Material Específico - Musicoterapia - Terapia Ocupacional-2022 - UAI

Material específico y guía de actividades – Inglés- UAI-Universidad Abierta Interamericana.
-Musicoterapia/ Terapia Ocupacional-
Facultad de Psicología y Relaciones Humanas
CUADERNILLO DE
TEXTOS ESPECÍFICOS Y
GUÍA DE ACTIVIDADES
-MUSICOTERAPIA
-TERAPIA OCUPACIONAL
INGLÉS
I-II
-2022-
Juan Pablo Camilletti- Marcela Pagnanelli
1
REFERENCE
CONTENT
English I
 MUSIC THERAPY
-At the beginning………………………………………………pagePage 3 3
-The Elements of Music……………………………………..…page
Page 4 4
-Music Therapy……………………………………………..….pagePage 7 7
-Autism Spectrum Disorder…………………………….……..page
Page 10 10
 OCCUPATIONAL THERAPY
Page 1212
-Occupational Therapy…………………….................…...…..page
-What is ADHD/ ADD?………………………………….…...page Page 1414
-Play Therapy……………………………………………..…..page Page 1717
-The Benefits of Stretching……………………………….…..page Page 2020
English II
 OCCUPATIONAL THERAPY
-Alzheimer`s Disease………………………………….....…..Page 23
- Sensation is Everywhere!……………………………………Page 26
- Sensory Processing…………...……………………………..Page 29
-The Learning Process…………………………………….…Page 33
 MUSIC THERPY
- Disorders of consciousness…………………………..……… Page 37
-The Importance of Listening…………………………………. Page 39
-Cerebral Palsy ……………………………………………..… Page 41
-History and development of Music Therapy………………….
Page 45
- Complementary texts…………………………………...... Page 49
2
English I
MUSICTHERAPY
AT THE BEGINNING
Ana, a woman in her twenties, sits down in a group of people she does not know and whose
language she hardly speaks. There is an uncomfortable pause. John asks Paul to ‘Sing us a song’.
Paul takes a breath and suddenly the German words of a song by Schubert ring out. The music
finishes and most of the group members express their appreciation. Someone then suggests that
John ‘sings a song’. John explains to the group that he is from Ireland and immediately starts to
sing a song in Gaelic, stamping his foot and accompanying himself on a small tambour. Many in
the room tap their feet and some reach for percussion instruments to play with John’s strident beat.
His song finishes and another group member asks Ana, in her own language, if she would like to
join in. After a brief conversation, she starts to sing, long melodic lines in a very high register. The
group sits listening in silence until she stops. There is another pause, but this time it feels more
relaxed. The group leader, a music therapist, reaches for a drum and invites everyone to join her.
Soon the whole group is playing, and although there are many individual sounds and rhythms, a
new piece of music is jointly created, there and then.
Music therapy is, consequently, a modern profession whose practice requires skills and theoretical
knowledge. It is also a vocation, involving a deep commitment to music and the desire to use it as a
medium to help others. Although music therapy has only been established as a profession relatively
recently, the connection between music and therapy is not new. Writers and historians have
repeatedly commented upon a human preoccupation with music as part of healing and medicine,
and we can find this information in history, myth, legend and literature over the past 2000 years.
1-Answer the following questions:
1 -Does Anna speak the same language as the group of people?

2 -How does John react when he starts singing his Gealic song?
3 -Does Anna get engaged in the song?
4 -What musical instruments does the text mention?
5 -Define Music Therapy, according to the text and briefly comment on its beginnings.
6 -Sum up the text in your words.
2-Activities:
1. Infer the meaning of the words you do not know. Then, resort to the internet to find them
out. Share the information with the class.
2. Identify/ highlight all technical terms.
3. Phonology activity: Look for some words and identify them with their corresponding sound :
/aː/ / ɜ:/ /iː/ /ɔ:/ /uː/
4. Select specific terms in order to create a technical glossary
3
THE ELEMENTS OF MUSIC

Because music is a multi-dimensional, multimedia phenomenon, the design of a musical
composition can be described on several levels. The “Elements of Music” described below
offer you specific terms and concepts that will help you better understand and describe any
kind/style of music—from Classical to Rock:
ELEMENT Related Terms
Rhythm: (beat, meter, tempo, syncopation, polyrhythm)
Dynamics: (crescendo, decrescendo; forte, piano, etc.)
Melody: (pitch, range, theme)
Harmony: (chord, progression, key, tonality,consonance, dissonance)
Tone color: (register, range)
Texture: (monophonic, polyphonic, homophonic)
Form: (binary, ternary, strophic, etc.)
RHYTHM
Rhythm is the element of TIME in music. When you tap your foot to the music, you are "keeping
the beat" or following the structural rhythmic pulse of the music. There are several important
aspects of rhythm:
 DURATION: how long a sound (or silence) lasts.
 TEMPO: the speed of the BEAT, which can described by the number of beats/second (or in
Classical music by standard Italian terms)
 METER: When beats are organized into recurring accent patterns, the result is a
recognizable meter.
DYNAMICS
The relative loudness or quietness of music fall under the general element of dynamics. In Classical
music the terms used to describe dynamic levels are often in Italian:
pianissimo [pp] = (very quiet) piano [p] = (quiet) mezzo-piano [mp] = (moderately quiet) mezzo-
forte [mf ] = (moderately loud) forte [f ] = (loud) fortissimo [ff ] = (very loud)
MELODY
Melody is the element that focuses on the HORIZONTAL presentation of Pitch.
• PITCH: the highness or lowness of a musical sound
• MELODY: a linear series of pitches
Almost all famous rock songs have a memorable melody (the tune you sing in the car or
the shower.) Melodies can be derived from various SCALES (families of pitches) such as
the traditional major and minor scales of tonal (home-key centered) music, blues scales,
or modes (such as dorian, mixolydian).
Melodies can be described as:
• CONJUNCT (smooth; easy to sing or play)
• DISJUNCT (disjointedly ragged or jumpy; difficult to sing or play).
4
HARMONY
Harmony is the VERTICALIZATION of pitch. Most often harmony is thought of as the
art of combining pitches into chords (several notes played simultaneously as a "block").
These chords are then arranged into sentence-like patterns called progressions.
TONE COLOR (or TIMBRE—pronounced "TAM-BER")

If you play a "C" on the piano and then sing a "C", you and the piano have obviously produced the
same pitch —but why doesn't your voice sound like the piano? It is because of the laws of physics
and musical acoustics. Although these scientific principles are far beyond the scope of this course,
it is safe to say that each musical instrument or voice produces its own characteristic sound patterns
and resultant “overtones,” which give it a unique "tone color" or timbre. Composers use timbre
much like painters use colors to evoke certain atmospheres on a canvas. The upper register (portion
of its range or compass) of an electric guitar, for example, will produce tones which are brilliant
and piercing while in its lower register achieve a rich and dark timbre. A variety of timbres can also
be created by combining instruments and/or voices.
TEXTURE
Texture refers to the number of individual musical lines (melodies) and the relationship these lines
have to one another. Monophonic texture: One melody with no harmony—rarely used in rock
music. Homophonic texture: This texture features two or more notes sounding at the same time,
but generally featuring a prominent melody in the upper part, supported by a less intricate harmonic
accompaniment underneath (often based on chordal harmony—homogenous BLOCKS of sound).
Rock songs often use this texture.
Polyphonic texture: Music with two or more independent melodies sounding at the same time.
(The more different the melodies are from one another, the more polyphonic the texture.) The most
intricate types of polyphonic texture such as canon (strict echoing) are found in some types of art-
rock music.
Imitative texture: Imitation is a special type of polyphonic texture produced whenever a musical
idea is ECHOED from one performer to another.
Antiphonal texture: Antiphonal texture is created when two or more groups of performers
alternate back and forth, and then play together. In Rock-and-roll, this texture is heard particularly
in various types of Soul, Funk and Rap music.
Activities:
1-Describe the use of each item.

