Psych OT Learning Portfolio

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Psych OT Learning Portfolio

Anne Blokker 1860334

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UNIVERSITY OF WITWATERSRAND DEPARTMENT OF OCCUPATIONAL THERAPY PLAGARISM DECLARATION

To be submitted with all work handed in for marking I _____Anne Blokker ____________ (Student number)______1860334_____ am a student registered for _____ BScOT _______in the year ___3 rd _____ I hereby declare the following: I am aware that plagiarism (the use of someone else’s work without their permission and / or without acknowledging the original source) is wrong. I confirm that the work submitted for assessment for the above course is my own unaided work except where I have explicitly indicated otherwise. I have followed the required conventions in referencing the thoughts and ideas of others. I understand that the University of Witwatersrand may take disciplinary action against me if there is a belief that this is not my own unaided work or that I have failed to acknowledge the source of the ideas or words in my writing. I have read the University of the Witwatersrand policy on plagiarism, and I understand the consequences of plagiarism. Signature: _________________________ Date: ____06 May 2021_________ NB Work submitted without this declaration will not be marked and will be considered late. Dr F ADAMS HEAD OF DEPT 2021

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Frustration Tolerance – In the Jenga game, as the game progresses , the blocks become tighter, and the client will have fewer options of blocks to choose from. therefore, this activity requires is a lot of decision making and judgment in order to successfully remove a block and place it without the tower falling over. Frustration tolerance will be able to be observed during the game because it will show whether the client can handle the challenge or whether they give up and refuse to play. Frustration tolerance will also be observed as the game becomes more difficult Concrete Decision Making (with consequences) – the client will have to decide which wooden block to pull out they make the option and initiate action in removing the block The activity will have a shift from positive-positive options (two loose blocks ), positive-negative options(one loose and one tight block) to negative-negative options (two tight blocks). Focused Attention – The game requires the client to maintain short bursts of attention when its their turn.

Assessment

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A critique

MOHO

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Ability to interpret info on occupational profile Potential problems and strengths of client Medical history Volition subsystem Habituation subsystem Client factors & performance skills Problems and assets list Plan for additional ax

MOHO

A critique

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Creative Ability

SELF PRESENTATION constructive explorative

Client behave exploratively – chooses which block to pull client does the execution and completion of steps- playing the game and determining when it is done Encourage tool and material handling No competition or challenging Simple and concrete activity (no anxiety) Upgrade: involve more players into the game to allow for social interaction and self-presentation of client to others, which also creates the opportunity to improve social awareness Downgrade: Use fewer blocks

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Treatment

Specific for Psych clients

Problem Formation Interpretation of info using MOHO Prognosis Identify phase of illness and treatment approach Use appropriate therapeutic approach Select frame of reference Prioritise aims and group them into sub-programs Subprograms

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SA Mental health Legislation

“ Persons belonging to a cultural, religious or linguistic community may not be denied the right, with other members of that community—  (a) to enjoy their culture, practice their religion and use their language; and  (b) to form, join and maintain cultural, religious and linguistic associations and other organs of civil society.”

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Advocacy and Voice Training

HPCSA Ethical Guidelines

“Client comes first ”

7.2 Report violations and seek redress in circumstances where they have a good or persuasive reason to believe that the rights of patients are being violated.

