and which stage indicates prepubescence v. reproduc#ve maturity. Tanner scale are the stages of puberty; progression of prepubescent to mature Stages 1-5 1 is prepubescent 5 is mature 4. Know generally how long puberty lasts from start to ﬁnish. Lasts between 2-5 years 2-4 years ajer ﬁrst visible signs, all major events are over Can happen as early as 8 or as late as 14 5. Dis#nguish between primary and secondary sex characteris#cs. Primary: characteris#cs directly involved in reproduc#on: ovaries and testes - Female: ﬁrst menstrual period - Male: spermache: onset of sperm emission, ﬁrst ejacula#on Secondary: characteris#cs not directly involved in reproduc#on - Rapid physical growth - Breast development and widening of hips - Voice changes - Broadening shoulders in men - Face and body hair - Muscle development: more signiﬁcant in men 6. Be able to ar#culate the distribu#on of physical growth occurring during adolescence. Which structures typically grow ﬁrst? How does this impact motor coordina#on? Diﬀerences in motor capabili#es arise in this stage Uneven jump in size of almost every body part Increased bone length and density Limbs before torso - Feet and ﬁngers before arms and legs - Torso lengthens last Rapid weight gain and increase in muscle mass Greatest #me of growth other than infancy WIDER, TALLER, STRONGER 7. Be able to describe what the striatum is and how it impacts adolescent decision-making. Consider rate of myelina#on of the striatum v. matura#on of the prefrontal cortex; how does the asynchronous development of these structures impact cogni#on during adolescence? Striatum: reward system; movement - becomes more myelinated more quickly than prefrontal cortex - more programmed to seek out rewards without thinking of the consequences 8. What do we mean by adolescent egocentrism? Excessive self-consciousness Preoccupied with what others think Can lead to signiﬁcant insecurity OT 333 Final Exam Cumula/ve Study Guide Imaginary audience (opinions of onlookers) Personal fable: it won’t happen to me Not in a way where you think you are beEer 9. What paradox is described on page 307 (Cronin & Mandich) rela#ve to adolescent health and decisionmaking? Many of the health and social problems adolescents experience are results of their own good (or bad) decision making and a propensity for risk taking. This is a paradoxical issue: At the healthiest and most physically adept period in the life span, young people make deliberate choices that damage their health. 10. What is temporal discoun#ng/invincibility fallacy? To what do we aEribute this phenomenon? Summarize the rela#onship between adolescent reasoning and decision-making (page 310, Cronin & Mandich). occurs when young people discount the poten#al long-range impacts of decisions, focusing instead on immediate rewards. Temporal discoun#ng underlies social problems such as unwanted pregnancy, low educa#onal achievement, and criminal ac#ons, which also reﬂect poor impulse control and poor execu#ve reasoning. 11. Iden#fy which of Piaget’s stages of cogni#ve development is associated with adolescence and describe what this means rela#ve to expected cogni#ve skills for this developmental stage. Formal opera#ons Abstract thinking, hypothe#cal, the “ideal”, metacogni#on, development of deduc#ve reasoning Conceptualize things that do not directly impact them 12. Dis#nguish between deduc#ve and induc#ve reasoning. Which of these types of reasoning develops during adolescence? Deduc#ve: drawing speciﬁc conclusions from general observa#ons - Develops during formal opera#ons Indic#ve: making generaliza#ons based oﬀ previous speciﬁc life experiences - Age 7 - Always doing 13. Iden#fy which of Erikson’s stages of psychosocial development aligns with adolescence and ar#culate what this means. Iden#ty versus role confusion Exploring one’s place in society Extensive explora#on of the self Who am I 14. Describe possible outcomes of iden#ty forma#on, including what is meant by role achievement, foreclosure, moratorium, and iden#ty diﬀusion. Iden#ty forma#on = explora#on and commitment Role achievement: I’ve thought about it and I know what I should do with my life Foreclosure: low explora#on - Unwilling to go through crisis - Commits to what is comfortable - I’ve made a choice without thinking Moratorium: high explora#on, low commitment - Trying to ﬁgure out, makes temporary choices to postpone future commitment - I know I need to ﬁgure out what to do and I’m thinking about it OT 333 Final Exam Cumula/ve Study Guide Iden#ty diﬀusion: unwilling to go through crisis or commit to the future - Lack of commitment to goals/values - Leads to stagna#on - No game plan - I don’t know and I don’t care 15. Describe changes to the parent-child rela#onship dynamic which occur during adolescence, and ar#culate factors which contribute to building/maintaining a posi#ve rela#onship. Rela#onship tension: adjus#ng to new dynamic, genera#on gap, may lead to increased parent- adolescent bickering Child wants space and privacy Values are diﬀerent Building a posi#ve rela#onship - Adolescents need freedom to feel competent and loved - A warm, suppor#ve rela#onship with open communica#on is posi#vely correlated with the adolescent becoming a more conﬁdent, well-educated adult 16. Describe deviancy training and peer pressure. Deviancy training: one peer shows another how to rebel against social norms Peer pressure: can be posi#ve or nega#ve Strong un#l age 14 17. What is gender iden#ty? What is sexual orienta#on? (Cronin & Mandich) Gender iden#ty: the understanding of oneself as a man or women Sexual orienta#on: enduring paEern of aErac#on that may be emo#onal, roman#c, sexual, or some combina#on of these to other people. 