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By:
Noor Emellia Binti Jamaludin
Occupational Therapist
Hospital Sultan Abdul Halim
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Introduction
OT roles in CAMH
OT services in CAMH
Method of evaluation in CAMH
OT intervention in CAMH
Case study presentation
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Participation in meaningful roles andactivities leads to enhancement of emotionalwell-being, mental health, and socialcompetence.
Social competence includes: Doing what is necessary to get along with others
Making and keeping friends
Coping with frustration and anger
Solving problem Understanding social etiquette
Following school rules
(AOTA, 2011)
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Recent studies indicate that behavior and
social interaction skill (i.e., social
competence) are stronger indicators of
academic and lifelong success than academicskills.
(Child Mental Health Foundation and
Agencies Network, 2002)
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Evaluate all the components of socialcompetence and determine whether a childsmotor, social-emotional, and cognitive skill;ability to interpret sensory information; and
the influence from home, school, andcommunity environments have an impact onhis or her ability to meet the demands ofeveryday life.
Facilitate supportive environments topromote mental health among all children.
(AOTA, 2008 & 2010)
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OT offer services to children who are
diagnosed with:
Bipolar disorder
Depression Autism & other pervasive developmental disorder
ADHD
Mental retardation
Learning difficulties (Slow learner, dyslexia, etc) Conduct disorder
Other disorders that may affect a childs mental
health
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Behavior problem Depression
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Autism Mental Retardation
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Conduct disorder ADHD
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Use client-centered evaluation process to
develop an understanding of the childs
primary roles and occupations (activities),
such as play,
schoolwork,
age-appropriate self care (feeding, dressing,
bathing)
(AOTA, 2011)
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Specific observation
Personal interview
Standardized tests
Self rating methods Projective activities
[Each can be used in varying combinations
depending on the time available, the needs of
the client, and the therapeutic orientation of the
services]
(Lesly Lougher, 2001)
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Interventions are used to:
Promote social-emotional learning
Regulate overactive or underactive sensory
system
Collaborate with families and medical or
educational personnel
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Sensory integration therapy
Cognitive remedial therapy
Behavior modification
Projective activities Play therapy
Snoezelen room
Social skill training
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