Occupational Therapy - Camali Clinic

Occupational Therapy

Occupational therapists recognize that a mental health problem can have a pervasive impact on an individual, their family, and the community network. As experts in occupation, they work proactively to prevent the onset of mental health problems, ensure that people’s occupational needs and potential are met through engagement in meaningful and purposeful activity.

 

They facilitate the participation and engagement of people in everyday living by using a holistic, biopsychosocial, person-centered approach that encourages individuals to use their existing capabilities and strengths. The practice is focused on enabling individuals to change aspects of the person, the occupation, the environment, or some combinations to enhance occupational participation.

 

Occupational therapists’ expertise in relationship building and the therapeutic use of self are essential tools in determining meaningful activities that motivate and provide incentives for psychosocial rehabilitation and recovery. They, therefore, enable people to be active and productive in their community by using evidence-based individual and group-based approach interventions including skills training, education, group work, self-management, and strategies to encourage community inclusion and participation.

Specific Intervention Areas

Self-Care Interventions:

  • Determining whether activities need to be modified, if assistance is needed, or if they should be eliminated
  • Recommending adaptive strategies, and provide/train in the safe use of AE (Assistive Equipment) and AT (Assistive Technology)
  • Training in activity performance at appropriate times in real environments
  • Providing cues/prompts as needed (verbal, nonverbal (written, physical), hand over hand, visual supervision
  • Using thematic and topical groups to develop the required skills
  • Teaching energy conservation, work simplification, joint protection, and proper body mechanics
  • Educating and training caregivers to provide cues, physical assistance, and/or supervision; teach organization strategies and task analysis/gradation/simplification/adaptation skills 
  • Educating on personal care attendant training
  • Modifying the environment to maximize performance and safety

 

Home Management Interventions:

  • Assessing home management expectations and demands of the individual’s current and expected environments
  • Assessing whether the home management activity should be modified to enable independent performance, self-directed performance with external assistance, or eliminated
  • Recommending adaptive strategies and provide/train in the safe use of AE and AT
  • Providing cues/prompts as needed
  • Using thematic and topical groups to develop the required skills
  • Teaching energy conservation, work simplification, joint protection, and proper body mechanics
  • Training in activity performance at appropriate times in real environments
  • Educating and training caregivers to provide cues, physical assistance, and/or supervision; teach organization strategies and task analysis/gradation/simplification/adaptation skills 
  • Modifying the environment to maximize performance and safety

 

Leisure Interventions:

  • Identify leisure activities that are valued, meaningful, and enjoyable to the person. Advice on adaptation, modification, and/or simplification.
  • Provide/train in the use of AE and AT to compensate for functional impairments
  • Use thematic and topical groups to develop needed skills
  • Teach energy conservation, work simplification, joint protection, and proper body mechanics
  • Refer to relevant community and national resources

 

Work Assessments and Work Interventions:

  • Functional capacity evaluation – evaluates capabilities with one of several dimensions
  • Physical capacity evaluation – physical demands of a job
  • Critical demands of a specific job
  • Work capacity evaluation – uses real or simulated work activities to assess one’s ability to return to work
  • Job site analysis – evaluate job site expectations, supports, ergonomics, essential functions of the job, marginal functions of the job, and the potential reasonable accommodations.

 

Advice on Architectural Barriers:

  • This includes wheelchair dimensions, railings, and door opening.

 

Advice on Wheelchair Seating, Positioning and Wheelchair use training

 

Advice on Functional Mobility Aids and Transfer Types

 

Advice on Assistive Technology Devices and Electronic Aids to Daily Living

 

Environmental Modifications for Cognitive/Sensory Deficits 

 

Psychiatric Illness and/or Cognitive Disorders

  • Advising on normalizing the environment, maintenance/development of skills, teaching structure/organizational skills

 

Mood Disorders

  • Activity engagement, education on symptom management

 

Substance-Abuse Related Disorders

  • Identify reasons for abuse, develop coping skills, develop skills for a drug-free lifestyle.

 

Anxiety Disorders

  • Skills training, relaxation techniques, stress management, graded activities

 

Cognitive Disorders/Cognitive Perceptual Functional Impairments

  • Symptom management, maintenance of QOL (Quality of Life) through adaptations/modifications, family education

 

Eating Disorders

  •  Identify non-food related interests and develop healthy use of leisure time

 

Pervasive Developmental Disorders (Autism Spectrum Disorder)

  • Develop sensorimotor/social interaction/vocational readiness/community integration skills, provide SI intervention, train in AAC, provide adaptive and positioning equipment, collaborate with family

 

Intellectual Disorder/Mental Retardation

  • Levels of MR- mild (IQ 55-69) focus is social and vocational skills
  • mod (IQ 40-54) focus is independence in routine daily skills/skills needed for a sheltered workshop
  • severe (IQ 25-39) focus is acquiring communication skills and some essential health habits, profound (IQ <25) focus on necessary survival skills with assistance and supervision 

 

Attention Deficit Hyperactivity Disorder

  • Environmental adaptations, social skills/self-management training, promote sensory modulation

 

Biomechanical Interventions

  • Increasing PROM- movement produced by an external force (non-contractile structures)
  • Increasing AROM- movement made by one’s muscles (contractile structures)
  • Increasing strength- high resistance, low repetitions
  • Increasing endurance- low resistance, high repetitions
  • Sensory training- desensitization (massage, textures, vibration), sensory re-ed, compensation
  • Coordination training- gross to excellent motor activities
  • Energy conservation/Work simplification training/education
  • Joint protection techniques

 

Sensory Processing Intervention

 

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