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Section B: CLDP Q 1 - Coggle Diagram
Section B: CLDP Q 1
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Influence of tech
Psychological effects
- decreased sefl-esteem
- mental health issues
- anxiety
- instant gratification
- sense of belonging
- confidence
- traumatic/ distressing content
- stress
Social effects
- cyberbullying
- FOMO
- feeling part of community
- support
- creative outlet
- exploring interests
- unrealistic expectations
Developmental effects
- decreased attention span
- poor academic performance
- online learning
- decreased social skills
- decreased fine motor and gross motor skills
decreased playfulness
- decreased emotional intelligence
Play and Playfulness
Plays games with rules: masters and creates new rules for games,
engages in risk taking games, interest in sports and friendship groups.
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Model of Playfulness:
- Intrinsic motivation
- Internal control
- Freedom to suspend reality
- Framing
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Rx with Caregivers
- Educating on warning signs
- Educating on harm + positive of social media
- educating on screen time
- introduce alternative play activities
- safety measures:
*locking apps
*Parental guidance
- providing emotional support
Screen time measures
- Younger than 2= NO screentime
- 2-5 years= 60 minutes
- 5-8 years= 120 minutes
Role of OT:
- Screen-free zones
- screen-free times
- device curfews
- quality of media content
- transitioning from screen-time
- adult involvement in screen-time
Approach:
- Adult learning principles
- EHP
- CBT
Adult learning principles: (Knowles, 2000)
- Adults are autonomous and self-directed
- Adults bring life experience and knowledge to learning experiences
- Adults are goal directed
- Adults are relevancy orientated
- Adults are practical
- Adult learners like to be respected
Family centered practice
Key elements:
- People are considered holistically
- People are experts of their own occupational engagement
- People's values and goals must be respected
- The therapist person partnership is facilitative NOT directive
- Contextual congruence must be inherent in all Rx design
Importance of partnerships:
- shapes engagement in occ
- help children learn about the world through conversations, play and routines
- support children's learning in out-of-home settings.
Benefits:
Significant others:
- feel valued and respected
- are more involved
- feel their family values, practices and beliefs are respected
- know more about children's experiences outside the home and use this info to support their learning
- understand why early childhood care and education is important
- increased confidence in their parenting skills
Therapists:
- Understand better the children and families- use this to make learning more enjoyable and rewarding
- help children develop a sense of identity and belonging by actively engaging with family values and beliefs
- benefit from parents' skills and expertise
- can provide a more emotionally secure environment
- ensure continuity and sustainability
Rx with learners
- Basic educating on online etiquette
- Safety on social media
- Address MH issues + create support networks
- creating a well-ness wheel
- introduce alternative play activities
Approach:
- developmental theory
- child learning principles
- play theory; play as means and end
- EHP; PEO
- Vygotsky's Zone of proximal development
- Bronfenbrenner
Child learning
White Paper 6 on inclusive education:
- HIGH LEVEL /Special schools: High intensity support, Resource centre, Resources integrated into DBST
- MEDIUM LEVEL /Full-service schools or Inclusive schools:
Provide support in the school to learners & teachers through competent & experienced learning, support educators, Support neighbouring schools with knowledge, information & assistive devices, Work in close collaboration with DBST
- LOW LEVEL / Mainstream schools: Low intensity support, Teachers are supported by the ILST and DBST, Learners can be moved to other schools for a short period of time to receive more intensified support
SIAS:
Screen, Identify, Assess, Support
- To determine WHO needs support; WHAT support is needed and HOW it will be delivered.
Role of OT:
- Assist in the transition towards inclusive schools
- promote effective school comm partnerships to strengthen support for learners
- Promote the provision of care and support to learners through referral pathways (SIAS)
- Provide and coordinate training of educators and parents in the early identification and management of barriers to learning
- Provide direct therapeutic services to learners when necessary referred via the SIAS policy
- Promote the spread of inclusionary practices to neighbouring schools
Play as means and end
Play as means:
- To meet non-play therapeutic goals through the medium of play
- Goals are directed to sensory, motor or socio-emotional skills
Play as an end:
- Play as goal of OT intervention
- It is occupation focused
- Goals are directed towards ability as role of player
- Goals focus on elements of play (ToP)
- Caregiver or playmate intervention, play prompts education, play space education
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Rx with Educators
- Educate on shifted space
- Educate on warning signs
- Educate on role and support
6 Teaching models
- One teach, One observe
- One teach, one assist
- Parallel teaching
- Station teaching
- Alternative teaching
- Team teaching
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