Professional Documents
Culture Documents
Occupational Profile
1. Client name: Kristin Caroza
2. Age: 23
3. Sex: Female
4. Who is the client?
Kristin is a first year graduate student in the occupational therapy program at Touro
University Nevada. She moved from San Jose, California to Henderson, Nevada and has
made a smooth transition over the past three months. She is a hard working student who
spends the majority of her time going to school and studying for exams. She is currently
doing well in all her classes.
5. Why is the client seeking services and/or what are the clients concerns relative to engaging
in occupations and in daily life activities?
Kristin has concerns in regards to time management because of her busy academic
schedule. On a typical day, she spends about eight hours at school and at least four hours
outside of school studying. She explains how hard it can be to make time for leisure
activities that she has done prior to the program. Because of her busy schedule, she tends to
put off activities such as laundry, grocery shopping, working out, and cleaning.
6. In what occupations does the client feel successful and what barriers are affecting his or her
success?
She finds success in her academic performance; however, her time commitments
towards school related activities has reduced her time for leisure. She doesnt want to reduce
the amount of time she spends studying for classes because she is afraid her grades will slip
away. In addition, she feels burnt out from not having time to herself to pursue activities she
usually does on a weekly basis. When she was living at home, she use to go indoor rock
climbing at least three times a week. Since she has been living in Henderson, she has only
gone twice. She needs to overcome the fear of having her grades slipping so that she can
take time out of her week to engage in her favorite leisure activities. She is doing very well
in all her classes and there seems to be more free time in her schedule now that all the big
exams have passed.
7. What aspects of his or her environments or contexts does the client see as supporting
engagement in desired occupations and what aspects are inhibiting engagement?
Her social environments support and inhibit her desire of engaging in more leisure
activities. Some of her classmates are more than willing to spend time outside of class to
enjoy an activity unrelated to school and some dedicate most of their time studying school
material. She can make a choice in who she wants to study with as well as who she wants to
spend her leisure time with. There needs to be a balance between the two and there is
nothing wrong with having different friends for specific activities. Her physical
environment is mainly the school classroom and her apartment which is only a few minutes
away from school. Her proximity allows her to spend less time commuting to school. This
time can support the engagement of leisure activities if she plans her daily schedule.
8. What is the clients occupational history?
Her present daily occupations consists of her managing her self-care, cooking and
preparing food for each day of the week, driving to school and back, being a student in an
accelerated program, and walking to get around school and within the apartment complex.
9. What are the clients values and interests?
Kristin values her family in which she tries to keep in contact with on a weekly
basis. In addition, she values her academics as she is highly motivated to become an
occupational therapist. She displays interest in watching her favorite movies and shows on
Netflix. She also loves to rock climb and work out to help her unwind from a stressful week.
10. What are the clients daily life roles?
Kristins main role is a graduate student at Touro University Nevada. She is also a
daughter, sister, roommate, and friend towards the people she typically interacts with daily.
11. What are the clients patterns of engagement in occupations?
On a typical school day, Kristin wakes up every morning and starts her day off with a
cup of coffee. She prepares her lunch in the morning and then gets herself ready for school.
She usually has some extra time to study for one of her classes. She drives to school and
spend the rest of the day in class until dinner time. She goes home and eats dinner then
continues to study for classes. Some days when she has more time, she will spend an hour at
the gym. After, she would shower then and go to bed.
12. What are the clients priorities and desired targeted outcomes related to occupational
performance?
Kristins targeted outcome is to be able to perform well in school and pass all of her
classes. Her main goal and reason for living in Henderson, Nevada is to graduate with her
masters degree in occupational therapy. In addition, she would like to find balance in her
schedule to do activites she enjoys. She wants to learn how to manage her time by creating a
schedule that will allow her to fit designated times to study as well as time in the week to
rock climb. She always wants to find time to finish up her weekly to do list such as grocery
shopping, laundry, making time to talk to her family, and cleaning her room.
Occupational Analysis
1. Occupation: Driving from Kristins apartment at Remington Canyon to Touro University
Nevada
Categorization of occupation for the client:
Subcategory:
1. Activities of daily living
Social
Cultural
Personal
Temporal
Supports
Kristin drives a reliable car
that allows her to make a safe
commute to school. The car
is spacious for her to put all
of her school materials in the
trunk. She comfortably sits
in the drivers seat.
X
During the summer in
Henderson, Nevada it is
common for people to drive
to where they need to go
instead of walk. This
supports her need to drive to
school as it is part of the
citys culture.
It is Kristins personal
preference to drive to school
instead of any other form of
transportation because of the
convenience. She saves
more time when she drives to
school and does not have to
stress herself to wake up
earlier to walk to school.
Kristin knows what time to
leave her apartment to be on
time for class. Since her
school is only a few blocks
away, it is highly unlikely to
experience traffic throughout
the day.
Inhibits
All cars have the risk of blind
spots. She must make sure to
look at her mirrors frequently
and look over her shoulder
before changing lanes and
when she is looking for
parking.
X
She feels the need to leave
early for school despite how
close she lives to campus. It
is typical for the school
parking lot to be full by a
specific time because most
students like to go to school
earlier than their class time.
Kristin likes to drive fast
which can put her at risk for
getting into an accident.
Virtual
5
she scans and searches around
school for a parking spot.
Texting or talking to someone
on the phone while driving
would hinder her driving
ability to get to school. Social
media on the phone would
also distract her from paying
attention to what is going on
around her while driving.