18. What is in#macy? (Cronin & Mandich) the ability to trust, and the ability to share private thoughts and feelings with selected others. Associated with in#macy are roman#c rela#onships and sexual ac#vity. 19. Describe expected occupa#onal performance during adolescence. What are some examples of ADLs that become important during this period of development? What occupa#ons are frequently associated with adolescence? ADLS should be well established and independent - More focus on appearance - Some changes based on physical changes: shaving, feminine hygiene, deodorant Rest and sleep: should be geKng 8-10 hours IADLs - Increased home management responsibili#es: chores - Care of others: helping with younger siblings or older parents - Meal prepara#on - Community mobility (driving) Educa#on - Increased choices - Increased academic requirements Work - Want or need to work - Builds self-esteem, compete with school, work commitment Social par#cipa#on - Hanging out OT 333 Final Exam Cumula/ve Study Guide - Going out - Electronic communica#on - Family interac#ons Week 12 Review Points | Young Adulthood 1. What is the proposed new developmental stage of emerging adulthood? How is it characterized? What is the associated age range, and when does emerging adulthood end? Emerging adulthood: new proposed stage - Approximately 18 to 25 - Extended transi#on into adulthood - Personal development and con#nued iden#ty forma#on Not universal, made possible by the postponing of major life decisions; the privilege of con#nued personal development and iden#ty explora#on 2. What age range typically deﬁnes early adulthood? Why is this a ﬂexible age range? 21 to 34 Possibly extends as late as age 40 based on individual factors and role aEainment 3. Be able to describe and dis#nguish between the ﬁve features of emerging adulthood. Iden#ty explora#ons: explore various possibili#es in love and work to provide clarity on who we are; our values, beliefs, and priori#es Instability: frequently changing loca#on of residence (one of the most stressful life events) - Instability in school, work, residence, rela#onships Self-focus: enhanced understanding of the self - Iden#ﬁca#on of values, beliefs, and how we ﬁt into the world - Necessary prior to establishing long-term engagements with others Feeling in between: most individuals feel caught in between adulthood and adolescence, characterizing the transi#onal period of emerging adulthood Possibili#es/op#mism: nearly a decade to explore possibili#es - Emerging adulthood is associated with cultures which allow postponing of adult responsibili#es 4. Summarize the trends in physical development associated with young adulthood. Peak physical performance: - Peak muscular performance between 20-30 years - Prime cardiovascular ﬁtness Most body structures and fully matured - Skeletal bone growth complete by 25 - Brain con#nues to develop and mature un#l 25 Op#mal speed of reac#on #me: - AEained between 19-26 5. Summarize common health compromising behaviors associated with emerging adulthood (and adolescence) and be able to ar#culate how this relates to cogni#ve development. Trend of poor aEen#on to health maintenance, heightened stress, and risk-taking behaviors With peak physical ﬁtness comes: - Less aEen#on to health - Greater willingness to push our limits - Adop#on of unhealth/maladap#ve habits and rou#nes OT 333 Final Exam Cumula/ve Study Guide Risky driving Prefrontal cortex not mature un#l 23-25 which is why there are risky behaviors 6. Know the age typically associated with prefrontal cortex matura#on and be able to ar#culate the related impacts on cogni#on. Pre frontal cortex matures 23-25 Emo#onal regula#on: inhibi#on, modera#ng socially appropriate behavior Personality expression: goals, values, personality Decision making: impulse control and considera#on of long-term consequences - As this region of the brain matures (later in emerging adulthood) we see less risk-taking behaviors Planning complex behavior: organiza#on, priori#za#on, #me management 7. Deﬁne neuroplas#city and recognize the rela#onship between learning and con#nued brain development. Neuroplas#city: ability of the brain to create and reorganize synap#c connec#ons Con#nues throughout adult life, but slower Learning physically changes the brain 8. Dis#nguish between ﬂuid and crystallized intelligence. Fluid - Think on your feet; problem solve nega#vely impacted by #me constraints - Peaks in early adulthood - Closely #ed to working memory - Ability to process and respond to novel informa#on Crystallized - Structured, set in stone - Based on previous life experiences - Con#nues to develop through middle adulthood - Relies on long term memory - Ability to use previous experiences to inform current decision making - Clinical judgment 9. Summarize the physical performance and cogni#ve developmental changes associated with early adulthood. Adult cogni#on is inﬂuenced by personal, social, employment, family, and environmental contexts 10. What are the seven stages of age-related cogni#ve development proposed by Schaie and Willis (2000)? Which stage best aligns with