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| Preface | |
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| Acknowledgments | |
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| List of Figures | |
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| List of Tables | |
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| List of Boxes | |
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| History and Theory | |
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| History and Basic Concepts | |
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| Mental Health and Mental Illness | |
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| Relation of Occupation to Mental Health | |
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| Historical Understanding | |
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| The Role of the Occupational Therapy Assistant | |
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| Medical and Psychological Models of Mental Health and Illness | |
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| Theory of Object Relations | |
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| Developmental Theory | |
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| Behavioral Theories | |
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| Cognitive-Behavioral Therapy | |
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| Client-Centered Therapy | |
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| Neuroscience Theories | |
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| Psychiatric Rehabilitation | |
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| Some Practice Models for Occupational Therapy in Mental Health | |
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| Development of Adaptive Skills | |
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| Role Acquisition and Social Skills Training | |
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| Psychoeducation | |
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| Sensory Integration | |
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| Cognitive Disabilities | |
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| The Model of Human Occupation | |
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| The Occupational Therapy Practice Framework | |
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| Structure of the Occupational Therapy Practice Framework | |
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| Thinking About Mental Health Practice | |
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| Concepts Relevant to Mental Health Practice | |
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| Mental Health Theories and Occupational Therapy Practice Models | |
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| Human Occupation and Mental Health Throughout the Life Span | |
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| Motivation Toward Occupation | |
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| Changes in Occupation over the Life Span | |
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| Mental Health Factors Throughout the Life Span | |
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| Context | |
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| Understanding Psychiatric Diagnosis: The DSM-IV-TR | |
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| Psychiatric Diagnosis: An Evolving Science | |
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| The Diagnostic Categories of the DSM-IV-TR | |
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| Applications of DSM-IV-TR Diagnoses to Occupational Therapy | |
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| Comorbidity | |
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| DSM-V: Plans and Potential | |
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| Contexts of Intervention, Service, and Care | |
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| The Scope of Patients, Clients, and Consumers | |
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| The Scope of Settings | |
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| Inpatient Settings | |
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| Outpatient Settings | |
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| Consumer-Operated Programs | |
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| Other Community Programs | |
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| Home Health Care | |
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| Community Residences | |
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| Settings for Children and Adolescents | |
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| Environmental Concepts | |
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| Additional Theories and Practice Models | |
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| Psychotropic Medications and Other Biological Treatments | |
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| Psychotropic Medications | |
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| Other Biological Treatments | |
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| Herbal and Alternative Therapies | |
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| Who Is the Consumer? | |
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| Populations by Age Group | |
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| Family Members | |
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| Family Caregivers | |
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| Cultural Difference | |
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| Social Problems-Ending the Cycle of Violence | |
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| Medical Problems and Physical Disabilities | |
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| Understanding and Supporting Recovery | |
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| Interacting with Patients and Consumers | |
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| Therapeutic Use of Self | |
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| The Therapeutic Relationship | |
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| Stages in the Therapeutic Relationship | |
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| Roles in the Therapeutic Relationship | |
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| Therapeutic Qualities | |
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| Developing Therapeutic Qualities | |
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| Techniques for Relating to Patients | |
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| Issues That Arise in Therapeutic Relationships | |
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| Ethics | |
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| Ending the Therapeutic Relationship | |
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| Responding to Symptoms and Behaviors | |
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| A Framework of Concepts About Symptoms | |
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| Response Variables | |
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| Response Strategies | |
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| Self-Monitoring for Self-Mastery of Symptoms | |
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| Safety Techniques | |
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| Universal Precautions | |
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| Controlling the Environment | |
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| Medical Emergencies and First Aid | |
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| Psychiatric Emergencies | |
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| Teaching Consumers About Safety | |
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| Modifying Environments to Enhance Safety | |
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| Group Concepts and Techniques | |
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| Definition and Purpose of Group Treatment | |
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| Group Dynamics: Review of Basic Concepts | |
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| Development of Group Skills | |
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| How Therapy Groups Are Different from Other Groups | |
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| Role of the Leader in an Activity Group | |
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| Program Development | |
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| Starting a New Group | |
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| Adaptations of Groups for Very Regressed Individuals | |
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| Other models for Groups | |
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| Program Evaluation | |
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| Occupational Therapy Process | |
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| Overview of the Intervention Process | |
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| Occupational Therapy Practice Framework: Process | |
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| Eight Stages in the Intervention Process | |
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| A Holistic Perspective-A Dynamic Process | |
