Occupation: Other Professional Occupations in Therapy and Assessment

Transcription

1 NOC: 3144 Occupation: Other Professional Occupations in Therapy and Assessment Occupation Description: Responsibilities include using techniques such as art, athletics, dance, music or recreational therapy to aid in resident treatment. Key essential skills are Critical Thinking, Decision Making, Reading Text. Essential Skills Reading Text* Writing Document Use Computer Use Oral Communication Money Math Scheduling or Budgeting and Accounting Measurement and Calculation Data Analysis Numerical Estimation Job Task Planning and Organizing Decision Making* Problem Solving Finding Information Working with Others Continuous Learning These Essential Skills are not ranked by complexity level. The skill levels represented in the table above illustrate full skill ranges for experienced workers in their roles, and not for individuals preparing for entrance into this occupation for the first time. Below are examples for each essential skill category representing a sampling of the possible duties and tasks for this role within the industry and the corresponding essential skill level. All examples will not necessarily apply to every organization. Reading Text Read s from supervisors, co-workers, colleagues and residents. ( 2) Review flyers and brochures to keep current about services available in the community and to find information that may be of interest to residents. ( 2) Become familiar with information regarding other cultures which may be integrated into assessment or treatment as appropriate. ( 3)

2 Review organizational updates regarding policy or procedure changes or notification of upcoming events, assessing value or impact on therapy and assessment practices. ( 3) Study resident medical history and care records to gather information necessary for assessments and treatment plans. This information will typically be conveyed in precise medical terminology. ( 3) Read articles in medical publications to increase knowledge of resident pathologies, psychopathologies, dysfunctions or disorders and develop awareness of symptoms or behaviours that may present as side effects of various medications. ( 4) Stay abreast of emerging information in the field via trade publications, etc. ( 4) Writing Update resident files with comments providing an overview of each therapy session. ( 1) Compose s to co-workers, colleagues or residents to schedule or confirm meetings or to request or provide information. ( 1) Compose brief progress reports for use by other healthcare providers involved with the resident. Information may include description of state of health, strengths, weaknesses, action plans and recommendations. ( 2) Compile intervention plans in conjunction with other healthcare professionals or with input from the resident. Plan should include therapy goals, proposed activity and measurable outcomes. ( 3) Provide text for brochures or pamphlets promoting programs. ( 4) Write scholarly articles for professional journals. ( 5) Document Use Locate information such as medication type and dosage on pharmaceutical labels. ( 1) Consult lists of therapy goals of residents. ( 1) Obtain information about diagnosis from physician referral forms. ( 1) Utilize visual aids to interact with residents when a communication barrier is present. ( 2) Determine availability and scheduling for professional development opportunities. ( 2) Assess resident artwork to determine mental state and progress. ( 3) Document resident progress and program success on tracking forms. This may include the use of checks, codes or short phrases. ( 3) Ascertain the effectiveness of treatment techniques by reviewing graphed data in textbooks, trade publications, research papers, medical journals and on websites. ( 4) Review musical scores to identify pieces appropriate for therapy. ( 4)

3 Computer Use Use the internet to access program websites or to search for medical information. ( 2) Use databases. ( 3) Use electronic spreadsheets. ( 3) Use communications software. ( 3) Use word processing software. ( 3) Create presentations using graphics software. ( 4) Use specialized software to aid in treatment and program design. ( 4) Oral Communication Discuss bookings, orders, supplies and equipment with suppliers. (1) Communicate with other healthcare professionals, sharing information on residents, policies, programs and resources or to coordinate activities. ( 3) Conduct presentations with regard to therapy programs, approaches and techniques with consideration given to knowledge level of participants. ( 3) Conduct therapeutic activities and programs with various group sizes, monitoring and supporting the participants. Observation should be taking place throughout the session to assess resident progress. ( 4) Assess residents, solicit their input on the design of intervention programs and implement therapies. This may include interaction with resident families, including teaching them how they can contribute to the success of the programs. ( 4) Money Math Make change for residents who pay cash for sessions or activities. ( 1) Calculate reimbursement requests for outings or travel with residents, including all pertinent variables. ( 2) Scheduling or Budgeting and Accounting Review pricing of program equipment, materials and therapy supplies to determine which to purchase. ( 1) Coordinate daily and weekly schedules of appointments and activities with residents, making allowances for appropriate amounts of time to complete administrative requirements. ( 2) Establish and monitor budgets for particular programs, projects or services, and monitor expenditures, adjusting as required for unforeseen expenses. ( 3) Schedule group programs for residents, ensuring established facility timetables and residents appointments with other healthcare professionals are considered. Rescheduling may be required to ensure optimal participation. ( 3)