early adulthood? How is this cogni#ve stage characterized? Legacy crea#ng, reintegra#ve, reorganiza#onal, execu#ve, responsible, achieving, acquisi#ve Achieving aligns with early adulthood - Confron#ng signiﬁcant life decisions - Apply knowledge for aEainment of long-term goals - Educa#on, career, rela#onships 11. What is stress? Why are stressors common in early adulthood? Stress: the body’s response to things that disrupt daily rou#ne Common because a lot is changing OT 333 Final Exam Cumula/ve Study Guide 12. Iden#fy the greatest limita#on of Piaget’s theory of cogni#ve development and be familiar with the addi#onal proposed stage of post-formal thought. Failure to look across the en#re human lifespan or consider adult cogni#ve changes Post formal thought - Recogni#on that world exists in shades of grey; that life is complex and full of contradic#ons - Acquired through life experience - Beyond problem-solving; seeking answers to factors underlying world issues or personal concerns - Uncovering concerns or poten#al crises before they appear (problem-ﬁnding) - Philosophical; rooted in reﬂec#on - Develops between 20-40 years; not achieve by everyone - Flexible thinking, recogni#on of alterna#ves - Dialec#c thought 13. Understand key diﬀerences between formal and post-formal thought. Formal thought: absolute, a more black and white view of the world; Problem solving Post formal: Recogni#on that world exists in shades of grey; that life is complex and full of contradic#ons 14. Iden#fy and describe each of the ﬁve characterizing components of post-formal thought. Self-knowledge: reﬂect on oneself to more eﬀec#vely process and understand the world around you with open-mindedness and curiosity Ability to rela#vize: seeing the world not as a dichotomy of absolutes (black and white), but rather, as a series of complex rela#onships (shades of grey) Cogni#ve ﬂexibility: arises from recogni#ve of many possible alterna#ve solu#ons and perspec#ves; the ability to restructure one’s knowledge in response to changing circumstances and contexts Integra#on of emo#on and ra#onal analysis: ﬁnding a balance between our emo#ons and ra#onal thinking to respond eﬀec#vely to complex situa#on Dialec#c thought: ability to consider a thesis and its an#thesis and arrive at a synthesis - Most advanced cogni#ve process - Integrate and synthesize informa#on from a variety of compe#ng beliefs, ideas, and experiences 15. Iden#fy which of Erikson’s stages of psychosocial development aligns with both emerging adulthood and young adult development and ar#culate what this means for both. Iden#ty versus role confusion- for both emerging and young Exploring one’s place in society Extensive explora#on of the self Young adulthood: in#macy versus isola#on Conﬁdant, a source of trust and stability May be roman#c rela#onship, but not necessarily 16. Know what is meant by the terms, “launching period” and “boomerang eﬀect.” Launching: period of leaving home Boomerang: move out of house, but come back 17. Ar#culate the diﬀerence between formal rela#onships, informal rela#onships, family rela#onships, in#mate rela#onships, and roman#c rela#onships. Formal: professional rela#onships OT 333 Final Exam Cumula/ve Study Guide - Crea#ng and maintaining formal rela#onships is new in emerging - Naviga#on of formal rela#onships predicts voca#onal success Informal: throughout life, friends defend against stress and provide jot - Friends, new and old, are par#cularly crucial during emerging adulthood - Most single young adults have larger and more suppor#ve friendship networks than married young adults Family In#mate: includes trust and disclosing informa#on, doesn’t have to be roman#c - Physical in#macy, nonverbal communica#on, self-disclosure, presence, cogni#ve in#macy, aﬀec#ve in#macy, commitment, mutuality Roman#c: tradi#onally viewed with the end goal of commitment Da#ng, commiEed, casual, situa#onships, ethical nonmonogamy 18. Be able to describe each of the eight aspects of in#macy (Eryilmaz & Atak, 2009). Physical in#macy Nonverbal communica#on Self-disclosure Presence: want to spend #me with each other Cogni#ve in#macy: engage in conversa#on Aﬀec#ve in#macy: emo#onal connec#on Commitment Mutuality: both puKng equal eﬀort 19. Be familiar with Sternberg’s Triangular Theory of Love and be able to describe the diﬀerence between in#macy, passion, and commitment. In#macy: - Linking Passion: - Infatua#on Commitment: - Empty love 20. Be able to iden#fy which type of love is considered the “ideal” for long-term monogamous rela#onships, according to Sternberg’s theory. In#macy + commitment = companionate love 21. Iden#fy mental health challenges associated with young adulthood; Be able to deﬁne resilience and be familiar with protec#ve factors. Iden#ty crisis: uncertainty or confusion over iden#ty and how we ﬁt into society Stress Mental illness - Major depressive disorder: mid 20s - Bipolar I disorder: early 20s - Schizophrenia: men: late teens early 20s, women: 20s early 30s Greater prevalence in females, young adults 18-25, adults repor#ng 2 races Young adults less access to mental health treatment OT 333 Final Exam Cumula/ve Study Guide 22. What is “occupa#onal iden#ty”? How is this related to educa#onal and voca#onal pursuits associated with early adulthood? the subjec#ve sense of capacity and eﬀec#veness for par#cipa#on in a chosen task. Occupa#onal iden#ty encompasses those things that