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| Theory and the Occupational Therapy Process | |
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| Clinical Reasoning | |
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| Evidence-Based Practice | |
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| Evaluation and Data Collection | |
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| Definition and Purpose of Evaluation | |
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| Assets and Deficits | |
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| Concepts Central to the Evaluation Process | |
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| Areas for Data Collection | |
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| Roles of the OT and the OTA | |
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| The OTA's Methods of Data Collection | |
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| Concepts Related to Assessment and Measurement | |
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| Some Assessments Suitable for OTA Administration | |
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| The Performance Context for Evaluation | |
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| Documentation and Communication of Evaluation Data | |
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| Treatment and Intervention Planning | |
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| Treatment Planning in Psychiatry | |
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| Using Practice Models to Apply Clinical Reasoning in Planning | |
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| Steps in Intervention Planning | |
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| Partnership with the Client or Consumer | |
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| General Goals of Psychiatric Occupational Therapy | |
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| How to Write an Intervention Goal | |
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| Selecting Appropriate Intervention Principles | |
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| Selecting Intervention Methods | |
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| Implementing and Monitoring Interventions and Modifying the Plan | |
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| Outcome Assessment | |
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| Continuity of Care Across Settings | |
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| Quality Assurance | |
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| Continuous Quality Improvement | |
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| Medical Records and Documentation | |
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| Purpose and Uses of Medical Records | |
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| Types of Records | |
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| Documentation of Occupational Therapy Services | |
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| Essential Content for Occupational Therapy Notes | |
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| Specific Types of Documentation | |
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| Documentation Review and Quality Assurance | |
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| Occupational Therapy Methods | |
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| Activities of Daily Living | |
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| Factors in Learning and Using Skills | |
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| Daily Living Activities (Basic and Instrumental) | |
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| Practice, Repetition, and Habit Development | |
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| Education and Work | |
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| Education | |
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| Work | |
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| Leisure and Social Participation | |
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| Leisure Exploration | |
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| Leisure Performance | |
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| Leisure Activities | |
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| Social Participation | |
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| Management of Emotional Needs: Self-Awareness Skills and Coping Strategies | |
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| Needs | |
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| Occupational Therapy's Domain of Concern | |
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| Self-Awareness | |
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| Issues Related to Engagement in Occupation | |
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| Self-Management Skills | |
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| Cognitive, Sensory, and Motor Factors: Performance Skills and Activities | |
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| Cognitive Factors | |
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| Sensory and Motor Factors | |
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| Analyzing, Adapting, and Grading Activities | |
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| Selection of Activities | |
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| Analysis of Activities | |
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| Adaptation of Activity | |
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| Gradation of Activity | |
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| Activity Analysis Based on Theory: Cognitive Disabilities | |
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| Dynamic Performance Analysis | |
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| Analysis: An Ongoing Process | |
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| Professional Development | |
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| Supervision | |
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| Functions and Definition of Supervision | |
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| Goals of Supervision | |
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| Responsibilities of the Supervisor | |
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| Responsibilities of the Supervisee | |
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| Factors Affecting Communication in Supervision | |
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| The Supervisory Contract | |
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| Getting the Most from Supervision | |
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| Resolving Conflicts in Supervision | |
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| Emerging Models of Supervision | |
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| Becoming a Supervisor | |
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| Organizing Yourself | |
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| Priorities | |
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| Scheduling | |
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| Paperwork | |
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| The Electronic Revolution: Myths and Reality | |
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| Management of Supplies and Equipment | |
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| Organizing Space | |
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| Delegating | |
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| Case Examples | |
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| A 21-Year-Old Woman with Depression | |
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| A 72-Year-Old Woman with Alzheimer's Disease | |
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| A 54-Year-Old Woman with Schizophrenia, Paranoid Type | |
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| A 22-Year-Old Man with Chronic Schizophrenia and Mild Mental Retardation | |
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| A 30-Year-Old Man with Bipolar I Disorder | |
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| A 22-Year-Old Woman with Polysubstance Dependence and Dependent Personality Disorder | |
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| A 37-Year-Old Man with Alcohol Dependence Disorder | |
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| A 21-Year-Old Woman with Cocaine Dependence, Polysubstance Abuse, Bulimia, and Borderline Personality Disorder | |
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| A 12-Year-Old Boy with Attention Deficit-Hyperactivity Disorder and Oppositional Defiant Disorder | |
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| Sample Group Protocols | |
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| Homemaker's Management Group | |
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| Family Recreation Skills | |
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| Adolescent Cooking Group | |
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| Dementia Cooking Group | |
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| Managing Work-Related Stress | |
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| The Green Team (Horticulture Clubhouse Group) | |
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| Index | |