2-Create a technical glossary.
3-Match the words with their corresponding instrument.
4-Which of the instruments from below do you play? Briefly comment.
5
6
Music Therapy
Music Therapy is an 1-established health profession in which music is used within a 2-

therapeutic relationship to address physical, emotional, cognitive, and social needs of
individuals. After assessing the strengths and needs of each client, the qualified music
therapist provides the indicated treatment including creating, singing, moving to, and/or
listening to music. Through musical involvement in the therapeutic context, clients' abilities
are strengthened and transferred to other areas of their lives. Music therapy also provides
avenues for communication that can be helpful to those who find it difficult to express
themselves in words. Research in music therapy supports its effectiveness in many areas such
as: overall physical rehabilitation and facilitating movement, increasing people's motivation to
become engaged in their treatment, providing emotional support for clients and their families,
and providing an outlet for expression of feelings.
What do music therapists do?
Music therapists assess emotional well-being, physical health, social functioning,

communication abilities, and cognitive skills through musical responses; design music
sessions for individuals and groups based on client needs using music improvisation, 3-
receptive music listening, song writing, lyric discussion, music and imagery, music
performance, and learning through music; participate in interdisciplinary treatment planning,
ongoing evaluation, and follow up.
Who can benefit from music therapy?
Children, adolescents, adults, and the elderly with mental health needs, 4-developmental and
learning disabilities, Alzheimer's disease and other 5-aging related conditions, substance
abuse problems, brain injuries, physical disabilities, and acute and chronic pain, including
mothers in labor.
How can music therapy techniques be applied by healthy individuals?
Healthy individuals can use music for stress reduction via active music making, such as
drumming, as well as passive listening for relaxation. Music is often a vital support for
physical exercise. Music therapy assisted labor and delivery may also be included in this
category since pregnancy is regarded as a normal part of 6-women's life cycles.
How is music therapy utilized in…
… hospitals? Music is used in general hospitals to: alleviate pain in conjunction with
anesthesia or pain medication: elevate patients' mood and counteract depression; promote
7
movement for physical rehabilitation; calm or sedate, often to induce sleep; counteract
apprehension or fear; and lessen muscle tension for the purpose of relaxation, including the 7-
autonomic nervous system.
… nursing homes? Music is used with elderly persons to increase or maintain their level of
physical, mental, and 8-social/emotional functioning. The sensory and intellectual
stimulation of music can help maintain a person's quality of life.
… schools? Music therapists are often hired in schools to provide music therapy services for
special learners. Music learning is used to strengthen nonmusical areas such as
communication skills and 9-physical coordination skills which are important for daily life.
8
psychiatric facilities? Music therapy allows persons with mental health needs to: explore
personal feelings, make positive changes in mood and emotional states, have a sense of
control over life through 10-successful daily experiences, practise 11-problem solving
skills, and resolve conflicts leading to stronger family and peer relationships.
Activities:
1. Mention some illnesses the text refers to.
2. Identify all technical terms.
3. Summarize the ways in which music therapists assist patients.
4. Try a functional translation/ interpretation from the source language into Spanish.
5. Create a technical glossary.
6.
Noun phrases:
Noun phrases are a cluster of words that function like a noun. Typically, they act as
subjects, objects, or prepositional objects in a sentence. They may also include
modifiers (other nouns which act as adjectives according to the position they occupy
in the sentence).
Second language acquisition ( noun phrase) Translation:…………………………

adj adj noun
Take into consideration the position of the discursive elements when translated!
Now, Try a functional translation of the bolded noun phrases form the text into Spanish.
1-
2-
3-
4-
5-
6-
7-
8-
9-
10-
9
11-
10
ADS stands for Autism Spectrum Disorder. Autism causes kids to experience the
world differently from the way most other kids do. It is hard for kids with autism to talk
with other people and express themselves using words. Kids who have autism usually
keep to themselves and many cannot communicate without special help.
They also may react to what is going on around them in unusual ways. Normal sounds
may really bother someone with autism. Being touched, even in a gentle way, may feel
uncomfortable.
Kids with autism often cannot make connections that other kids make easily. For
example, when someone smiles, you know the smiling person is happy or being
friendly. But a kid with autism may have trouble connecting that smile with the person's
happy feelings.
ASD causes kids to act in unusual ways. They might flap their hands, say certain words
over and over, or play only with one particular toy. Most kids with autism do not like
changes in routines. They also may insist that the toys or other objects be arranged a
certain way and get upset if these items are moved or disturbed.
If someone has autism, his or her brain has trouble with an important job: making sense
of the world. Every day, your brain interprets the sights, sounds, smells, and other
sensations that you experience. If your brain could not help you understand these things,
you would have trouble functioning, talking, going to school, and doing other everyday
activities. Kids can be mildly affected by autism, so that they only have a little trouble
in life, or they can be very affected, so that they need a lot of help.
ASD affects about 1 in every 150 kids, but no one knows what causes it. Some
scientists think that some kids might be more likely to get autism because it or similar
disorders run in their families. Knowing the exact cause of autism is hard because the
human brain is very complicated.
In the brain there are over 100 billion nerve cells called neurons. Each neuron may have
hundreds or thousands of connections to other nerve cells in the brain and body. The
connections (which are made by releasing neurotransmitters) let different neurons in
different areas of the brain — areas that help you see, feel, move, remember, and much
more — work together. For some reason, some of the cells and connections in the brain
of a kid with autism — especially those that affect communication, emotions, and
senses — do not develop properly or get damaged. Scientists are still trying to
understand how and why this happens.
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12
Discovering if a kid has autism can be difficult. A parent is usually the first to suspect that
something is wrong. Maybe the kid is old enough to speak but does not, does not seem
interested in people, or behaves in other unusual ways. But autism is not the only problem
that can cause these kinds of symptoms. For example, kids who have hearing problems
may have trouble speaking, too.
Usually, lab tests and other medical tests are normal in kids with autism, but doctors may
do them to make sure the kid does not have other problems. These medical tests may
include blood and urine tests, a hearing exam, an EEG (a test to measure brain waves), and
an MRI (a picture showing the structure of the brain). IQ tests also may be implemented.
Specialists often work together as a team to discover what is wrong. The team might
include a pediatrician, a pediatric neurologist, a pediatric developmentalist, a child
psychiatrist, a child psychologist, speech and language therapists, and others. The team
members study how the child plays, learns, communicates, and behaves. The team listens
carefully to what parents notice, too. Using the information collected, doctors can decide
whether a child has autism or another problem.
There is no cure for autism, but doctors, therapists, and special teachers can help kids with
autism overcome or adjust to many difficulties. Different kids need different kinds of help,
but learning how to communicate is always an important first step. Spoken language can
be hard for kids with autism to learn. Most understand words better by seeing them, so
therapists teach them how to communicate by pointing or using pictures or sign language.
That makes learning other things easier, and eventually, many autistic kids learn to talk.
Therapists also help kids learn social skills, such as how to greet people, wait for a turn,
and follow directions. Some kids need special help with living skills (like brushing teeth or
making a bed). Others have trouble sitting still or controlling their tempers and need
therapy to help them control their behavior. Some kids take medications to help their
moods and behavior, but there's no medicine for autism.
Students with mild autism sometimes can go to regular school. But most kids with autism
need calmer surroundings. They also need teachers trained to understand the problems
they have with communicating and learning. They may learn at home or in special classes
at public or private schools.
Activities:
1. Mention the key features of autistic children.
2. What happens if our brain does not interpret the sensations we experience?
3. Spot and explain in your own words : causes, symptoms and treatment/medicine.
4. How can specialists find out that a child experiences autism? What do they do to assist
him?
6. Include the above-mentioned technical words into your glossary.