people ﬁnd interes#ng and sa#sfying to do, the roles and rela#onships that are sustained through par#cipa#on, and a sense of comfort and familiarity with the rou#nes associated with the chosen life path. Voca#onal choice ideally reﬂects occupa#onal iden#ty. 23. Describe Ginzberg’s developmental theory of voca#onal choice. What stage is associated with early adulthood? Voca#onal choice in adolescence is inﬂuenced by (1) the reality factor, the constraints in the actual work world like the amount of required travel or the expecta#on of shij work; (2) the individual’s ap#tudes and access to educa#onal opportuni#es; (3) the emo#onal appeal (or lack of appeal) that the individual has for a work environment, such as a desire to work with animals or a desire to build machines; and (4) the individual’s values, learned from family and society about the importance of work and the acceptability of certain types of work He proposes that the career development process reﬂects the interac#on of people’s abili#es, personality traits, and self-concepts with the demands and skill required for speciﬁc careers. Fantasy, tenta#ve, experimenta#on 24. Describe expected occupa#onal performance during emerging/young adulthood. Which IADLs are developing/become important during this period of development? Establishing voca#onal iden#ty - Improved ﬁnancial security - Improved long-term health - Subject speciﬁc skills and knowledge - Improved reasoning and reﬂec#on IADLS - Home management working on the most - Developing: skills needed to manage domes#c life 1. Acquisi#on of necessi#es 2. acquisi#on of goods and services 3. household tasks 4. caring for household objects 5. assis#ng others Week 13 Review Points | Middle Adulthood 1. Dis#nguish between biological, psychological, and social aging. Biological aging: relates to the condi#on of individuals organ and body systems Psychological age: an individual’s ability to adapt, solve problems, and cope with life events Social age: refers to habits, beliefs, and aKtudes 2. Know that middle adulthood is the largest developmental period, spanning approximately 50% of the human lifespan. 3. Know the age range associated with middle adulthood (~40-65yrs). 4. Summarize general changes in physical appearance and body composi#on noted in middle adulthood. Collagen decreases by about 1% per year By age 30: skin is becoming thinner and less ﬂexible; wrinkles become visible Hair turns gray and gets thinner OT 333 Final Exam Cumula/ve Study Guide Increase in body fat: middle age spread Height decreases by late middle age Lean muscle mass, muscle force Cardiovascular changes 5. What is the rela#onship between osteoporosis and decreased estrogen levels associated with menopause? Bone breakdown, menopausal women as increased risk due to decreased estrogen levels 6. What is osteoarthri#s and which joints does it typically aﬀect? An age-related form of arthri#s and most commonly aﬀects joints in the hand, knee, hip, and spine 7. Know that aerobic capacity is the maximum amount of physiological work an individual can do (maximum rate of energy produc#on through oxida#on of energy sources) and recognize how aerobic capacity changes with age. Decreases with age 8. Know that cardiovascular ﬁtness is a protec#ve factor against many health challenges associated with aging. 9. Dis#nguish between presbycusis and sensorineural hearing loss. A loss of hearing that is associated with senescence (condi#on of process of deteriora#on with age; loss of a cells power of division and growth) Usually does not become apparent un#l ajer age 60 10. How is visual accommoda#on challenged as a result of a normal age-related physiological change? What is the name (and e#ology) of the resul#ng visual deﬁcit? Peripheral vision narrows faster than frontal vision (less able to see slight varia#ons in shades) Color vision shijs from vivid to faded more quickly than does black and white Nearsightedness (myopia): increases gradually beginning in ones 20s Farsightedness: hyperopia; structural change in the eye Presbyopia: decreased ﬂexibility of lens as a result of aging; diﬃculty focusing on near items 11. How does contrast sensi#vity change as a result of aging and what are some func#onal implica#ons? 12. Dis#nguish between myopia (nearsightedness), hyperopia (farsightedness), and presbyopia. Nearsightedness (myopia): increases gradually beginning in ones 20s; cant see far away Farsightedness: hyperopia; structural change in the eye ; cant see upclose Presbyopia: decreased ﬂexibility of lens as a result of aging; diﬃculty focusing on near items 13. What is menopause? When does it typically occur? What is andropause? Time in middle age (around age 50) when a woman’s menstrual periods cease completely Lower produc#on of hormones 14. How does frequency of risk-taking behaviors, including illegal drug use, change from early to middle adulthood? Iden#fy two characteris#cs of middle adulthood that serve as poten#al explana#ons for this trend. Abuse of illegal drugs decreases markedly Abuse of prescribed drugs increases (opioid addic#ons because older adults more likely to have pain) Alcohol use is more frequent, less amounts; some health beneﬁts Tobacco use is down worldwide; con#nues through adulthood 15. What is atherosclerosis? How does this contribute to risk of heart disease? (recorded lecture 24:10). Buildup of plaque, clogs arteries in the heart 16. What is selec#ve