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How To Use AOTA’s Mental Health Information Sheets

How To Use AOTA’s Mental Health Information Sheets

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Occupational Therapy’s Role in Mental Health Promotion, Prevention, & Intervention With Children & Youth
http://www.aota.org/Practitioners-Section/Children-and-Youth/Browse/MH.aspx
Occupational Therapy’s Role in Mental Health Promotion, Prevention, & Intervention With Children & Youth
http://www.aota.org/Practitioners-Section/Children-and-Youth/Browse/MH.aspx

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05/13/2014

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Description
The
 dd m h
athttp://www.aota.org/Practitioners-Section/Children-and-Youth/Browse/School/Toolkit.aspx were developed or occupational therapy practitioners working with children and youth in schooland community settings to obtain specifc knowledge about mental health (MH) promotion, prevention, and interventionand to guide service provision. Each inormation sheet provides an
overview of the topic, implications for occupationaltherapy, and strategies for MH promotion, prevention, and intervention in a variety of settings.
Each sheet also
providesimportant references and Internet resources
or urther reading and resource allocation. These inormation sheets areintended to provide: 1) oundation inormation about the topic to amiliarize the OT practitioner about the subject; and 2)reerences and Internet resources to extend learning about the topic.
1. Content draws on current literature about a public health approach to MH
emphasizing MH promotion or
all 
chil-dren with and without identifed disabilities or MH challenges
•
MH pm
: strategies or
optimizing 
mental health
•
MH p:
strategies to
reduce
mental health problems beore identifcation o a specifc mental health problem
•
MH idd i:
strategies to
diminish
or end the eects o an identifed mental health problem ater theproblem has been identifed
2. Services are depicted in tiers
(see diagram at right):
•
t 1:
Universal
(or whole populationemphasizing promotion and preventioneorts)
•
t 2:
Targeted
(prevention and early intervention or children at risk o de-veloping MH challenges)
•
t 3:
Intensive individualized inter- ventions
(or children already identifedwith MH challenges or illness)
3.
A
 
  
 
are addressed specifc toMH promotion, prevention, and interven-tion including but not limited to:
•
Mental health literacy 
•
Social and Emotional Learning (SEL)
•
Positive Behavioral Supports (PBS)
•
Obesity 
•
Bullying
•
Grieving loss
•
Strength-based approaches
•
Anxiety disorders
•
Depression
•
Thought disorders or Schizophrenia
•
Bipolar disorder
•
Autism spectrum disorder
•
Recess promotionContinued on the next page
How To Use AOTAs Mental Health Information Sheets
Occupational Therapy’s Role in Mental Health Promotion, Prevention, & Intervention With Children & Youth
public HealtH MoDel of occupational tHerapy servicesto proMote Mental HealtH in cHilDren anD youtH
Tier 1Tier 2Tier 3
SCHOOLCOMMUNITY
Provide individual or group interventionto students with mental healthconcerns.
Collaborate with the school-based mentalhealth providers to ensure a coordinatedsystem of care for students needingintensive interventions.retsofotsmargorppuorgnurdnapoleveD
social participation for students strugglingwith peer interaction.
Consult with teachers to modify learningdemands and academic routines forat-risk students.
Individual interventions to supportoccupational performance and mental healthin community settings focusing on leisure,.seitivitcadetaler-noitisnartdna,krow
Provide leisure coaching for youth at risk oflimited leisure participation.
Consult with community recreation, youthotgnimmargorpstradna,strops,sbulc htiwhtuoyfonoisulcnitroppusdnaetomorp disabilities and/or mental health concerns.
Look for opportunities to provide groupinterventions for at-risk youth —thosedealing with poverty, bullying, loss, obesity.
Assist in schoolwide prevention efforts, noitneverpyllub,SIBP,LESgnidulcni programs.
Collaborate with school personnel to createpositive environments to support mentalhealth (caring relationships, programs thatfoster skill building, sensory friendly).
Informally observe all children for behaviorsthat might suggest mental health concerns.maetotsnrecnocgnirbdna
Articulate the scope of occupationaltherapy to include mental health promotion,.)slevellla(noitnevretnidna,noitneverp
Foster participation in meaningful structuredleisure activities.
Promote satisfying friendships.
Educate youth, family, and teachers aboutthe of leisure participation.
Assist in community efforts to promotechildren’s mental health.
Articulate the scope of occupationaltherapy to include mental health promotion,.)slevellla(noitnevretnidna,noitneverp
 
(Bazyk, 2011, p. 13)Bazyk, S. (Ed.). (2011).
Mental health promotion, prevention, and intervention for children and youth: A guiding framework for occupational therapy 
. Bethesda, MD: AOTA Press.Note: PBIS = positive behavioral interventionsand supports; SEL = social and emotional learning.
 www.aota.org 

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