Occupational Therapy
Occupational therapists treat disabled, ill or injured patients with special equipment and the
therapeutic use of daily activities. They help patients improve, regain and develop the skills
needed for day to day life and work. They may provide long-term patient care and acute
patient care.
The therapist helps clients not only to improve their basic motor functions and reasoning
abilities, but also to compensate for permanent loss of function. The goal is to help clients
have independent, productive, and satisfying lives.
Occupational therapists help clients to perform all types of activities, from using a computer
to caring for daily needs such as dressing, cooking, and eating. Physical exercises may be
used to increase strength and dexterity, while other activities may be chosen to improve
visual acuity or the ability to discern patterns. For example, a client with short-term memory
loss might be asked to make lists to aid recall, and a person with coordination problems might
be assigned exercises to improve hand-eye coordination. Occupational therapists also use
computer programs to help clients improve decision- making, abstract-reasoning, problem-
solving, and perceptual skills, as well as memory, sequencing, and coordination—all of
which are important for independent living.
Patients with permanent disabilities, such as spinal cord injuries, cerebral palsy, or muscular
dystrophy, often need special instruction to master certain daily tasks. For these individuals,
therapists demonstrate the use of adaptive equipment, including wheelchairs. They also
design or build special equipment needed at home or at work. They teach clients how to use
the equipment to improve communication and control various situations in their environment.
Some occupational therapists treat individuals whose ability to function in a work
environment has been impaired. These professionals might evaluate the work space, plan
work activities, and assess the client's progress. Therapists also may collaborate with the
client and the employer to modify the work environment so that the client can succeed at
work.
Occupational therapists may work exclusively with individuals in a particular age group or
with a particular disability. In schools, for example, they evaluate children's capabilities,
recommend and provide therapy, modify classroom equipment, and help children participate
in school activities. A therapist may work with children individually, lead small groups in the
classroom, or consult with a teacher. Some therapists provide early intervention therapy to
infants and toddlers who have, or are at risk of having, developmental delays. Therapies may
include facilitating the use of the hands and promoting skills for listening, following
directions, social play, or dressing. Other occupational therapists work with elderly patients.
These therapists help the elderly lead more productive, active, and independent lives through
a variety of methods.
Occupational therapists also treat individuals who are mentally ill, developmentally
challenged, or emotionally disturbed. They may also work with individuals who are dealing
with alcoholism, drug abuse, depression, eating disorders, or stress-related disorders.
1-Answer the following questions:

1 –What do occupational therapists do? Briefly describe their main tasks.
2 –Mention some permanent disabilities some patients may undergo.
3 -What is the role of occupational therapists in schools?
4 –What type of mental-related disorders do occupational therapists treat?
2-Activities:
1. Infer the meaning of the words you do not know. Then, resort to the internet to find
them out. Share the information with the class.
2. Identify/ highlight all technical terms.
3. Phonology activity: Look for some words and identify them with their corresponding
sound :
/aː/ / ɜ:/ /iː/ /ɔ:/ /uː/
4. Select specific terms in order to create a technical glossary.
9.
Do Research! Find out other mental stress-related disorders to make a list and share it
among the class.
What is ADHD/ADD?
ADHD stands for Attention Deficit & Hyperactivity Disorder. ADHD is a complex
neurological condition that results in children having significant problems with
concentration, hyperactivity and impulsivity
Then, children with ADHD exhibit the following key features:
a) Inattentive
· Difficulty following instructions and organizing tasks

· Failing to pay close attention and avoiding careless mistakes
· Difficulty listening to others or focusing on required work without being distracted
or interrupted
· Losing things necessary for tasks or activities
· Difficulty getting work done in class and completing homework
· Avoiding tasks that require sustained mental effort
· They are forgetful in daily activities
· Failing to socialize and interact in class activities
b) Hyperactive
· Inability to sit still; they walk around in class; cannot stay seated to complete a meal
· Like a walking tornado – making a mess wherever they go
· Fidgeting with hands or feet or squirming in their seat
· Difficulty remaining seated when required to do so
· Difficulty playing quietly. They talk excessively
· Disrupting the class
c) Impulsive
· Difficulty waiting for turn in tasks, games or group situations / they want things now
· Blurting out answers to questions before questions have been completed
· They often interrupt others
Some children are inattentive and impulsive without much hyperactivity. They are
termed as having Attention Deficit Disorder (ADD). Children with ADD are like
those with ADHD, except that they do not have many of the hyperactivity symptoms.
Other problems that a child with ADHD/ADD may have include illegible handwriting,
getting into fights with peers, low self-esteem, aggressive or immature behavior.
ADHD/ADD is usually diagnosed when the child is 6-10 years old, although some
children may be diagnosed earlier or later.
Causes of ADHD/ADD
No one is certain what the key causes of ADHD/ADD are. Possible causes include:
· Genetic disposition - e.g. strong creativity but poor analytical skills

· Partial brain damage during gestation
· Lack of necessary chemicals in the brain for normal brain functioning
· Dietary causes / Allergy problems
· Other learning disabilities that make the child lose interest or motiva tion.
Strategies to help
• Be careful where the children sit in class. Sitting near a child who provides a good
role model can be helpful.
• Try to ignore minor upsets so that the child’s name is not always being called out.
• Keep tasks brief except if the child is bright. In that case, short tasks can cause
frustration. Gifted children can have ADHD, although this is rare.
• Provide immediate feedback whenever possible – and vary the activities so that the
child does not get bored. Give rewards to boost confidence.
• Allow chill-out time.