exper#se? How is this related to voca#on during middle adulthood? OT 333 Final Exam Cumula/ve Study Guide A lot of skill and knowledge in a par#cular task Fine our niche and excel in what we are good at 17. What stage(s) of Schaie & Willis’ stages of cogni#ve development is (are) associated with middle adulthood? Execu#ve and responsible Responsible stage: work, family, community (responsible for all) Execu#ve stage in not universal 18. Dis#nguish between adap#ve coping and pallia#ve coping. Which is most closely associated with an internal locus of control? (recorded lecture 36:00). Adap#ve: I can eﬀect change; aEemp#ng to solve the problem Pallia#ve: manage emo#onal response; cant change stressor, but try to male yourself feel beEer Locus of control: a perceived sense of control over a situa#on; more likely for adap#ve coping 19. Iden#fy which of Erikson’s stages of psychosocial development aligns with middle adulthood and ar#culate what this means. Genera#vity vs. stagna#on Paren#ng is the peak form of genera#vity Genera#vity: develop and use their personal skills, express crea#ve energy, aid and advise coworkers, support educa#on and health of their families, contribute to the community 20. What is meant by “ecological niche”? People choose their par#cular social context Adults select voca#ons, mates, and neighborhoods, and they seEle into chosen rou#nes and surroundings Most extensive social networks of our life 21. Iden#fy the “Big Five” personality traits (OCEAN; recorded lecture 42:50) Openness: imagina#ve, curious, ar#s#c, crea#ve Conscien#ousness: organized, deliberate, conforming, self-disciplined Extroversion: outgoing, asser#ve, ac#ve Agreeableness: kind, helpful, easygoing, generous Neuro#cism: anxious, moody, self-punishing, cri#cal 22. What is a “social convoy”? Collec#vely, the family members, friends, acquaintances, and even stranger who move through life with an individual 23. What is meant by the term “sandwich genera#on”? Caught between caregiving for children and your parents 24. What is occupa#onal balance? What is role strain? Why does role strain tend to peak in middle adulthood? Occupa#onal balance: fulﬁlled with our occupa#ons Role strain: overload of many roles we have; most ac#ve in our life with many diﬀerent roles 25. Dis#nguish between each of Super’s stages of adult career development. Which best aligns with middle adulthood? Fantasy, explora#on (adolescence), establishment (early adult), maintenance, disengagement - Maintenance aligns best: work way up ladder, social network OT 333 Final Exam Cumula/ve Study Guide 26. Know that, in contrast to stressors experienced during early adulthood, stressors experienced in middle adulthood are more likely to be chronic. 27. What is occupa#onal depriva#on? Inability to engage in valued occupa#ons as a result of external circumstances Causes: homelessness, chronic poverty, impact of natural disaster, incarcera#on and parole Week 14 Review Points | Middle-Late Adulthood-Transi#oning to Re#rement 1. What is an occupa#onal transi#on? A major change in occupa#onal repertoire in which one or several occupa#ons change, disappear, and or are replaced with others May be a major inﬂuence on what people do and how they organize their #me Expected/awaited vs. unexpected/unplanned Desired vs. feared Common transi#on in middle-late adulthood: worker to re#ree 2. Deﬁne and provide an example of an occupa#onal form. How is work an example of an occupa#onal form? Occupa#on form: paid work Occupying persons #me and space for about 50 years Loss of personal value and meaning of paid work: posi#ve and nega#ve End of occupa#onal form: Aﬀects organiza#on of persons whole life Provides new opportuni#es to expand some occupa#ons and develop new ones 3. Know that a period of adapta#on is expected during a #me of occupa#onal transi#on. 4. In what ways do occupa#ons (and occupa#onal transi#ons, like re#rement) impact iden#ty? Outcome is occupa#on iden#ty End of occupa#onal form: provides new opportuni#es to examine some new occupa#ons and develop new ones; aﬀects organiza#on of persons whole life 5. According to the study shared during this lecture, what was the most posi#ve characteris#c of work iden#ﬁed? Having social contact and fellowship 6. According to the study shared during this lecture, what was the most nega#ve characteris#c of work iden#ﬁed? Giving life an unpreferred external structure 7. Did the majority of people in this study hold a nega#ve or posi#ve interpreta#on of work overall? Posi#ve 8. What is narra#ve reasoning? Telling and interpre#ng stories to inform pa#ent-centered clinical prac#ce Exploring what something means to an individual 9. Dis#nguish between a progressive slope, stability slope, and regressive slope. Progressive: par#cipants look forward to re#rement o Mainly have a nega#ve interpreta#on of work Stability: par#cipants an#cipated no change in quality of life ajer re#rement Regressive: par#cipants narrated a poten#al decrease in quality of life ajer re#rement OT 333 Final Exam Cumula/ve Study Guide o Posi#ve interpreta#on of work 10. Describe the paradox of freedom. In last years of work, may not have had energy for leisure and needed evenings and weekends to rest o When working, wished for more freedom in schedule, for leisure occupa#ons Now have freedom for leisure, and miss what was valued at work o Miss having a structured rou#ne, socializa#on, sense