Assignments

​ Alexa and I have the privelage of seeing all assignments - the range and creativity is inspiring. We thought that it would be great if you could share your topics so the rest of the group know what you are planning. Just a brief account of who the clients/learners are and your objective for the session. You may be of assistance to one another.

· Create a user profile, within Dragon Naturally Speaking 10 (DNS) software (voice recognition software) · Dictate and edit two paragraphs of text using DNS · Identify three benefits of using DNS software for students with disabilities || Mary || 2) Identify how she might apply the 4 principles of energy conservation practically to her daily life (cognitive) 3) Have demonstrated energy conservation strategies during personal adl’s (psychomotor) 4) Have discussed with the therapist her feelings about the implementation of the new techniques (affective) || Donna || **1**. At the conclusion of the education session the participants will each describe 1 different principle of energy conservation. (When each of the principles is discussed, the remaining participants will describe 1 way in which the principle can be applied to their activities of daily living). **2 **. At the conclusion of the education session the participants will each describe 1 change they will make to their daily routine to effectively reduce effort and conserve energy. 3 **. At the conclusion of the education session the participants will be able to demonstrate the safe and correct use of equipment aids. || Aften ||  ||   || __ Skills/Techniques __  2. Demonstrate correct technique for applying and removing an ‘off-the-shelf’ splint  3. Demonstrate median nerve gliding exercises with reference to picture if necessary  4. Identify three regular daily practices that increase pressure at the Carpal Tunnel  5. Plan alternate methods for completing these practices || Jill || __ Learning objectives identified for group members. __ || Joanne ||
 * ** Student ** || **Client / objective** ||  ||
 * Specialist teachers who teach children & young people with disabilities in primary and secondary schools || ** By completing the activities in this session each participant will be able to: **
 * Client requring energy conservation education. || 1) Be able to identify the 4 main principles of energy conservation (cognitive)
 * Energy Conservation education session for rural individuals with Chronic Obstructive Pulmonary Disease (COPD). || **__Knowledge objectives: __**
 * __Skill objectives: __
 * Biofeedback - how different activities impact my body. 45 minute group education session. Adolescent Mental Health || # List physical body symptoms associated with high arousal and anxiety
 * 1) List physical body symptoms associated with relaxation and calm
 * 2) Identify the benefits of managing bodily symptoms of anxiety
 * 3) Identify degree of interest in progressive muscle relaxation
 * 4) Name physiological changes in own body before and after progressive muscle relaxation
 * 5) Compare objective bodily responses with subjective ratings of ‘calm’ v’s ‘tension’
 * 6) Articulate and discuss differences noted between subjective and objective ratings
 * 7) Recognise and list how individual choices of activity can affect both physical and emotional wellbeing
 * 8) Identify effectiveness of progressive muscle relaxation for relieving tension
 * 9) Develop confidence in ability to exert some control over physiological responses
 * 1) Demonstrate effective use of progressive muscle relaxation
 * 2) Demonstrate use of manual techniques to accurately measure pulse and breathing rate || Vicky ||
 * Carpal Tunnel self management ||  1.   Demonstrate understanding of the three treatment options for management of Carpal Tunnel Syndrome
 * I wrote about some educational groups I designed and ran when working in Papua New Guiea with clients with leprosy ||
 * 1) Participants to describe the cause of leprosy.
 * 2) Group members to be able to state the treatment schedule they are receiving ( 6 months or 2 years)
 * 3) Be able to show areas on their own body where they are unable to feel hot or cold stimuli.
 * 4) Be able to verbalize one risk of injury to the foot with poor sensation.
 * 5) Identify one possible risk factor which could injury the hand.
 * 6) Demonstrate 2 exercises to maintain range of movement and strength in the hands.
 * 7) Demonstrate two different foot exercises.
 * 8) Identify grip requiring strengthening and choose appropriate counter when playing board game.