OCTI 2744 Communication, Social Skills, and Life Skills PDF

OCTI 2744 Communication, social skills and life skills T. N K O M O [email protected]  Learning objectives By the end of the session, you will be able to: Choose and identify intervention aims & strategies with a view on improving Engage in social participa...

OCTI 2744 Communication, social skills and life skills T. N K O M O [email protected]  Learning objectives By the end of the session, you will be able to: Choose and identify intervention aims & strategies with a view on improving Engage in social participation as occupation Improve specific communication & life skills. Class activity  Refresher - Assessment Ability: Ax: Social skills social contact making  Awareness of other people  Analysis of relationship  Reactions when other people try system to make contact with him/her  Problematic & supportive   Basic: Self-initiated attempts to make contact with other people  Self presentation (including social contact making)  Description of the client’s  Verbal skills reaction  Non-verbal skills  Inappropriate / appropriate  Expression of thoughts and feelings  Response: listening, non-verbal,  Listening and responding skills behavioural or verbal  Compound / complex:  Social: Unaware / Aware, but does not act in accordance with the norms /  Conflict management Aware and acts in accordance with the  Self assertive communication norms  Social participation Fundamental aspect of occupational therapy (OT). Reflects the profession's commitment to enabling individuals to engage in meaningful activities that foster inclusion and belonging within their communities. Not just as a right but as a vital OCCUPATION that contributes to an individual's overall health, well-being, and quality of life. Grounded in the understanding that humans are social beings who thrive on interactions and relationships with others. Where do social participation fit into OT? Engagement in meaningful occupations  Health & QoL (Wilcock) OTPF Models  MOHO  CMOP’e  PEOP  KAWA Link with performance skills (Social interaction skills) Observable, goal-directed actions that result in a client’s quality of performing desired occupations. Skills are supported by the context in which the performance occurs, including environmental and client factors (OTPF4). Social participation as a life skill  What are life skills?  WHO (2003): “the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life"  UNICEF: “a behaviour change or behaviour development approach designed to address a balance of three areas: knowledge, attitude and skills”  UNODC: “Life skills are essentially those abilities that help promote mental well-being and competence in young people as they face the realities of life. Life skills empower young people to take positive action to protect themselves and promote health and positive social relationships.” (Module 7 Page 2)  10 Categories according to WHO (2003)& UNICEF- client factors in OT 1. Problem solving, 2. Critical thinking, 3. Effective communication skills, 4. Decision-making, 5. Creative thinking, 6. Interpersonal relationship skills, 7. Self awareness building skills, 8. Empathy, 9. Coping with stress 10. And coping with emotions. What value lies in social and life skills? 1. Allows problem solving in face of challenges / crises 2. Enables effective communication… ultimately leading to healthy relationships *Stages of skill acquisition STAGES OF SKILL ACQUISITION AWARENESS of a skill one lacks or may wish to improve MOTIVATION realising it will be worth the effort ANALYSIS of the components of the skill, of one’s objectives in learning it, of possible teaching sources PRACTICE Selecting components to work on, deciding when, where and how to start, and actually “doing” them NEXT COMPONENT or MORE PRACTICE REVIEW Getting feedback and assessing progress oneself. Rewarding progress. Correcting mistakes REPEAT OR APPLY THE SKILL Using the learning in real situations. Possibly teaching it to others. From “Life skills Teaching Programme Number 1: Barrie Hopson and Mike Scally, Life skills Associates 1980 Fig 2 Stages of skill acquisition  SP intervention  Skill Building: Work on developing or improving social skills, communication skills, or coping strategies to manage anxiety or other barriers to social interaction.  Environmental Modifications: Suggest or implement changes to the physical or social environment to make social activities more accessible and enjoyable. This could involve modifying a space to be wheelchair-accessible or teaching assertiveness skills to enhance social interactions.  Community Integration: Facilitate the individual's integration into the community by identifying and connecting them with social opportunities that align with their interests and abilities. This might include finding a local club, group, or class that the individual can join.  SP intervention cont. Education and Training: provide education to the individual, their family, or community members about the importance of social participation and how to support the individual's involvement in social activities. Follow-Up and Support: Ongoing support and follow-up are crucial to ensure that the individual continues to participate in social activities and to address any new barriers that may arise.  Objectives Immediate focus of Rx Many aims  1 Outcome How do we choose objectives? Words:  Make aware of….  