• Allow the children to use headphones that provide soothing music.
• Children may have little appreciation of cause and effect, so ‘future rewards’ as bribes
to behave have little effect.
• Provide a squeeze ball or clay to allow hands to work while the child is listening.
These strategies can aid stillness.
• Have a daily timetable on view with the breaks clearly marked.
• Try to give some advance warning of changes in routine or of teaching personnel.
Above all, teachers have to build a positive relationship with the parents and explain
that you appreciate that the condition is neither the child’s fault nor that of the parents.
Activities:
1. In pairs, find out more about ADHD and present the information gathered to the rest
of the class. Explain the way music therapy may help.
2. Identify all technical terms used in the text.
4. Verbs:
They are discursive elements which denote an action. Identify all technical verbs in the text
used to describe the above-mentioned disorder and provide a Spanish equivalent:
………………………………………………………………………………………………………………………
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More info on technical verbs/ words-related to ADD:

https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/add-adhd/a-day-in-the-life-
of-a-kid-with-adhd
Play Therapy
All children must have time to play, and those with learning differences (or special
needs) need even more of this special time –a time that should be free from the external
demands that cause stress; a time when children can be free to play. Play should happen
in a setting that is happy – where there is no rush, no fear of failure. Through play,
children become confident, independent learners, increasingly able to use their
imaginations, to care for others and to take safe risks. They learn to control their bodies
and develop their intellectual, social and emotional abilities at this critically important
developmental time. In so doing, they gain self-belief and so become motivated and
enabled to do more and to learn more.
In recent years a growing number of mental health professionals have observed that
play is as important to human happiness and well being as love and work. Some of the
greatest thinkers of all time, including Aristotle and Plato, have reflected on why play is
so fundamental in our lives. The following are some of the many benefits of play that
have been described by play theorists.
Play is a fun, enjoyable activity that elevates our spirits and brightens our perspective
on life. It expands self-expression, self-knowledge, self-actualization and self-efficacy.
Play relieves feelings of stress and boredom, connects us to people in a positive way,
stimulates creative thinking and exploration, regulates our emotions, and boosts our
ego. In addition, play allows us to practice skills and roles needed for survival. Learning
and development are best achieved through play.
Why play in therapy?
Sigmund Freud was the first to use play in understanding child psychology. Today,
mental health professionals accept play therapy as an effective treatment.
Play therapy is a structured, theoretically based approach to therapy that builds on the
normal communicative and learning processes of children. The curative powers inherent
in play are used in many ways. Therapists strategically utilize play therapy to help
children express what is troubling them when they do not have the verbal language to
express their thoughts and feelings. In play therapy, toys are like the child's words and
play is the child's language. Through play, therapists may help children learn more
adaptive behaviors when there are emotional or social skills deficits. The positive
relationship that develops between therapist and child during play therapy sessions
provides a corrective emotional experience necessary for healing. Play therapy may also
be used to promote cognitive development and provide insight about and resolution of
inner conflicts or dysfunctional thinking in the child.
What is Play therapy?

Initially developed in the turn of the 20th century, today play therapy refers to a large
number of treatment methods, all applying the therapeutic benefits of play. Play therapy
differs from regular play in that the therapist helps children to address and resolve their
own problems. Play therapy builds on the natural way that children learn about
themselves and their relationships in the world around them. Through play therapy,
children learn to communicate with others, express feelings, modify behavior, develop
problem-solving skills, and learn a variety of ways of relating to others. Play provides a
safe psychological distance from their problems and allows expression of thoughts and
feelings appropriate to their development.
The Association for Play Therapy, based in the United States, defines play therapy as
"the systematic use of a theoretical model to establish an interpersonal process wherein
trained play therapists use the therapeutic powers of play to help clients prevent or
resolve psychosocial difficulties and achieve optimal growth and development."
How does play therapy work?
Play therapy helps children resolve their problems. Play therapy allows trained mental
health practitioners who specialize in play therapy, to assess and understand children's
play. Further, play therapy is utilized to help children cope with difficult emotions and
find solutions to problems. By confronting problems in the clinical Play Therapy
setting, children find healthier solutions. Play therapy allows children to change the way
they think, feel , and resolve their concerns. Even the most troubling problems can be
confronted in play therapy and lasting resolutions can be discovered, rehearsed,
mastered and adapted into lifelong strategies.
Who benefits from play therapy?
Although everyone benefits, play therapy is especially appropriate for children from 3
to 12 years old. Teenagers and adults have also benefited from play techniques and
recreational processes. To that end, use of play therapy with adults within mental health
and other healthcare contexts is increasing. In recent years, play therapy interventions
have also been applied to infants and toddlers.
How can play therapy benefit a child?
Play therapy is implemented as a treatment of choice in mental health, school,

developmental, hospital, residential, and recreational settings, with clients of all ages.
Play therapy treatment plans have been utilized as the primary intervention or as an
adjunctive therapy for multiple mental health conditions and concerns, e.g. anger
management, grief and loss, divorce and family dissolution, and crisis and trauma, and
for modification of behavioral disorders, e.g. anxiety, depression, attention deficit
hyperactivity (ADHD), autism, academic and social developmental, physical and
learning disabilities.
Research supports the effectiveness of play therapy with children experiencing a wide
variety of social, emotional, behavioral, and learning problems, including: children
whose problems are related to life stressors, such as divorce, death, relocation,
hospitalization, chronic illness, assimilate stressful experiences, physical and sexual
abuse, domestic violence, and natural disasters.
Play therapy helps children: become more responsible for behaviours and develop more
successful strategies; develop new and creative solutions to problems; develop respect
and acceptance of self and others; learn to experience and express emotion; cultivate
empathy and respect for thoughts and feelings of others; learn new social skills and
relational skills with family and close friends.
Activities:
1. In what ways is play beneficial for children?
2. Provide a definition of play therapy.
3. Briefly explain the effects that play therapy has on patients.
4. Mention some difficulties which can be treated through play therapy.
5. Try a functional translation/ interpretation from the source language into Spanish. Spot
technical constructions to create a glossary.
ADDITIONAL ACTIVITY:
6. In pairs, choose a game or toy and find out how it may be used therapeutically. Then
present the results of your research to the rest of the class.
FURTHER INFORMATION ON:

https://www.a4pt.org/page/PTMakesADifference/Play-Therapy-Makes-a-Difference.htm
The Benefits of Stretching at
Work
-Stretching-
Stretching helps protect our muscles. Here are some motivational and instructional posters to
encourage stretching.
Stretching on a daily basis can provide a competitivity in the workplace because it has the
power to prevent injuries, and make work more enjoyable (both physically and mentally).
Even more benefits:
 Increased ability to perform everyday tasks at work, home, and play.
 Provides a mental break from the work routine, resulting in reduced stress.
 Decreased risk of musculoskeletal disorders/cumulative trauma disorders.
 Less joint wear and tear, and reduced osteoarthritis joint stiffness and pain.
 Improved reaction time, balance, and better posture.
 Reduced muscle fatigue and soreness.
 Decreased risk of joint stiffness and/or lower back, neck, shoulders, knees, hips,
elbows, wrists, and hand pain.
 More energy resulting from increased blood supply and nutrients to muscles,
tendons, and joints.
Activities:
1-Before going through the stretching routine, let`s review some body parts!
2-Create a technical glossary.
OFFICE STRETCHES!
English II- Occupational Therapy
Alzheimer's Disease
Alzheimer's disease is the most common cause of dementia — the loss of intellectual
and social abilities severe enough to interfere with daily functioning. In Alzheimer's
disease, healthy brain tissue degenerates, causing a steady decline in memory and
mental abilities.
Alzheimer's disease is not a part of normal aging, but the risk of the disorder increases
with age. About 5 percent of people between the ages of 65 and 74 have Alzheimer's
disease, while nearly half the people over the age of 85 have Alzheimer's.
Although there's no cure, treatments may improve the quality of life for people with
Alzheimer's disease. Those with Alzheimer's — as well as those who care for them —
need support and affection from friends and family.
Symptoms
Alzheimer's disease may start with slight memory loss and confusion, but it
eventually leads to irreversible mental impairment that destroys a person's ability to
remember, reason, learn and imagine.
Memory loss - Everyone has occasional lapses in memory. It's normal to forget where
you put your car keys or to blank on the names of people whom you rarely see. But the
memory problems associated with Alzheimer's disease persist and worsen. People with
Alzheimer's may repeat things; often forget conversations or appointments; routinely
misplace things, often putting them in illogical locations, and they may eventually
forget the names of family members and everyday objects.
Difficulty finding the right word - It may be a challenge for those with Alzheimer's to
find the right words to express thoughts or even follow conversations. Eventually,
reading and writing also are affected.
Disorientation - People with Alzheimer's disease often lose their sense of time and
dates, and may find themselves lost in familiar surroundings.
Loss of judgment - Solving everyday problems, such as knowing what to do if food on

