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Education and Work. superKAT :) And OTstick. EDUCATION. Education. According to OTPF: “activities needed for being a student and participating in a learning environment” Includes the following: Formal education participation Educational exploration Informal education participation.

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education and work

Education and Work

superKAT:)

And

OTstick

education1
Education
  • According to OTPF:

“activities needed for being a student and participating in a learning environment”

  • Includes the following:
    • Formal education participation
    • Educational exploration
    • Informal education participation
common problems
Common problems
  • Deficits in executive functioning
  • Difficulties with multitasking and following multistep directions
  • Unhealthy habits and lifestyle practices, such as poor nutrition and lack of environment in fitness or hobbies
  • Problems with attention span, memory and coping
  • Inadequate or ineffective nonverbal behaviors and communication generally
primary and secondary school
Primary and secondary school
  • Skill development and acquisition of habits
  • OT task groups can reinforce basic task skills and study habits
    • Task groups: highly structured wherein they learn basic task skills
  • IEP: psychosocial or emotional needs may be addressed clearly but are intended to be covered
    • IEP: individualized education program
  • Mainstreaming: pull-out (effort to put a child in a regular class) or push-in (resource room teacher will go to a different classroom)
slide7

Outside the classroom

    • Structuring the environment
    • Working with parents
  • Address sensory registration problems
communication skills
Communication skills
  • Provide tasks student can be successful
  • Respond realistically and constructively
  • Help students explore the consequences of their actions
supported education
Supported education
  • Self-contained classroom
    • Appropriate model for people who are not yet in school, and who need to acquire skills, habits and confidence before entering the college environment
    • Modules of instruction may include time management, stress management, study skills, reading skills, use of internet, computer skills, library skills, communication and public speaking, writing skills and college exploration
supported education1
Supported education
  • On-site support model
    • Professionals on the college campus help the students use services already available at the college and help the student interface with the faculty and administration to obtain necessary supports
    • Examples of supports:
      • A quiet room environment in which to take examinations
      • Extra time on examinations
      • Extended time to complete assignments
supported education2
Supported education
  • Mobile support model
    • Peer counselors provide support on and off campus tailored to the needs of the individual student
categories of occupation
Categories of Occupation
  • Employment interests and pursuits
  • Employment seeking and acquisition
  • Job performance
  • Retirement preparation and adjustment
  • Volunteer exploration
  • Volunteer participation
employment interests and pursuits
Employment Interests and Pursuits
  • “identifying and selecting work opportunities based on personal assets, limitations, likes and dislikes relative to work”
  • Match client’s abilities and demands of work
work potential evaluation
Work Potential Evaluation
  • Designed to assess the individuals present work skills and to estimate potential for work
  • Areas evaluated include the following:
    • Attendance, punctuality and productivity
    • Work attitudes and social and interpersonal behaviors
    • Cognitive behaviors (memory, sequencing)
    • Physical factors (fine motor skills, strength)
work potential evaluation1
Work Potential Evaluation
  • Evaluation methods:
    • Aptitude tests (written exams)
    • Job samples
    • Work simulation (client performs specific work, maybe in a hospital setting/sheltered work shop or in the community)
vocational evaluation and training
Vocational Evaluation and Training
  • Assess the individuals potential for and interest in various kinds of work, to explore there through discussion, and to select an area for future training
  • Asses what is realistic
  • Last step is to arrange the client to enter training program
  • Examples of assessment tools:
    • Career assessment inventory
    • Minnesota paper-form board test
    • Wide range achievement test
employment seeking and acquisition
Employment Seeking and Acquisition
  • “identifying job opportunities, completing and submitting appropriate application materials, preparing for interviews and following up afterward, discussing job benefits, and finalizing negotiations”
  • Teach clients:
    • Communication skills
    • Dressing
    • Where and how to identify jobs
    • Knowing right amount of salary
    • Asking proper questions (benefits, rights and tax)
job performance
Job Performance
  • “ includes work habits, such as attendance, punctuality, appropriate relationship with co-workers and supervisors, completion of assigned work, and compliance with the norms of the work setting”
job performance1
Job Performance
  • Task Groups
    • Highly structure group in which low functioning clients learn basic task skills
    • Used as setting for development of work behaviors and for work adjustment
    • Examples of basic skills:
      • Attend to a task long enough to complete it
      • Use tools and materials safely and without waste
      • Work at a consistent and productive rate
      • Recognize errors and problems
      • Work neatly and with attention to detail
slide21

Work Groups

    • Designed to simulate a work environment
    • Actually produce a product or provide a service
    • Eligibility: 1) parallel-level group interaction skills 2) some basic task skills
    • Participants are assigned specific tasks and various levels of responsibility
    • Behavior appropriate in a work setting is expected
work group types
Work Group Types
  • Production Line
    • Factory
    • Assembly line duties
  • Clerical Groups
    • Office work
    • Database and encoding
  • Service Concessions
    • Food and beverage services
    • Food preparation
    • Hospitals, Charitable institutions
work adjustment programs
Work Adjustment Programs
  • Helps clients acquire basic work habits, work attitudes and social skills
  • Directed toward the functionally impaired client who needs to reach a socially acceptable level of performance before competitive employment can be a realistic option
sheltered work program
Sheltered Work Program
  • Provide a work-like experience for persons whose disabilities are so limiting that they will never be able to enter competitive employment
  • Help clients achieve a sense of direction, purpose and productivity by performing simple tasks in a stress-free environment (lower expectations from them)
trial employment and transitional employment
Trial Employment and Transitional Employment
  • Placing client temporarily in a job within the treatment setting or in a volunteer job in the community
job sharing
Job Sharing
  • Several clients share the same job, possibly a transitional employment program
    • Done in preparation for competitive employment
supported employment
Supported Employment
  • Individual Placement and Support (IPS)
  • The client is placed directly into competitive employment and the services and accommodations are built around the client and the job
  • OTs are trained to analyze the transactions among the person, the work environment and the task
volunteer positions
Volunteer Positions
  • Provides many of the benefits of competitive employment while permitting significantly greater flexibility
  • Advantages:
    • Volunteers can set their own schedules
    • Volunteers are always appreciated
    • Volunteers have more flexibility to respond to the changing symptoms of their psychiatric disability
role maintenance
Role Maintenance
  • Help the client identify which responsibilities can be continued during hospitalization and to assist the client in communicating and negotiating with the employer and family
  • Gradual transition later