of purpose Paradox of freedom = occupa#onal imbalance o Going from occupa#onal imbalance as a worker to occupa#onal imbalance as a re#ree 11. How does re#rement inﬂuence the rhythm of life? Slower rhythm of life Meanings of occupa#ons changed because temporal context changed o Things may not be so special anymore; coEage example Gliding into a new #me structure Some found slower pace diﬃcult 12. Presence of what factor contributes to the smoothest adjustment to re#rement? Engaging occupa#on - Done with commitment, enthusiasm, perseverance, passion 13. What are the six characteris#cs of engaging occupa#ons? 1.Infused with posi#ve meaning - enjoyable, interes#ng, challenging - strengthen/maintain social contacts -reaﬃrmed worth or iden#ty 2.Intensity - length and regularity of involvement -not sporadic -past and future 3.Coherent set of ac#vi#es - set of ac#vi#es that form an interrelated whole 4.Goes beyond personal pleasure - commitment or responsibility, personal duty -complete tasks and par#cipate, even when may not want to 5.Occupa#onal community - some connec#on to people with common interest -discussion, planning, problem-solving -sense of being part of a group 6.Analogues to work - may think and talk about occupa#on like it is work -performed with seriousness and commitment -complex, involve several ac#vi#es 14. What is the rela#onship between rou,ne engagement in physical ac,vity and the rate of func,onal decline in middle adults with chronic condi#ons? Staying ac#ve had less of an eﬀect on disabili#es: stayed healthier longer 15. Are caregivers more or less likely to return to work ajer re#rement? OT 333 Final Exam Cumula/ve Study Guide Less likely Helping a spouse with ADLs or IADLs reduced oﬀs of going back to work by 78% 16. What is the rela#onship between social par#cipa#on and perceived life sa#sfac#on in spouse caregivers over age 65? Importance of social par#cipa#on for life sa#sfac#on Caring for a spouse is related to lower life sa#sfac#on due to decreased social par#cipa#on = worse health outcomes Being a spouse caregiver who has social par#cipa#on is related to higher life sa#sfac#on than spouse caregivers who are not involved in social ac#vi#es, and non-caregivers 17. What is the rela#onship between social par#cipa#on and health outcomes in older adulthood? Social par#cipa#on allows for beEer health outcomes Week 15 Review Points | Older Adulthood 1. Know that older adults are the fastest growing popula#on in the US and be able to summarize how this change is reﬂected in age-based US demographic data and popula#on projec#ons over #me. By 2030, 1 in 5 Americans is projected to be 65+ 2. Be able to deﬁne ageism and elderspeak. Ageism: a prejudice in which people are categorized and judged solely on the basis of their chronological age; considers people as part of a category and not as individuals, can target people of any age Elderspeak: a condescending way of speaking to older adults that resembles baby talk 3. Know the age range associated with older adulthood and dis#nguish between “young-old”, “old-old”, centenarians, and super centenarians. Young old = 65-80 Old-old= 81+ Centenarians = 100+ Super centenarians = 110+ 4. Dis#nguish between primary and secondary aging. Primary aging: universal and irreversible physical changes that occur in all living creatures as they age Secondary aging: speciﬁc condi#ons which become more common with aging but are not universal. Associated with lifestyle, environmental factors, and gene#c vulnerability 5. Summarize general changes in physical appearance noted in older adulthood. Skin Epidermis thins and melanocytes decrease Decreased collage and elas#n Loss of #ssue support for capillaries (bruise) Decreased produc#on of oils, decreased water content Age spots (len#gos) and hyperpigmenta#on Hair changes: ﬁner, briEle, greying Body composi#on Changes in BMI (gaunt face, increased body fat) Decrease in muscle mass (sarcopenia) OT 333 Final Exam Cumula/ve Study Guide Posture (lordosis, spinal stenosis) Cardiopulmonary Reduc#on in cardiac output Aging vasculature Reduced respiratory capacity 6. Iden#fy and dis#nguish between common health condi#ons frequently experienced by older adults. Common cardiopulmonary condi#ons Hypertension: high blood pressure Conges#ve heart failure: decreased eﬃciency of heart, cannot pump or ﬁll Coronary artery disease: narrowing coronary arteries limi#ng blood ﬂow to the heart Chronic obstruc#ve pulmonary disease: long term exposure to irritants resul#ng in damage to the airways Common visual impairments Age related macular degenera#on: degenera#on of macula – central vision loss Glaucoma: changes in intraocular pressure causes op#c nerve damage and visual ﬁeld loss (peripheral to central) Cataracts: lens becomes more opaque and discolored; loss of lens transparency Diabe#c re#nopathy: high blood sugar damages blood vessels in the re#na; results in blurry vision and can lead to blindness Other sensory changes Hypogeuia: decreased sensi#vity to taste Hyposmia: decreased sensi#vity to smell Hearing loss Decrease in ﬁne touch and pressure/vibra#on sensa#on Presbyatasis: feeling of unsteadiness and gravia#onal insecurity with age 7. Deﬁne sarcopenia. Decrease in muscle mass 8. Deﬁne frailty and terminal decline. Frailty: people ojen over the age of 85, who are physically inﬁrm, very ill, or cogni#vely disabled Terminal decline- most common in the months preceding