the stove is burning, becomes increasingly difficult, eventually impossible. Alzheimer's
is characterized by greater difficulty in doing things that require planning, decision
making and judgment.
Difficulty performing familiar tasks - Once-routine tasks that require sequential steps,
such as cooking, become a struggle as the disease progresses. Eventually, people with
advanced Alzheimer's may forget how to do even the most basic things.
Personality changes - People with Alzheimer's may exhibit: mood swings, distrust in
others, inc7reased stubbornness, social withdrawal, depression, anxiety, and
aggressiveness
Causes
No factor appears to cause Alzheimer's disease. Instead, scientists believe that it may
take a combination of genetic, lifestyle and environmental factors to trigger the onset of
symptoms. While the causes of Alzheimer's are poorly understood, its effect on brain
tissue is clear. Alzheimer's disease damages and kills brain cells.
Risk factors
Age - Alzheimer's usually affects people older than 65, but can, rarely, affect those
younger than 40. Less than 5 percent of people between 65 and 74 have Alzheimer's.
For people 85 and older, that number jumps to nearly 50 percent.
Heredity - Your risk of developing Alzheimer's appears to be slightly higher if a first-

degree relative — parent, sister or brother — has the disease. Although the genetic
mechanisms of Alzheimer's among families remain largely unexplained, researchers
have identified several genetic mutations that greatly increase risk in some families.
Sex - Women are more likely than men are to develop the disease, in part because they
live longer.
Mild cognitive impairment - People who have mild cognitive impairment have
memory problems that are worse than what might be expected for people of their age,
yet not bad enough to be classified as dementia. Many of those who have this condition
go on to develop Alzheimer's disease.
Lifestyle - The same factors that put you at risk of heart disease may also increase the
likelihood that you'll develop Alzheimer's disease. Examples include: high blood
pressure, high cholesterol, poorly controlled diabetes. And keeping your body fit is not
your only concern — you've got to exercise your mind as well. Remaining mentally
active throughout your life, especially in your later years, reduces the risk of
Alzheimer's disease.
Support
People with Alzheimer's disease often experience a mixture of emotions —

confusion, frustration, anger, fear, uncertainty, and depression.
You can help a person cope with the disease by being there to listen, providing
unconditional love, and doing your best to help the person retain dignity and self-
respect.
A calm and stable home environment reduces behavior problems. New situations, noise,
large groups of people, being rushed or pressed to remember, or being asked to do
complicated tasks can cause anxiety.
Activities:
1. Define Alzheimer’s disease and mention its symptoms.
2. What are the causes of this disease?
3. Briefly explain the risk factors for Alzheimer’s.
4. How can a person with Alzheimer’s disease be helped?
5. Find more information about this disease and share it with the rest of the class.
6. Create a technical glossary.
7. VOCABULARY and RESEARCH
Mild cognitive impairment: The word mild, describes a gentle condition, not extreme. In
the case of Alzheimer´s disease, mild changes occur. These changes aren't significant
enough to affect the individual´s work or relationships yet.
Your task is to find out other stages a client undergoes when experiencing this
condition and briefly describe them. Complete the following chart:
………………….…
…………………
Is Everywhere!
Are you ticklish?

Do you cut the tags out of your clothes?
Do you need to jog hard to have a good day?
Do you clinch you eyes at a sip of sour lemonade?
Do you keep the shades down?
Do you crave for high volume on your ipod?
Your answers to these questions tell a lot about you. They provide a window to understanding
how your sensory systems work, and when you understand your senses, life can be much
more satisfying! There are several core ideas that guide our understanding about sensations
and sensory patterns. We are all sensory beings, yet our experiences are unique.
If I ask you to describe a pleasant experience, you might talk about a sunny day at the beach,
an inviting and comfortable room, or even an exchange between yourself and a loved one. As
you told me the story, you would use lots of descriptive words to help me understand. You
might use words like “warm” and “soft.” Each of these words creates an image in both our
minds because we have had “warm” and “soft” experiences of our own before. So as you tell
me about the beach, you might say: “I love the damp, cool feeling of the sand on my skin.”
But as I listen to your story, I might think: “Hmmm, I don’t think of the sandy beach as damp
and cool; it’s rough and scratchy to me.” I can see that the experience of lying on the sand is
pleasant to you based on both your description and the inflection in your voice. And although
I can appreciate your experience, I continue to be haunted by the itchy feeling that is coming
over me thinking about sitting on the sand myself.
The words we use to describe our experiences reflect sensations. For example, the word
“bright” involves visual input; “soft,” “damp,” “cool,” and “scratchy” involve touch input. In
fact, our sensory systems provide the palate for describing all the experiences we have.
We use sensory words to describe our experiences so everyone lives a sensational life. It’s
just that “sensational” means something different for each person. Some of us really like
touch, while others would rather other people keep their distance. Some people are picky
eaters and other people will eat anything they can find. Even though people might not be
aware of it, sounds, sights, touch, taste, smells, and movement affect us all day long.
Research has shown us that there are four basic ways that people respond to sensory
experiences (see the Bibliography at the end of the book for details of the literature
available). Imagine that there are four people being invited to taste a new and unusual food.
Here is how they might respond:
“Mmmmmm!”
“Ach!!!!!”
“No thanks.”
“What...oh, OK.”
You have probably been with a group of friends or family when these different responses
have occurred. The first person cannot wait to try something new. The second person hates
the new food after trying it. The third person isn’t even willing to try the food, and the fourth
person misses the initial invitation and then goes ahead and tries it.
Living Sensationally
We experience life through our senses. We hear, taste, smell, touch, see, and move around.
We have sensations inside ourselves that help us keep track of how our bodies are doing from
moment to moment and day to day. We experience a sense of calm with some sensory
experiences, and get overwhelmed with other sensory experiences. But just like the example
of eating a new food, people will have their own personal lists of what sensory experiences
are calming or overwhelming. Some of us readily search for new input, while others
withdraw from situations to reduce the amount of input available.
The world is a sensory place

Sensation is everywhere. Not only are people sensory beings, the world is a sensory place as
well. The world around us makes sounds, provides textures, offers tastes and smells, and
contains a myriad things to see. We use sensory words to describe all of the physical
characteristics of our homes, workplaces, parks, restaurants, stores, and any other setting. For
example, a store might be described as bright, noisy, and crowded, reflecting the visual,
auditory, and touch sensory systems. We even describe objects with sensory words. Coffee
cups are heavy (or light), smooth (or rough), brightly coloured (or pale). Each of these ways
of describing the coffee cup reflects the work of our sensory systems to identify certain
aspects of the coffee cup. Sometimes it is easy to agree about the characteristics of objects,
while at other times, people might differ in their descriptions of particular objects. For
example, when we describe a cup as “heavy,” what rules have we applied to the cup? It is
likely that we are comparing the weight of the cup to other cups we have held. So, if we have
only held plastic cups, then nearly any coffee cup made of metal or ceramic would be
“heavy.” However, if we have held many other ceramic mugs, then a coffee cup would have
to be unusually dense to be called “heavy.” Personal experiences (which are held in our
memories) intersect with the physical world to help us decide how we will describe objects.
Sensation is the brain’s source of information

The brain needs sensory information to operate. In fact, sensory information is the fuel that
makes the brain work. So, to keep our brains active, we have to provide sensory input.
Luckily, the world is full of sensory experiences, so it is not hard to keep sensory input
flowing into the brain. The interesting thing is that each of us needs a different amount of
sensory information to operate the best. Someone who needs more sensory information may
show this by touching people when talking to them, or adding spice to foods; someone who
needs less sensory information may show this by keeping their distance from other people, or
by eating the same favourite foods each week. People develop individualized memories
because of personal differences in needing and responding to sensory input. These memories
enable people to understand their lives in a personal and unique way; the memories are based
on sensation. The brain’s source of information comes from the sensory systems.
Answer the following questions about the passage from above:
1-How do we express our sensations?

