Week 11: Interventions to Promote Social Participation Flashcards
Self Regulartion and Ability to Cope
- Self Regulation (ability to adapt activity level, attention span for activities = effortful control =social competence)
- Modify Feelings (ability to act on or change feeling to meet personal and interpersonal goals
- Coping (how a person deals w new or difficult situation
- The goal of OT (assist the child in identifying coping strategies)
How do we measure competency and Mastery in Self-Regulation and Ability to cope
Initially interpreted by caregiver (Look at verbal and non-verbal signals
-As child gets older, needs to develop internal control (need to understand signals, interpret internal/external stimuli, initiate appropriate action/interaction)
Attachment: A Dynamic Interaction of Biology and Environment
- Infants are biologically prepared to participate in interactions with a caregiver
- Parent/child traits and behaviors interact to determine the quality of attachment
- Pattens of attachment
- Children with developmental problems are at a higher risk for attachment
Child abise and neglect
- Federal Child Abuse Prevention and Treatment Act (CAPTA
- Keeping Children and Families Safe Act of 2003 defines child abuse as: Any recent act or failure to act on the part of a parent or caretaker that results in death, serious physical or emotional harm, sexual abuse, or exploitation, An act or failure to act that presents and imminent risk for serious harm
- Categories: Neglect, physical abuse, sexual abuse, Medical Neglect, others (developmental and psychosocial outcomes)
Physical and Emotion Abuse: Risk Factors for Child abise
Parent: Age, substance abuse, limited coping skills, difficulty interpreting Childs communication, lack of knowledge of child development, history of abuse, unrealistic expectations
Child: Prologed dependency for developmental or medical reasons
-Social isolation, lack of support, Poverty, Culture
Child Neglect: Risk Factors for Child abise
Parent: Depression or Mental condition, cognitive limiitations, substance abuse, history of extreme deprivation
Child: Prolonged depency for developmental or medical reasons, “difficult”, temperament, high activity level, displeasing appearance to parent
Environmental: Social isolation, lack of support, poverty, family disorganization
OT Role in Child Abuse and Neglect
- Reporting
- Referral to CPS
Mental Health Factors Affecting Social Participation
Developmental profress and occipational performance depend on psychosocial needs
Psychotropic Medication in Children
High use in students who receive special education services Responsibilities of the OT -Know clients meds -Know expected effects and side effects -Know precautions -Report issues to physician
Early childhood Intervention Programs: Practice Environments
- Be aware of high-risk families
- Mothers with depression or other mental illness
- Parents who are addicted to drugs
Public School Systems: Practice Environments
- Emotional disturbance is a primary disability category
- Social skills training can be helpful to psychosocial dysfunction
- Addressiing psychosocial needs is a part of intervention
Mental Health Services: Practice Environments
- Outpatient MH servises are commonly accessed by kids
- Often provided by social worker psychologist, psychiatrist,or or liscesnced counselor p
- Program uses cognitive behavioral, family systems, neurobiological and psychodynamic theories
- May be…
Residential Treatment Centers: Practice Environments
ractice Environments
Juvenile Corrections: P
Inpatient Psychological Hospitals: Practice Environments
-Hospital admissions
Evaluation
- Begins with Occupational Profile: COPM; Draw a picture of yourself
- Interview teachers or parents
- Observe social participation
- Standardized MeasuresL Social Skills Rating System. SFA, Occupational Therapy Psychosocial Assessment of learning
Intervention
- Goals that directly address concerns
- Developing effective routines
- Build positive relationship with family and child
- Working out differences with others
- Peer Interactions
- Play
General Guidelines for intervention
- Every adult/child interaction is a learning session
- Intervention begins with the adults consistent enactment of respectfulness and caring toward the child
- Maing goal of intervention are all persons immediate safety and the continuous improvement of the child ability to make decisions that support successful participation
- Opportunities for making decisions
- Adults should impose the least amount of external control needed to maintain safety and promote positive functional behavior
Interventions for Social Skills
- Promoting specific social behavior and adherence to social rules
- Video Modeling: Promotes skill acquisition
- Social Scrips: Seq of interactions that involve specific verbal routines
- Power Cards: Using superheroes as models
- Social stories: Teach social skills
- Applied Behavior Analysis (ABA)
- Privacy Circles
Intervention to Enhance Social Awareness and Relationships
Mind reading
Emotional Charades
-Video Detectives
-Social Autopsies (more for learning disables, ASD, ADHD, to come past problems they have with social skills)
Interventions for Self Regulation
Enhancing Executive Function: Self-management able to discriminate between appropriate and inappropriate behaviors, monitor and record their own behaviors accurately, and rewards themselves
-Stress Thermometers
-Alert Program: How does your engine run?
Comic Strip COnversation
-Relationship Development Intervention (RDI)
Facilitation: Response Options in Intervention
- Observe unobtrusively
- Improve the enviromental supports
Monitoring
- Observe visibly so children are aware of adult presence
- Express encouragement meant as needed
- Facilitate children’s problem solving by asking guiding questions
Gentle Corrections
- After the environment as needed
- Remind children of rules, expectation, or new skills that may be used
- Join the activity and model adaptive behavior
- Redirect the child to an alternate activity
- Disciss alternatives to the current behavior