death; physically dependent; an overall slowdown in cogni#ve abili#es in the weeks and months leading up to death 9. Summarize sensory changes associated with aging. Hypogeuia: decreased sensi#vity to taste Hyposmia: decreased sensi#vity to smell Hearing loss Decrease in ﬁne touch and pressure/vibra#on sensa#on Presbyatasis: feeling of unsteadiness and gravita#onal insecurity with age 10. Dis#nguish between programmed aging theories, random error theories, and successful aging models. Know the primary characteris#cs of each. Programmed aging theories: life expectancy is predetermined; DNA cannot replicate indeﬁnitely - Hayﬂick limit: proposed slowing of cell replica#on - Programmed longevity: switching on/oﬀ genes - Endocrine theory: hormones control pace of aging; biological clock - Immunological theory: immune system declines over #me; suscep#bility to disease Random error theories (stochas#c theories): random events occurring over #me that lead to aging - Wear and tear theory: cells wear out OT 333 Final Exam Cumula/ve Study Guide - Soma#c muta#on theory: random chromosomal changes/muta#ons decrease cell viability - Cross-linking theory: cross linking proteins damage cells and #ssues - Free radicals theory: accumula#on of free radicals cause cell damage Successful aging theories - Emphasis: importance of adapta#on and emo#onal well-being - Subjec#ve experience: quality of life maEers more than absence of disease - Quality of life in older adulthood: physical ﬁtness, mental health, social support, and leisure par#cipa#on maEer 1. Avoiding disease and disability 2. High cogni#ve and physical func#on 3. Engagement with life 11. Describe changes in cogni#on associated with aging and iden#fy protec#ve factors. Global mental func#on tend to remain intact in normal aging Speciﬁc mental func#ons AEen#on: - Inhibitory control, vulnerable to distrac#on - Post-error slowing - Decreased selec#ve aEen#on Memory: - Slower processing reduces working memory - Episodic memory, source memory, and ﬂashbulb memory impacted ﬁrst - Emo#onal memories tend to endure - At every age, recogni#on is beEer than recall Protec#ve factors - Health and wellbeing - Training and educa#on 12. What stages of Schaie & Willis’ stages of cogni#ve development are associated with older adulthood? Be able to deﬁne and dis#nguish between them. Legacy crea#ng: approaching end of life, state of rela#ve comfort with life, and end of life; life reviewed, personal legacy Reintegra#ve: less likely to waste #me on tasks that are meaningless to them Reorganiza#onal: reorganizing life to accommodate transi#on to re#rement, planning for poten#al future increase dependence 13. Iden#fy which of Erikson’s stages of psychosocial development aligns with older adulthood and ar#culate what this means. Integrity vs despair Heightened interest in the human experience, connec#on, and leisure pursuits Life review: reﬂec#ng on #me spent Integrity: ul#mate task in human life; embracing the value and uniqueness of our own lives and life itself in the face of death 14. What is meant by Vaillant’s late-adult “keeper of the meaning” task? Preserva#on of one’s culture and passing it on to younger genera#ons 15. Dis#nguish between the four dis#nct grandparen#ng styles. Remote grandparent: don’t talk to that much; not really involved Companionate Grandparent: closer than remote, but not involved in discipline; there as a friend Involved grandparent: substan#al part of upbringing Surrogate [arent: steps in and fully adopts paren#ng role OT 333 Final Exam Cumula/ve Study Guide 16. Summarize the signiﬁcance of familial and spousal rela#onships during older adulthood. Friendships - Social circles shrink with re#rement - Less casual contact with friends - Increased reliance on spouse Filial responsibility - Maintaining rela#onships with adult children buﬀers against nega#ve psychological impacts of physical impairment/health deteriora#on - Older adults con#nue to support their adult children - Social media fosters improve connec#on with extended family and loved ones not frequently seen 17. What is “post-error slowing”? Once you make a mistake, it throws you oﬀ 18. What is the rela#onship between weightbearing physical ac#vity and bone mineraliza#on? How is this an important considera#on in the management of osteopenia and osteoporosis? 19. What are baroreceptors? What is the clinical signiﬁcance of age-related decline in baroreceptor sensi#vity? are pressure-sensi#ve receptors in the blood vessels which ini#ate changes in blood volume to help maintain a fairly constant blood pressure when a person changes posi#ons or ac#vi#es. The baroreceptors become less sensi#ve with aging. This may explain why many older people have orthosta#c hypotension, a condi#on in which the blood pressure falls when they go from lying or siKng to standing. This causes dizziness because less blood ﬂows to the brain. 