2-Mention our senses and the way they work
3-How does the brain operate?
4-Do we all have the same appreciation of the word? Why?
Activities:
1- Underline all the adjectives from the passage. Discuss their meaning.
2-What daily sensations bring about “bright” “soft,” “damp,” “cool,” “scratchy,”
“heavy,” “light,” and “bright,” experiences? Give examples.
3-Make reference to conditions which the following adjectives might be used with:
 Sharp:………………………………………………………………………
 Dull:…………………………………………………….…………………
 Burning:……………………………………………………………………
 Tickling:……………………………………….……………………………
 Tingling:……………………………………………………………………
 Crushing or constricting:……………………………………………………
 Pressure:……………………………………………………………………
Sensory Processing
Sensory processing is a complex set of actions that enable the brain to understand what
is going on both inside your own body and in the world around you.
Sensory processing is a broad term that refers to the method the nervous system uses to
receive, organize and understand sensory input. It is considered an internal process of
the nervous system that enables people to figure out how to respond to environmental
demands based on the sensory information that was available to make the person aware
of what is happening both around the person (e.g., from auditory and visual input) and
from within the person’s body (e.g., from touch).
Difference between Sensory Processing and Sensory Acuity
Sensory acuity is the actual physical ability of the sensory organs to receive input, while
sensory processing is the ability to interpret the information the brain receives. We
address acuity needs with devices such as glasses and hearing aids. We address
processing needs with changes in activities, instructions, environments and practice.<
Sensory Acuity
As said before, the term ‘acuity’ refers to the actual physical ability of the sensory
organs to receive input. A person’s visual acuity refers to the person’s ability to see; we
characterize one’s visual acuity with numbers to reflect the accuracy of the eyes to see
both close and distant objects. Auditory acuity is the person’s ability to hear, and we
also characterize one’s hearing with numbers that reflect the decibels that can be heard
accurately. Acuity can be corrected with glasses (for vision) and hearing aids (for
hearing). These devices enable the person to have more accurate vision or hearing, and
either achieve, or approximate the most accurate acuity (e.g., 20/20 vision). It is
important to understand the distinction between ‘acuity’ and ‘perception’. Perception
refers to the person’s ability to understand, or make meaning out of the sensory input
received through the sensory organs (such as the eyes and ears). The perceptual process
occurs through mechanisms in the brain that link the current sensory information with
memories and past experiences with similar sensory information. Acuity is only the part
of the process that receives the input accurately, and although it enables perception to
occur, acuity only contributes the physical information and not the interpretation part of
the process.
There are two primary factors that contribute to our understanding of the overall
concept of sensory processing. The first factor to consider is neurological thresholds ,
or t way the nervous system responds to sensory input.
Neurological thresholds refer to the amount of stimuli required for a neuron or neuron
system to respond. When the nervous system responds really quickly to a sensory
stimulus, we say there is a low threshold and when the nervous system responds more
slowly than expected, we say there is a high threshold for responding. All of us need a
balance between low and high thresholds so that we notice just enough things to keep
aware and attentive, but not so many things that we become overloaded with
information and feel distracted.
At the extreme ends of the neurological threshold are habituation (related to high
thresholds) and sensitization (related to low thresholds). Habituation refers to the
process of recognizing familiar stimuli that do not require additional attention. For
young children, habituation is essential so they might focus their attention on the
activity at hand. Without this process, children would be constantly distracted by the
variety of stimuli that are present in the environment. Sensitization is the process that
enhances the awareness of important stimuli. It is significant to development because it
allows the child to remain attentive to the environment while engaged in play or other
learning. The ability to modulate (organize/ balance information from all sources)
responses of the nervous system (i.e., balance between habituation and sensitization)
permits the young child to generate appropriate responses to stimuli in the environment.
The second factor to consider is self regulation strategies that a person uses. These
may be associated with your temperament and personality. Self regulation strategies are
the ways that people manage the input that is available to them.
Self -Regulation Strategies
There are a range of behavioral responses to sensory input that reflect the child’s self
regulation strategies. At one end of this continuum are passive self regulation strategies,
in which the person lets sensory events occur. Passive self regulation can mean that
persons miss things that are happening around them. For example, a person with passive
self regulation might miss the visual input of facial expressions or gestures during
socialization. Conversely, a person with passive self regulation might notice everyone
fidgeting in a class.
At the other end of this continuum are active self regulation strategies. People with
active strategies select and engage in behaviors to control their own sensory
experiences.Both passive and active strategies for self regulation can be useful and
helpful to the person, or can interfere with the ability to participate in daily life.
Within this perspective, we talk about responsiveness to refer to the way that you
respond to demands in your life. Many things can affect your responsiveness, including
the demands of an activity, the characteristics of environments or the way that a
person’s self regulation strategies affect daily life. When your nervous system is
responding too much, we call it hyperresponsive (or over responsive), and when you
are responding too little, we call it hyporesponsive (or under responsive). We
hypothesize about a person’s hyperresponsiveness or hyporesponsiveness by observing
behavior in a particular context. For example, a child who cringes and puts his hands
over his ears during group instruction may be exhibiting hyperresponsiveness to the
sounds in the classroom. On the other hand, a child who seems oblivious to his family’s
activities during family fun night may be exhibiting hyporesponsiveness to the
movement, sounds and visual stimuli of those activities.
We all have times when we are hyperresponsive or hyporesponsive; it is only when an
extreme response interferes with everyday life that we would worry about this.
Patterns of Sensory Processing
When you look at the relationship between neurological thresholds and self regulation
strategies, we can identify four basic patterns of responding to sensory events in
everyday life: (a) sensation seeking, which represents high thresholds and an active self
regulation strategy; (b) sensation avoiding, which includes low thresholds and an active
self-regulation strategy; (c) sensory sensitivity, which includes low thresholds and a
passive self-regulation strategy; and (d) low registration, which represents a high
threshold and a passive self- regulation strategy.
(a) When persons have a sensation seeking sensory processing pattern, they derive
pleasure from sensations in everyday life. Although they have high sensory thresholds,
which means that they do not notice stimuli easily, their interest in creating sensory
experiences for themselves.
(b) When persons have a sensation avoiding pattern, they tend to withdraw from
situations very quickly. This person's thresholds are met very quickly with very little
input, and more input can be overwhelming, as if the nervous system cannot handle
more information. Their withdrawal strategy serves to limit sensory input rather than
get more input like a person with sensation seeking would.
(c) When persons have a sensory sensitivity pattern, they tend to be reactive in
situations. They have high detection skills (due to low thresholds), and so they notice
many things in the environment. Rather than withdraw from all these stimuli (as a
person who avoids sensation would), persons with sensitivity take the more passive
self-regulation approach of staying in situations and reacting to what is happening.
(d) When persons have a low registration pattern of sensory processing, they fail to
notice what other people notice readily because of their high thresholds. Because they
also use passive self-regulation strategies, they miss things, and do nothing to capture
additional input.
It is important to note that these patterns of sensory processing are characteristic of every
human being‘s experience in daily life and that no one has only one pattern. When
considering the different sensory systems, a person might have sensitivity for touch but
have low registration for sounds. When one recognizes the details of children’s patterns,
this detail enables parents, teachers, and other care providers to tailor experiences and
environments to meet children’s precise sensory processing needs.
Activities:
1. What does sensory processing refer to?
2. Define “habituation” and “sensitization”. Why are they essential?
3. How are self-regulation strategies classified?
4. Explain the concept of responsiveness and the way it can be affected.
5. Briefly comment on the different sensory processing patterns.
6. Underline and translate all technical words from the text. Start with:
Sensory input:
Environmental demands:
7. Create a glossary of sensory processing.
8. Classify some words under their corresponding sound:
 /ɑ:/ (like arm, car, dark, start)
………………………………………………………………………………………….
 /ɛə/ (like air, aware, bear, hair)
…………………………………………………………………………………………..
 /ɪə/ (like ear, here, near)
………………………………………………………………………………………….
 /ɔ:/ (like important, more, or)
.........................................................................................................................................
9. Do some research on sensory processing and share it with the class.
The Learning Process

