20 years and 5 editions: The evolution of ‘The Psychology of Ageing’
By Ian Stuart-Hamilton, Professor of Developmental Psychology and Faculty Head of Research at University of Glamorgan, Wales, and author of The Psychology of Ageing, now in its…
Tag: occupational therapy
VIDEO – Mindfulness Play: Reaching students on a deeper level, with Deborah Plummer
In this series of videos, Deborah Plummer discusses the careful construction of the emotional environment in which the games and activities in her existing books…
Branding Aspie: “When it fits, the diagnosis ‘Aspie’ is a gift, not a curse.”
By Jennifer Cook O’Toole, social worker, teacher, “Aspie Mommy” and author of Asperkids. Long before my first baby could read, she knew her logos. Mommy…
“Celebrating Aspergers is celebrating Aspies. Always. In all ways.” An article by author Jennifer Cook O’Toole
Here, Jennifer Cook O’Toole – “Aspie Mommy” to three young Aspie children and author of the forthcoming book, Asperkids – shares some thoughts about World Autism Day, celebrated every…
“Although fatigue may persist, it can go away” – An interview with Lucie Montpetit
“[This] is not a book about disease but about finding solutions according to different ways of gaining back one’s physical, emotional and psychological energy balance. For many, it is also a path towards empowerment and finding a new meaning in daily activities.”
Using Textile Arts and Handcrafts in Therapy with Women – An Interview with Ann Futterman Collier
“Ironically, as my fibre-making skills developed, my clinical skills also developed. I became better at creating relationships and more and more comfortable with using textile as an entryway to connect with women whom I didn’t know. At some point, it became obvious to me that making textiles and clinical psychology didn’t need to be two separate compartments in my life: I realized that I was already integrating the two.”
Unlocking a child’s potential through vision therapy – An Interview with Dr. Joel Warshowsky
“Underachieving children typically don’t feel connected. The process of training children to reframe their visual connectedness with the world is not only about vision. It is about utilizing vision to reframe the relationship between children’s inner reality and their external reality. Vision is merely the vehicle, the classroom, the training ground. The true benefits accrue when a child, perhaps your son or daughter, takes what he or she has achieved in the safe and nurturing environment of therapy and applies it to the outside world. It is then that a child’s entire sense of who they are and what they are capable of, has been modified for the better.”
My Journal Journey – An Article by Kate Thompson, author of Therapeutic Journal Writing
“I wrote this book because this was a book I would have liked when I was training as a counsellor. At that time I had no idea that you could (‘were allowed to’) use journal writing as a therapeutic medium with clients. But I did know that it worked for me so it seemed natural to want to try. This book would have legitimized my instincts and given me the confidence to do it openly.”
Combining ideas from SLT and OT to Speak, Move, Play and Learn with Children on the Autism Spectrum – An Interview with America Gonzalez and Corinda Presley
“The idea was born out of a spirit of collaboration that came up when we noticed that our students were working on similar projects but with an OT or SLP spin. Another way we came together was when the speech team would make quesadillas with the students to work on sequencing, vocabulary and describing goals. And the OT would say, “Can I jump into your activity to practice cutting the quesadilla into triangles with my student?” And so we began to purposely create activities around both OT and SLP goals. We recently found out that the University of California – San Francisco has built therapy rooms for the explicit purpose of the collaboration between therapists. This is a wonderful step towards collaborative therapy.”
How professionals can help empower parents of a newly diagnosed child with Autism Spectrum Disorder
“Professionals need to feel comfortable as facilitators of parents’ learning and engagement with their child at home, rather than seeing themselves as therapist experts who work one-on-one with children. While the latter is sometimes necessary, the former is where we can have the biggest long-term impact on helping parents realise their full potential and assisting them to maximise their daily interactions with their child so that they become more responsive to their child’s needs and communicative attempts. This builds positive parent-child relationships.”