Assignment Task
Introduction
In this assessment task, students were to implement a therapeutic activity plan in a group setting by drawing the same case used on their previous clinical skills test. The learning goal of this task was to enable person-centred occupational adaptation through the use of evidence-based therapeutic approaches and strategies.
Mr. Richards, a 35-year-old male with schizophrenia and a history of drug use, paranoia, and depression, was admitted to hospital due to a recent relapse with psychotic symptoms. Schizophrenia has been classified as a severe psychiatric disorder which is worsened substantially by alcohol and substance abuse (Menne & Chesworth, 2022). Prior to his recent admission, he had stopped going to work after an incident where he was aggressive towards his colleagues. A research study has shown a direct relationship between schizophrenia and the increased risk of aggressive behaviour (Markiewicz et al., 2020). Mr. Richards spends his time online gaming with friends and partaking in adverse behaviours such as excessive drinking and substance use. As a result, he has not been sleeping well. Sleep disturbance is a typical issue for patients suffering psychosis and has been identified as a recurring factor in the onset and persistence of psychotic experiences (Waite et al., 2020).
The client lives in a modern 3-bedroom single-story house, a friendly neighbourhood in Pimpama with his two young children and supportive partner. Although he values this, he has not spending time with his family. Individuals suffering from schizophrenia are known to show occupational imbalances in their routine, resulting in restrictions to social participation thus reducing their quality of life (Park, 2022). Mr. Richards enjoys gardening, cooking for his family, taking his kids to the beach and said he would like to return to doing those meaningful activities. He also expressed interest in returning to work.
Goal setting is widely used as an integral component in mental health, with evidence suggesting that goal planning facilitates behavioural change in those suffering from schizophrenia (Stewart et., 2022). Mr. Richard’s short-term goal is to reconnect with his children resuming activities like taking them to the beach once a week for the next three months. Another short-term goal for the client is to cook pasta, his favourite meals for his family twice a week for the next three months, an occupation he enjoys which will also increase his productivity. Mr. Richard’s long-term goal is that he would like to return to work within six months. He would achieve this by volunteering at a secondhand store, attending three days a week to build his interpersonal skills (Gray & Stevenson, 2019). The positive impact of volunteering not only increases a sense of personal empowerment, but it also assists in improved mental health and wellbeing.
The client’s group population is young males aged 20-40 with a mental disorder in a hospital setting (Stewart et al., 2022).
Task description
Using the case study from your Assessment Task two(2), you will present a client profile, assessment results, case-formulation, intervention goals and intervention & evaluation plan in a simulated clinical case review. You will have 10 minutes to present your own case study to a small group of other occupational therapists / student therapists.
You are expected to:
- Follow the OT process & critically apply a model of practice,
- Justify assessment results,
- Critically justify your case formulation using occupational analysis skills to identify and manage risks, strengths, enablers, and barriers,
- Formulate and justify therapeutic goals,
- Create and critically justify an intervention plan that applies frames of reference / approaches, & intervention strategies that support occupational engagement, participation & adaptation by using strategies that promote, compensate, adapt, and prevent & grade up / down to address client and environmental factors).
- Critically construct a plan for evaluation.
- Apply high quality evidence-based sources to inform each part of the OT process.
- Demonstrate effective presentation skill
There will be 5 minutes for questions/discussion after each case presentation. You will be expected to behave professionally throughout your session. This includes:
- Dressing professionally in your uniform and adhering to WH&S & infection control policies
- Behave professionally throughout your designated session,
- Actively engage and take notes throughout your designated session,
- Ask relevant, theory and research informed questions,
- Engage in peer-discussion, review, and feedback,
- Be responsive to feedback,
- Be supportive of the client, and your peers and be strengths based and constructive in your feedback.