When children learn something, they take in information from the environment through
their senses; that information travels through the central nervous system to the brain for
analysis, a lightning instruction is then sent to the correct part of the body, and this
promotes the action or outcome. If this cycle is efficient, learning should be
straightforward, but if there is a breakdown at any stage or if the children have not
gained the necessary neurological maturity, i.e. if they are expected to do more than
they can, their learning will be compromised.
The cycle explains the mind–body link. For although all learning takes place in the
brain, the body acts as the vehicle that transmits the information from the senses to be
analysed in the brain, and once this is done, it acts to show the effect. But before it can
do this, it must take information from the senses. So a continuous chain involves
sensory stimulus, analysis/interpretation and then action. There must also be feedback
from action and stimulus, and efficiency depends on all parts of the chain functioning
well.
Sensory stimulus
The senses are part of the nervous system. The sensory receptors take information from
the external environment through seeing, hearing and feeling (i.e. through the visual,
auditory and tactile senses and those of taste and smell) and from the internal
environment (e.g. the pain receptors, the urges that prompt action, and the sixth sense
(i.e. the vestibular, proprioceptive and kinaesthetic senses)) and they transmit this
information to the brain. Within the brain there are centres that send the input to the
correct part of the brain for analysis.
The senses all act together (i.e. sensory integration), stimulating the learning process.
So a clear understanding of the senses and the parts they play in perceiving the world is
so important, for if that first stage is inaccurate, the whole cycle could be distorted.
The vestibular sense
The vestibular sense controls balance. All other sensory information passes through the
vestibular mechanism at brainstem level before that information can be processed
accurately. The vestibular is the first sense to function and even in the womb it is
important in getting the baby in the head-down position ready to be born. From then it
controls any change in posture or alignment and so keeps us steady, for example when
we carry heavy loads in one hand. More subtly, it helps ascertain hand and foot
dominance, which is important in writing, kicking a ball and in most activities of daily
living.
The vestibular system could be compared to having an internal compass that tells us
about directions, e.g. forward, up, down, sideways, and allows the body to adapt in a
controlled manner.
The kinaesthetic and proprioceptive senses
These two names are often used interchangeably. However, to be accurate, the
kinaesthetic sense only comes into play when there is muscle contraction, i.e. when the
body is moving. The proprioceptive sense, however, works all the time, even when the
body is at rest. Both senses relay positional information. The proprioceptive sense is
linked to body awareness and can be stimulated by activities help them know where the
different body parts are in relation to one another. The proprioceptors are all over the
body and in the muscles and joints. Receptors are even located in the hair follicles and
literally tell us where we end and the outside world begins. So children with a poor
proprioceptive sense often have difficulty being still – they have to move so that their
kinaesthetic and proprioceptive senses provide them with more secure information
about where they are in space.
The visual sense
Assessing vision should cover much more than distance vision, which is often the main
concern in a simple eye test. Children who ‘pass’ this may still have difficulties
tracking, i.e. following the words on a page or the writing on the board. Functional
vision depends on maturation of the central nervous system (CNS).
Visual–motor integration skills are as important as distance sight. The two eyes have to
work together to focus on an image (convergence). Some children with poor
convergence will see double images that confuse letter recognition; others will see the
letters move on the page and may endure severe eyestrain trying to adjust to the
movement.
Children must be able to adjust their focus so that they can decipher objects from
different angles and directions. This is called accommodation. The three skills,
convergence, accommodation and tracking, are all prerequisites for quick identification
and reading fluently without strain.
The auditory sense
During the first three years, the child listens and learning the sounds of his mother
tongue – and thereafter it is harder to adjust to the tenor of another language.
Obviously, loss of hearing significantly affects learning.
Hearing too much (i.e. auditory hypersensitivity) can cause as much difficulty as not
hearing enough. Children bombarded by sound can have difficulty selecting what they
need to hear from the variety of different noises around them.
Sounds are transmitted to the language-processing centre in the brain. The right ear is
the more efficient. Sounds heard there pass directly to the main language centre in the
left hemisphere whereas left-eared children have to pass the sound to the language
subcentre and then through the corpus callosum to the left hemisphere for decoding.
This very slight delay may put left-eared children at a disadvantage.
The tactile sense
Being touched is one of the earliest sources of learning and communication, and touch
receptors cover the whole body. They are linked to a headband in the brain called the
somato-sensory cortex that can register heat, cold, pressure, pain and body position. It
makes an important contribution to the sense of balance.
Tactility or sensitivity to touch is also important in feeding. Some children cannot bear
spoons to enter their mouths and much prefer finger food that they can cope with on
their own.
Some children are hyposensitive and may not feel pain or temperature change – they
may have a huge tolerance to holding hot plates. And the hypersensitive ones will over-
react about injections and visits to the dentist because they are supremely painful. Some
even feel pain when having their nails or hair cut.
The senses of smell and taste
The sense of smell is the most evocative of the senses as it can stimulate memories, e.g.
of a garden visited long ago. The sense of smell can also stimulate the hormones
controlling appetite, temperature and sexuality.
Certain smells can become associated with different situations, e.g. the smell of a
hospital can conjure up memories of pain; the scent of flowers can recall a happy event
such as a wedding or a sad one such as a funeral. It is controlled by the thalamus. Some
children and adults are much more odour-sensitive/intolerant than others.
The sense of taste depends on the sense of smell so it is not difficult to understand why
children often refuse to accept new foods because they do not like the appearance or the
smell.
However, some of the earliest learning comes through these senses, as during the
sensori- motor period the baby will put everything to the mouth. This most sensitive
part of the body will tell about the taste and the texture of the object and whether it is
hard, soft or malleable as well as whether the taste is pleasant or not.
Activities:
1. Summarize key concepts of each sense.

