Scene 1

Scene 2

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

Scene 3

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.

A picture containing text, indoor

Description automatically generated

Scene 4

Text

Description automatically generated with low confidence

Text

Description automatically generated

Scene 5

Shape

Description automatically generated with medium confidence

Table

Description automatically generated

A picture containing text, metalware

Description automatically generated

Scene 6

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

Scene 7

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

Scene 8

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

Scene 9

“ 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.”

Scene 10

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.

Scene 11

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

Scene 12

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

Scene 13

Psych OT
Learning Portfolio

Scene 0

avatar

 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

Psych OT Learning Portfolio

Scene 1 (0s)

Scene 2 (3s)

Scene 3 (57s)

Scene 4 (2m 19s)

Scene 5 (2m 29s)

Scene 6 (2m 42s)

Scene 7 (4m 27s)

Scene 8 (5m 24s)

Scene 9 (7m 2s)

Scene 10 (8m 34s)

Scene 11 (10m 5s)

Scene 12 (15m 5s)

Scene 13 (15m 9s)