4 Measurement and Calculation Measure quantities of art supplies such as paint to water ratio, or measure ingredients when teaching cooking, etc. to residents. Measurements may require adjustments to accommodate the number of participants. ( 2) Determine length of time required to play selected musical pieces to residents, or for them to play. Track the timing of musical programs and/or presentations. ( 2) Data Analysis Analyze quantitative data regarding resident program and/or activity attendance to identify trends. ( 2) Compare the rates of effectiveness of a therapeutic approach between resident populations, using this information to then determine the most effective activities. ( 4) Numerical Estimation Estimate room size to determine if it is appropriate for planned activities. ( 1) Using previous experience, estimate the length of time required to complete group activities. ( 1) Estimate the required number of therapy sessions based on resident health history, current status and treatment goals. ( 2) Job Task Planning and Organizing The work of therapy professionals is team-oriented and their interventions, activities and programs must be integrated with the other activities or schedules of an interdisciplinary team of healthcare professionals to ensure continuity of resident care. Plans and schedules must be revisited and revised frequently to accommodate resident health or unforeseen occurrences. Therapy professionals must be able to identify their own priorities and to schedule and sequence multiple tasks to ensure the most efficient and effective delivery. ( 3) Decision Making Select equipment for purchase for a variety of activities. Analysis of budget, and the needs and abilities of the residents should be taken into consideration, along with the anticipated frequency of use of the equipment. ( 2) Identify which community services, organizations and/or businesses would be suitable to approach to build working partnerships based on the resident population.( 2) Determine if and when it is appropriate to recommend interventions in resident plans. This decision is based on review of resident medical history forms, care records as well as an assessment of their social, emotional, physical and cognitive states gathered through observation and discussion. Consideration should be given to the goals of any

5 treatment as well as the available delivery methods and their suitability for the resident. ( 3) Choose programs, activities and structure to offer residents based on treatment plan, and with consideration given to ensuring the activities will be challenging, but not too far outside of the resident s comfort zone. ( 3) Determine if and when it is appropriate to remove a disruptive resident from a therapy group. Efforts should first be made to bring the resident behaviour in line with expectations. Review of implications, both positive and negative, must be conducted in making the determination. ( 3) Problem Solving Ensure appropriate consents are in place prior to commencing assessment or treatment. ( 1) Provide education or information to co-workers to increase their understanding of the benefits of therapy programs, or to encourage their buy-in of the program values. ( 2) Assess and react to a situation where the program material is not at an appropriate level for all of the participants to decrease frustration, and to ensure a positive outcome from the program. ( 2) Investigate the underlying reasons for low program or group session participation. This may be caused by scheduling conflict and rescheduling will need to be considered to address the situation. ( 2) Difficulties occur in achieving participation by all residents in attendance to the program. Identify a variety of approaches and techniques to build trust and to establish a safe and open environment. If the attempts to improve the situation do not achieve the desired results, consideration may be given to consultation with the interdisciplinary teams to gather additional information or suggestions. ( 3) Finding Information Refer to intervention plans to obtain lists of therapy goals and objectives. ( 1) Obtain contact information via directories or by consulting co-workers. ( 2) Research pathologies, psychopathologies, dysfunctions and disorders using a variety of resources, such as textbooks, trade publications, research abstracts and websites. ( 3) Working with Others Professionals in Therapy and Assessment perform most tasks independently but usually coordinate work with teams of healthcare providers. Work is performed independently when observing patients, developing intervention plans, implementing therapy and maintaining patient records. In hospitals, rehabilitation centres, clinics, recreational centres, nursing homes, educational institutions, prisons and day care facilities, work is performed in

6 interdisciplinary teams to assess patients, set intervention goals and organize group activities. Work is coordinated with that of doctors, nurses, physiotherapists, social workers, clinical dietitians, occupational therapists, psychologists and other healthcare professionals and information is shared about patients. Participate in supervisory or leadership activities. o Participate in formal discussions about work processes or product improvement. o Make suggestions on improving work processes. o Monitor the work performance of others. o Inform other workers or demonstrate to them how tasks are performed. o Select contractors and suppliers. o Assign routine tasks to other workers. Continuous Learning Continuous learning is a key responsibility for professionals in therapy and assessment. Know where to get information when required and to maintain current knowledge of theories, techniques and trends in the field of therapy. Acquire new learning by reading information found in textbooks, trade publications, research papers, medical journals and professional association publications. Review audiotapes, attend departmental lectures, view videotapes, browse the Internet and discuss professional matters with colleagues and other healthcare professionals. Complete any learning or professional development required to retain any professional certifications.