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[Audio] I was very excited about doing this module. I have always had a deep interest for everything related to mental health and Psychiatry. I have always found the mind fascinating- I used to watch multiple documentaries on serial killers, mental health patients and the history of mental health and what it was to believed to be in the past. I personally have experienced a negative mental health that at some point during my university career became a mental illness diagnosis. I have been keen to even consider becoming a Psych OT once I finish my studies due to my passion and empathy. I believe that because I have been through mental illness myself, I would have a greater understanding in this module and would understand the different components and psychosocial factors that we look at. Majority of this module was interesting and easy to understand because I was able to apply it. In the Psych OS module, I felt I had a full understanding of Psychosocial factors and performance skills. However, when we got to this module things starting to becoming challenging and anxiety provoking. I started becoming overwhelmed with the numerous aspects that now had to be applied whilst also looking at the client factors and performance skills. I become discouraged the further the lesson plan went on. I became triggered by client videos such as the video on anxiety and depression. I couldn't stand to watch it because so much of what was said by these individuals resonated with me. I stopped watching the videos halfway through and stepped away from my computer. I started thinking that I would not be able to complete the module because it was becoming too personal. I tried again the next day and before watching the videos removed my own feelings and focused on my role as an OT student to observe the videos and complete the tasks I needed to do. I became despondent a few times throughout this module but my interest and passion regarding the subject help me push through my own anxiety to understand this module. Throughout this module I reflected quite a lot on my thoughts and feelings during the lesson plans. I tried to understand why I became triggered during certain aspects, and it seems one of the main reasons was because I took it personally , I would start psychoanalyzing myself and applying different symptoms, signs or characteristics to myself and would also look at these things in a negative light. I realized that I was starting to look at mental illnesses and psychiatry in a bad light when that is the opposite of what I stand for. I realized that the compassion I show for others who have a dysfunction in psychosocial client factors & performance skills or a psychiatric condition , I should show to myself. In Advocacy and voice training – I realized that although I was passionate for advocating for others, I was not confident enough to advocate for myself nor was I confident in how I could advocate for others. Although I was passionate about advocacy, I was unsure of how to do it, I realized this especially during the voice training lectures, where we had broken up into groups and we had to discuss … I felt clueless . I didn't know what to say or whether what I wanted to say would be right. I didn't want to be wrong. But I still said my points because even if I was wrong then someone can correct me and then I wont forget it in future. Im still not 100% confident but at least I know how to approach my fears ( by learning from others).

Self Reflection

Excitement Big passion and love for everything related to this module Considering becoming a Psych OT Psych OS module was easily understand and I could apply the theory This module slightly challenging and anxiety provoking Triggered by videos Overthinking Reflecting and personal observation Empathy Compassion to myself Slightly low confidence Fear of being wrong Fear of not being a Good OT

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References

Govender, K., & Gamede , L. (2021).  Principles, strategies and tools for healthcare worker advocacy & reporting: The Voice Project​ WITS 3rd YR OT ​ . Lecture, Microsoft Occupational Therapy Practice Framework: Domain and Process (3rd Edition). (2014). American Journal Of Occupational Therapy, 68(Supplement 1), 22-26. Smith, R. (2021).  MOHO . Presentation, https://stselearning.health.wits.ac.za . Specific mental functions. (2021). Presentation, https://stselearning.health.wits.ac.za/pluginfile.php/25282/mod_folder/content/0/Lecture%20Notes/Workshops/Specific%20mental%20functions.ppt?forcedownload=1 , https://stselearning.health.wits.ac.za/mod/folder/view.php?id=7819&forceview=1 . van der Reyden , D., Casteleijn , D., Sherwood, W., & de Witt, P. (2019).  The Vona du Toit model of creative ability . Pretoria, South Africa: The Vona and Marie du Toit Foundation. Van Niekerk, M. (2011). Psychosocial client factors and performance skill [eBook] (pp. 5-71). Retrieved from https:// stselearning.health.wits.ac.za /mod/folder/ view.php?id =7819

Govender, K., & Gamede , L. (2021).  Principles, strategies and tools for healthcare worker advocacy & reporting: The Voice Project​ WITS 3rd YR OT ​ . Lecture, Microsoft Occupational Therapy Practice Framework: Domain and Process (3rd Edition). (2014). American Journal Of Occupational Therapy, 68(Supplement 1), 22-26. Smith, R. (2021).  MOHO . Presentation, https://stselearning.health.wits.ac.za . Specific mental functions. (2021). Presentation, https://stselearning.health.wits.ac.za/pluginfile.php/25282/mod_folder/content/0/Lecture%20Notes/Workshops/Specific%20mental%20functions.ppt?forcedownload=1 , https://stselearning.health.wits.ac.za/mod/folder/view.php?id=7819&forceview=1 . van der Reyden , D., Casteleijn , D., Sherwood, W., & de Witt, P. (2019).  The Vona du Toit model of creative ability . Pretoria, South Africa: The Vona and Marie du Toit Foundation. Van Niekerk, M. (2011). Psychosocial client factors and performance skill [eBook] (pp. 5-71). Retrieved from https:// stselearning.health.wits.ac.za /mod/folder/ view.php?id =7819

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Thank You !!