How It Is Used
None
Minimally Greatly
Challenged Challenged
Concept formation
Metacognition
Cognitive flexibility
Insight/awareness
Concentration
Sustained attention
Selective attention
Divided attention
Short-term memory
Working memory
7
X
Discrimination of
senses: Auditory
Discrimination of
senses: Tactile
Discrimination of
senses: Visual
Discrimination of
senses: Olfactory
Discrimination of
senses: Vestibularproprioception
Multisensory processing
Sensory Memory
Spatial relationships
Temporal relationships
Recognition
Categorization
Generalization
8
X
Logical/coherent
thought
Appropriate thought
content
Mental functions of
sequencing complex
movement
Regulation and range of
emotion
Appropriateness of
emotion
Coping
Behavioral regulation
Body image
Self-concept
Self-esteem
Arousal
Consciousness
Orientation to self
Orientation to place
Orientation to time
9
X
X
X
X
X
X
X
X
X
Orientation to others
Energy level
Function
Motivation
Impulse control
Appetite
Sleep
Detection/registration
Visual modulation
Integration of senses
Awareness at distances
Tolerance of ambient
sounds
Taste
Smell
10
None
Minimally Greatly
Challenged Challenged
X
X
X
X
X
Localizing pain
Thermal awareness
Joint mobility
Joint stability/alignment
Muscle power
Muscle tone
Muscle endurance
Stretch reflex
ATNR
STNR
Righting and supporting
reflex
Eye-hand coordination
Bilateral coordination
Crossing midline
11
X
Occulomotor control
Gait patterns
Blood pressure
Heart rate
Respiratory rate
Respiratory rhythm
Respiratory depth
Physical endurance,
aerobic capacity
Voice functions
Voice rhythm and
fluency
Alternative vocalization
Digestive system
Metabolic system
Endocrine system
Function
12
X
X
X
X
X
X
X
X
X
X
X
Minimally Greatly
Challenged Challenged
13
X
X
X
X
Not used
Shoulder flexion
Shoulder extension
Shoulder abduction
Shoulder adduction
Shoulder internal rotation
Shoulder external rotation
Elbow flexion
Elbow extension
Wrist supination
Wrist pronation
Wrist flexion
Wrist extension
Thumb flexion
Thumb abduction
Finger flexion
Finger extension
Trunk flexion
Trunk extension
Trunk rotation
Lower extremities
Minimally
challenged
X
X
X
Greatly
challenged
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Skill- Motor
How It Is Used
Aligns
None
Minimally Greatly
Challenged Challenged
X
Positions
Reaches
Bends
Grips
Manipulates
Coordinates
Moves
Lifts
Walks
Transports
Calibrates
Flows
Endures
Paces
Skill- Process
Paces
14
X
X
X
X
X
X
X
X
None
Minimally Greatly
Challenged Challenged
X
Heeds
Chooses
Uses
Handles
Inquires
Initiates
Continues
Sequences
Terminates
Searches/locates
Gathers
Organizes
Restores
Navigates
Notices/responds
15
X
X
X
X
X
X
X
X
X
Accommodates
Benefits
Skill- Social
interaction
Kristin performed
driving to school
independently
without directly
interacting with
another person.
Approaches/starts
Produces speech
Gesticulates
Speaks fluently
Turns Toward
Looks
Places self
Touches
Regulates
Questions
Replies
Discloses
Expresses emotion
Disagrees
Thanks
Transitions
Times response
Times duration
Takes turns
Matches language
Clarifies
Acknowledges and
encourages
Empathizes
Heeds
Accommodates
Benefits
16
X
None
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Minimally Greatly
Challenged Challenged
17
Parts of this occupation has elements of which of the following: (check all that apply)
Pattern
Useful habit
Describe
Kristin constantly scans her environment while driving to prevent
getting into a car accident.
Dominating habit
Routine
She likes to double check if she locked her car doors by pressing the
locked button again as she walks towards school.
Ritual
She hangs her rosary over the main back up mirror of her car. It is
her belief that it will protect her from harm while driving.
Role
Intervention Plan
1. Identify 1 objective and measurable goal of the intervention:
Kristin will independently develop a weekly schedule to manage her time between
studying and leisure activities once a week.
a. According to OTPF what type of outcome is this?
Health and wellness
2. Intervention approach:
Approach
Create/promote
Establish/restore
Maintain
Modify
Prevent
Describe
Kristin will create a daily checklist of things to do to prioritize what
needs to be done for school and manage time for leisure activities
such as working out or going rock climbing.
18
3. Activity selection
a. Activity selection: Identify 1 example of each for the intervention plan
Activity
Occupation
Describe
Kristin will designate at least 3 hours each day to study and stay up to
date with assignments for school.
Activity
Kristin will designate 1 hour each day to work out at the gym and take
a break from studying.
Preparatory
method
Kristin will wear a watch so that she is aware of the time of day to stay
on top of her daily schedule.
Preparatory task
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higher priority is school so it is not recommended for her to decrease her studying habits
to an extreme.
5. Discuss any safety concerns and/or precautions.
Some precautions for time management is for her to find a balance between
school and leisure. Although leisure is important for a persons well-being, there can be
instances of spending too much time with leisure and not being productive. She must still
prioritize school to maintain her academic standing.
6. Discuss the role of the occupational therapy practitioner during the intervention.
The occupational therapist would be there to guide the client through the process
of finding out what occupations are meaningful to her. In addition, finding areas to
promote health and wellness by working on time management. The OT may want to help
her come up with ways to help prioritize her day. For instance, making a to-do list and
hanging it up on her refrigerator to remind her of what needs to get done. In the end, she
can reward herself with a leisure activity of her choice.
7. Discuss what is expected of the client during the intervention.
The client is expected to openly discuss her meaningful activities. Full
participation would be needed to help her find balance in her occupations. Open
communication between the client and OT would be most helpful when they begin to
plan out a schedule for the week. This whole process if for the clients benefit so their
input would be highly valued.