Stimulate  Improve/enhance  Prevent  Enable / Empower  Examples: Basic IPR Improve knowledge with regards to physical appearance during self- presentation Improve knowledge with regards to verbal skills during discussion. Improve knowledge with regards to non- verbal skills. Improve skills with regards to the use of eye contact and hand gestures during a discussion.  Therapeutic principles By making the client aware of the influence of non-verbal skills during a discussion. By having the client identify which non-verbal components could be valuable in a discussion. By indicating the correspondence between verbal and non-verbal behaviour. By presenting the client with the opportunity to identify own non-verbal responses in a practical situation. Making the client aware of problems within the non-verbal response in a practical manner.  Always consult literature re. your client’s specific population group / challenges!  For example:  Anxiety disorders: Assertiveness & conflict management (role play, try-out, mirroring, modelling, feedback & repetition). (Duncan & Prowse p. 379 2014 in Crouch & Alers)  Substance abuse: learning to be assertive without use of the substance (Crouch & Wegner p.455 in Crouch & Alers, 2014). Reference: Crouch, R., & Alers, V. (2014). Occupational Therapy in Psychiatry and Mental Health 5th ed. Wiley-Blackwell. Class activity  Life skills education (WHO 1999) 1. Clear objectives 2. Participatory learning process 3. Social learning process  Explanation  Observation (modelling)  Practice  Feedback 4. Progress from non-threatening, low risk everyday situations  more threatening, high-risk situations. 5. Group work, discussion, debate, story-telling, peer supported learning & community projects.  “Client education” Information is not enough! ‘a planned learning experience using a combination of methods such as teaching , counselling, and behavior modification techniques which influence (clients’) knowledge and health behavior’….  ’an interactive process which assists clients to participate actively in their health care’ (Bartlett 1985 in Hoffmann 2009:159)  Setting objectives 1. Behaviour to be achieved 2. Condition under which it will be achieved 3. Criterion: extent to which it should be achieved. Example (not life skill): After a 10-minute session that demonstrates hip movement precautions and also verbally explains them (condition), Patient X will be able to demonstrate the hip movement precautions (behavior) correctly and without prompting from the therapist (criterion). Life skills example? Class activity  Adults learners…. Adults 1. Are autonomous & self- directed 2. Have life experiences and prior knowledge 3. Are goal-oriented 4. Are relevancy oriented 5. Need to see the practical application 6. Need to be shown respect. Ozuah, P. O. (2005).  Adult learning theory 1. The purpose of learning the specific content 2. Active involvement 3. Problem-centred orientation to learning (i.e. prior practical application) 4. Acknowledgement of prior experience 5. Learning should meet adults’ expressed needs (which = readiness to learn) 6. Perceived relevancy of content = motivation to learn  **“Self-efficacy” (Hoffmann 2009:168)  ‘….an individual’s judgement of his ability to perform an action to reach a desired goal’ (Bandura 1986) SE - will play role in learning new behaviours / inhibiting old ones SE- can be enhanced through education Higher SE is related to SUCCESSFUL attempts at behavior change SE-  can be altered (NOT A PERSONALITY TRAIT!)  **SELF-EFFICACY: ENHANCEMENT (Hoffmann 2009:168)  SKILLS MASTERY:  Good goal-setting (grading)  Breaking behavior into smaller steps  Ensure success BEFORE moving on MODELLING:  Observing other people with similar challenge  Which examples do we use? Our worksheets? Demographically appropriate?  VERBAL PERSUASION:  Emphasis on importance of the desired behavior REINTERPRETING SIGNS AND SYMPTOMS:  Lessen anxiety (guilt?) about physiological/emotional signs and symptoms  Types of programs  Remedial programs (increase / cure / restore and improve)  Rehabilitative programs (adapt to or compensate for the impairment; acquire compensatory skills and strategies)  Preventative programs (prevent)  Maintenance programs (maintain remaining abilities)  TFR Behavioural Psychodynamic Cognitive behavioural Educational Creative ability Class activity  American Occupational Therapy Association. (2014). FRAMEWORK : Domain & Process. American Journal of Occupational Therapy, 68, S1–S48.  WHO. (2003). Skills for Health. WHO Information Series on School Health, 9.  WHO. (1999). Partners in life skills education: conclusions from a United Nations Inter-Agency Meeting. World Health Organization, Department of Mental Health, Social Change and Mental Health Cluster., 12, 2008. Retrieved from http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Partners+in+Li fe+Skills+Education#0  Caldwell, L., Smith, E., Wegner, L., Vergnani, T., Mpofu, E., Flisher, A. J., & Mathews, C. (2004). Health Wise South Africa: Development of a Life Skills Curriculum for Young Adults. World Leisure Journal, 46(3), 4–17. http://doi.org/10.1080/04419057.2004.9674362  Chapters 21 & 51 in Brown, C., Stoffel, V., & Munoz, J. P. (2011). Occupational therapy in mental health: A vision for participation. Philadelphia: F.A. Davis Co.  Hoffmann, T. (2009). Educational skills for practice. In E. A.. Duncan (Ed.), Skills for practice in Occupational Therapy (pp. 157–174). Churchill Livingstone: Elsevier.  Ozuah, P. O. (2005). First , There Was Pedagogy And Then Came Andragogy, 83– 87.