JM Chapters 36-41

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Across
  1. 2. The giver asks the receiver to stop doing a behavior, keep doing a behavior, and start doing a behavior
  2. 4. Stage where the mentor will offer support, guidance, and encouragement for the mentee regarding specific goals initially set or any anticipated or unanticipated issues that may arise during the process
  3. 6. Stage where the mentor and mentee agree on the groundwork for their relationship
  4. 10. Similar to the Pendleton model but provides more structure to the giver and the receiver; This model is sequential, any of the steps can be repeated to gain additional understanding
  5. 13. Mentoring that is structured with oversight and clear and specific organizational goals
  6. 15. Defined as information that promotes learning or provides an achievement summary about a person or performance
  7. 18. A situational relationship between an experienced individual and a novice to facilitate and support mutual professional growth
  8. 20. Mentoring that is natural or spontaneous with minimal to no structure and oversight and may or may nor have clear and specific goals
  9. 22. Those seeking training and guidance from mentors who will potentially assist in advancing identified professional career goals
  10. 23. Informal feedback model, where the focus is mainly reflection and does not include anything about goals
  11. 24. Involves conversations over the phone, email, written notes, and other confidential electronic communications
  12. 25. Focuses on the needs of a collective group
Down
  1. 1. Genuine approach to active listening that involves reflecting on the feeling and meaning of the other party's needs
  2. 3. Focuses on a direct approach to ensuring that individuals needs are met
  3. 5. Conduct, aims, or qualities that characterize or mark a profession or professional person
  4. 7. Process of determining a win-win compromise between competing ideas
  5. 8. Guidelines for social media usage that all therapists should be aware of
  6. 9. Intentionally concentrating on what is being said rather than just passively hearing the message of the speaker
  7. 11. The organization that determines the education requirements for and governs accreditation of all occupational therapy programs
  8. 12. Focus on strategically reducing or resolving conflicts that arise in the context of occupational therapy practice
  9. 14. Those who provide training and guidance to mentees at the beginning of their careers working toward competent clinical, behavioral, and professional practice
  10. 16. When the supervising OT is in the immediate area while the OTA is providing OT services. The extent to which this supervision is required varies in each state
  11. 17. Stage that is the most difficult stage in the mentoring process, attributed to possible anxiety and resentment especially when the relationship ends abruptly
  12. 19. Stage where the mentor and mentee discuss how learning will occur throughout their mentoring relationship
  13. 21. Refers to actual performance of one's knowledge, critical thinking, characteristics, or skills to achieve a specific goal or perform job responsibilities