Occupational Therapy News OTnews July 2019 | Page 49

FORENSIC SERVICES FEATURE
As individuals move further through the level of passive
participation abstract concept formation begins to develop, for
example, eggs can symbolise a new life.
Why was the Interesting Group developed?
The ‘Concept Group’, as it was initially called, was originally
developed by the occupational therapy team on Robinson Ward,
where many patients are on the ‘Self-presentation’ level.
We applied the VdTMoCA’s treatment principles for this level,
informing how to facilitate explorative action within treatment
sessions. However, it became apparent that this exploration alone
was not enough to enable patients on the ‘Self-presentation’ level
to fully understand the materials and objects being used in activities
in sessions.
For example, during a craft session we were discussing
the properties of the different types of string available to bind a
notebook and which would be most suitable, when one patient
asked: ‘How do you make string?’ and ‘What’s the difference
between string and rope?’
And so, as an extension of the usual sessions aimed
at developing concept formation, the occupational
therapy team devised the ‘Concept Group’, in which a
different concept (topic) could be explored each week.
The treatment sessions were explorative in nature to
facilitate the essential partnership between exploration
and concept formation, allowing for greater exploration
of materials and objects.
We realised that it is essential that sessions are not
teaching-learning based, but provide opportunity for
exploration through interactive tasks and activities.
Topics arose from questions generated by patients
during sessions or emerged during general conversation
over the week. We struggled with the name of the
group, as the ‘Concept Group’ was too abstract for
people to understand, however at the end of one
session a patient stated: ‘You know, these concepts
you’re teaching us are very interesting’, and from that
day onwards the session was re-named ‘The Interesting
Group’.
Group content and structure
Patients selected for the session were on the ‘Self-
presentation’ level, with up to six participants, an
occupational therapist and a technical instructor. The
45-minute session took place on the ward in our activity
room.
Benefits of the Interesting Group
The Interesting Group enhanced patients’
understanding of materials, objects, people and
situations they relate to and connect with in their daily
lives. They were able to transfer this knowledge into
other sessions to further enhance their skills.
Development of concept formation improved patients’ abilities
to use the materials and objects in the correct way and in a more
effective manner, therefore providing positive feedback about their
skills and performance, and improving self-concept.
The Interesting Group also provided an opportunity for patients
to learn and develop social interaction and communication skills.
The social norm expectations were made explicit to enable
patients to understand how to present themselves correctly within
the group. The facilitators encouraged group members to listen to
others, allow others to talk without interrupting, talk at a suitable
volume and increase awareness of others’ needs.
As a result, we observed patients were listening attentively,
apologising for interrupting and supporting each other.
While there remained enthusiasm, it was of a calmer nature
than previously. We saw much improvement in a patient’s ability
to manage his impulsivity; we saw one patient who struggled
to manage his mood brighten during the session and we saw a
patient who lacked confidence in talking in a group flourish.
Session plan Activity Rationale
Welcome Welcome everyone.
Explain the social norm
expectations for the session. Develop understanding
(concept) of this
situation.
Introduce the
topic Rope, string and thread as
generated from the craft
session. Extending concept
formation started in the
craft session.
Categorisation Sort a range of twines into the
categories of rope, string and
thread. Basic, elementary and
compound concept
formation re: the
different properties of
each item.
Sorting activity Arrange the materials in order
of their thickness. Basic, elementary and
compound concept
formation.
Exploration of
twines Un-do a piece of rope, string
and thread and compare the
differences and similarities.
Watch a video on how wire
rope is made and compare. Elementary and
compound concept
formation re: how the
twines are made.
Exploration of
the strength Test the strength of cotton by
attempting to lift an object.
Then twist three pieces of
cotton together and repeat.
Complete the same activity
with string. This activity is good for
developing self-concept
regarding own abilities
whilst twisting the twine
and elementary concept
formation regarding the
properties of twines.
Closing the
session Ask each group member one
thing they had learned from
the session. Awareness of concept
formation and self-
concept. (What I learned,
what I find interesting).
Table one – session content and rationale
OTnews July 2019 49