20. Be able to dis#nguish between types of housing op#ons and the level of support they provide. Independent living Assisted living: provide support with ADLs no medical interven#on Skilled nursing facili#es: medical interven#on; highest level of support Week 16 Review Points | End of Life 1. Be able to describe thanatology and terror management theory (TMT). Thanatology: the study of death, the psychological and social challenges associated Terror management theory: humans have an innate drive for self-preserva#on - Humans manage their fear of dying by developing cultural worldviews which oﬀer meaning, purpose, and a sense of living on ajer death - We create aspects of our lives that will outlive us, because the knowledge of our own mortality is innately terrifying 2. Be able to describe trends in US demographic data in rela#on to how death has changed over #me and causes of death over the lifespan. Death occurs later Cause of death is altered Dying takes longer Shij in percep#on of what happens ajer we die 3. Know the leading cause of death for men and women in the United States. Heart disease/uninten#onal injuries??????? 4. Dis#nguish between how children, adolescents, young & middle adults, and older adults perceive death. Childhood Young children may take certain explana#ons literally Grief presents diﬀerently than in adults Fatally ill children, dear of abandonment As children age, they become more inquisi#ve, seeking speciﬁc facts about dying OT 333 Final Exam Cumula/ve Study Guide Adolescents: Terror management theory: promotes risky behavior Maladap#ve percep#ons: if they believe they will die young, they are more likely to engage in risky behavior Immature decision making: temporal discoun#ng increases risk for impulsive behavior, not a developed prefrontal cortex Early and middle adult They fear death the most Work and family responsibili#es Social obliga#ons Older adult Decreased anxiety towards death/dying Acceptance of mortality and altruis#c cocnern for those who will live on ajer us Priori#za#on of valued social, volunteer, philnathropic, and leisure pursuits 5. What is “end-of-life" care? - End-of life care consists of both pallia#ve and hospice care that can occur during the ﬁnal stages of life. 6. What is the diﬀerence between pallia,ve care and hospice care? Hospice care: anyone with a terminal illness who doctors feel has a life expectancy of 6 months or less; stop cura#ve treatment Pallia#ve care: anyone with a serious illness; reduce pain 7. What is the goal of occupa#onal therapy services during end-of-life care? Provide oppurtuni#es for pa#ent and family to engage in occupa#ons Finding adap#ve outlets for grieving 8. Who makes up the “unit of care” during end-of-life? Both the person with the medical condi#on and his or her family. Family caregivers provide the majority of the care at the end of the life experience and par#cipate in the occupa#onal therapy process. 9. Deﬁne “advance direc#ve” and dis#nguish between living will and health care proxy. A wriEen statement detailing a person’s desire regarding their medical treatment in circumstances when they are no longer able to express informed consent Living will: an advanced direc#ve where someone states they do not want life-sustaining medical treatment Health care proxy: giving someone the power to make medical decision on their behalf in the event they are unable to do so themselves 10. Iden#fy the 6 characteris#cs of a “good” death. Peaceful Quick Painless Ajer a long life In company of loved ones In familiar surroundings 11. Know Kübler-Ross’ Five Stages of Grief and characteris#cs of this model iden#ﬁed during lecture. denial OT 333 Final Exam Cumula/ve Study Guide anger bargaining depression acceptance meaning as a proposed 6th stage lacks empirical evidence 12. Iden#fy trends in how individuals process death & choose to spend their remaining #me. A lot of individuality Most dying people want to spend #me with loved ones and talk honestly with medical professionals and religious leaders Response to one’s own perspec#ve death is highly individual. While many want open, honest conversa#ons, not everyone will want the whole truth or be open to details of their condi#on/prognosis 13. Dis#nguish between grief, bereavement, and mourning and ar#culate the role of rites, customs, and religion in end of life. Bereavement: state of having lost a signiﬁcant other; umbrella term Grief: personal response to that loss Mourning: public expression of that loss (ojen marked by rituals/religious ceremonies) Rituals, religions: those who belief they will die soon are more likely than others to belief in life ajer death; helps them through grief 14. Know characteris#cs of typical and complicated grief. Complicated grief: grief that impedes a persons future life Absent grief: the bereaved individual cuts themselves oﬀ from the community and does not partake in customs that allow and expect grief, leading to social isola#on Disenfranchised grief: certain people, although bereaved, are prevented from mourning publicly by cultural customs or social restric#ons Incomplete grief: circumstances interfere with the process of grieving 15. Know which of Erikson’s Stages of Psychosocial Development, Vaillant’s Theory of Adult Development, and Schaie & Willis’ stages of cogni#ve development are associated with end of life. Ar#culate what this means in rela#on to occupa#ons, roles, rou#nes. Erikson: Integrity vs despair - Heightened interest in the human experience, deep connec#on with others, reﬂec#ng on #me spent, developing wisdom Valliant: integrity - Ul#mate task in human life; embracing the value and uniqueness of our own lives and life itself- in the face of death Schaie and willis - Legacy crea#ng: approaching end of life, state of rela#ve comfort with life and end of life; life review and personal legacy OT 333 Final Exam Cumula/ve Study Guide

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