2. Create a technical glossary of this text.
1. DELIVER A PRESENTATION!
In pairs, choose one sense and explain it to the rest of the class. Use pictures/pps/ Prezi
in your presentation and mention activities that can stimulate that particular sense.
HOW TO STRUCTURE YOUR PRESENTATION
BODY LANGUAGE TIPS ON:
https://www.slideshare.net/soappresentations/10-powerful-body-language-tips-for-your-next-presentation
English II- Music Therapy

Disorders of Consciousness:
Emerging Research, Practice and Theory
Abstract
Musictherapy may be effective in promoting awareness for those with disorders of
consciousness. This feature may be used for enhancing our ability to diagnose accurately
whether individuals are in vegetative or minimally conscious states. Accurate diagnosis is
crucial for decisions making process regarding prognosis. However, it is a challenging
process, where subtle responses to stimuli may be hard to discern through behavioural
assessment alone. The literature detailing music and occupational therapy in the assessment
and rehabilitation in this field traces back for the last 30 years. Differences in paradigms
persist in thinking about two contrasting approaches which are found with humanist/ music
centred and behavioural/pragmatic influences. While standardised behavioural assessment
techniques are being developed, there is little evidence to support music therapy in
rehabilitation programmes. In contrast, advances in neuroscience have improved our
understanding of both brain damage and brain/music interactions. There is increasing support
for the role of musical activity in promoting neuroplasticity and functional improvements for
people with neuro-disabilities, although music therapy specific studies are lacking.
Collaborations between the fields of neuroscience and music therapy may lead to fruitful
progress for both disciplines as well as for patient populations. By outlining the key findings
and the remaining questions offered by the neuroscience literature, this paper sets out the
future challenges to address for clinicians and researchers in developing evidence-based
approaches to their work.
Keywords: music therapy; disorders of consciousness; neuroscience; low awareness; brain injury.
After reading the abstract of a scientific paper, answer the following questions:
1-Mention the effectiveness of Music therapy.

2-Why is an accurate diagnosis essential?
3-What are the approaches considered in this paper?
4- What is the role of musical activity?
Complete the following structures:
Music therapy is used for:

An accurate diagnosis/ prognosis is essential for:
Differences persist in:
The role of musical activity in:
Challenges in:
Complete the following structure:
VERB + ………………… + GERUND
-Verbs in this group [V+P+Ger] express opinion or comment on an activity. The gerund
expresses an activity in a general way.
Activities:
1-Underline prepositional phrases.

2-Underline/identify technisisms used throughout the text.
3-Comment/ summarize the text in your own words.
4- Try a functional translation/ interpretation from the source language into Spanish.
The Importance of
Listening
Listening is one of the key attributes of learning. It depends on sound auditory
processing, yet children who have difficulties in this area are often described as
uninterested or lazy, as if they had purposely chosen not to listen. And of course not
listening or not hearing means that the children miss both teaching and the social
communications from their peers. It is important to remember that many children,
especially those with Down’s syndrome, ADHD, 1-dyslexia or 2-dyspraxia, can have
hearing difficulties that inhibit listening. For some time, it has been known that in
Down’s syndrome the children’s smaller ear passages can become blocked by mucus
and, as a result of not hearing the sounds of their own language at the correct time, some
of the more severely affected children may never speak. Others will have a limited
vocabulary.
A new finding is that children with dyslexia may also have a hearing problem. They are
not deaf in the normal usage of the word, but they can be significantly hindered in
speaking, reading and spelling, especially if the phonics method is exclusively used.
Dyslexic difficulties of course can co-occur with other conditions, so if the numbers of
children who try to listen but do not really hear and so give up the attempt are added to
those with recognised ‘other’ difficulties, the numbers of hearing- impaired children
may be significantly higher than the statistics show. So poor listening is a
developmental difficulty that is linked to a large number of conditions.
Often these difficulties remain hidden, yet testing whether children can differentiate
between different sounds is easily done by going behind them, saying one sound quite
quietly and immediately asking the children to say back the sound that they heard.
What is involved in auditory processing?
The first essential is accurate hearing. Children must be able to hear the sounds of letters
clearly, relate each sound to the written symbol and store that learning in the auditory
cortex so that recall can be fast and accurate when it is recreated vocally. Even at 1 year,
children should respond to their name being called out even when the adult is behind
them. (This is one of early tests for 3-autistic spectrum disorders. If they do not
respond to their name at 12 months, then their hearing/responsiveness must be checked.)
Then the children need to blend one sound with the other letters that form a word.
Increasingly, this has to be done quickly, for early hesitations inhibit the acquisition of
reading and spelling skills. Poor hearing is a specific problem that does not signify low
intelligence.
What signs might suggest children might have listening/auditory processing problems?
• slow to respond to communications/requests;

• poor response to human speech but can hear environmental sounds;
• a history of ear infections;
• being better at maths than literacy topics;
• slow to speak and read;
• poor social skills/withdrawal from social occasions.
Sound therapy stimulates the pathways that facilitate transmission between cells and the
result is that the children become able to differentiate sounds more easily.
Therapeutic Listening
The sound stimulation used in Therapeutic Listening appears to set up the nervous
system, preparing ground for emergent skills. The music causes the muscles in the
middle ear to contract, helping to discriminate and modulate sound input. In addition,
there are tiny bones in the middle ear that vibrate when sound is provided, stimulating
the movement (vestibular) and hearing (auditory) sensory receptors in the inner ear.
This sensory information is sent throughout the central nervous system causing a
multitude of reactions. There are four nerves, which are impacted by sound therapy and
travel from the inner ear to the brain and back to other parts of our body. For example,
when providing sound therapy you may stimulate the facial nerve. The facial nerve
innervates the muscle in the middle ear as well as the muscle of facial expression.
Along with this nerve also travels the glossopharyngeal nerve, which controls the motor
components of one’s voice. Therefore, the muscles of the ear, which are designed to
extract the human voice from a noisy background (listening) are linked with the
muscles of facial expression and voice production. When you are talking with someone
you rely on the non-verbal facial expressions of the person who is listening to you. So,
again these same muscles are necessary for producing clear articulation and for hearing
accurately and efficiently. So, through the use of sound therapy, such as Therapeutic
Listening, you are stimulating the muscles of the ear as well as the muscles of the
mouth, because the nerves that innervate these muscles are the same nerves.
Activities:
1. DO RESEARCH!
Provide information on the bolded disorders from the text:
a-Dyslexia INCLUDE:
b-Dyspraxia SIGNS/ SYMPTOMS, STAGES, CAUSES,
c-Autistic spectrum disorders TREATMENT
2 -What might suggest listening/auditory processing problems in children?
3- How does sound therapy help?
4 -Translate the text into Spanish.
5- Create a technical glossary.

Cerebral palsy is a complex condition that is evidenced through movement difficulties.
It is a persistent but changing condition caused by damage to the brain prenatally,
during birth or before 3 years of age. It is not progressive in that the condition does not
get worse, but maturational changes, e.g. children having to control longer limbs, and
additional age-related demands on the child may make it appear so. As yet, there is no
cure.
Some children are minimally affected, perhaps having a very slight impediment in
walking due to a slight lack of muscle tone in one limb, but others are severely disabled
by the condition. They may have painful muscle spasms and require a walking frame or
wheelchair and will be totally dependent on others for their entire lives. There is not one
typical child. The effects of CP are as individual as the children themselves.
The syndrome is usually caused by some hazard affecting the brain so that the messages
from the brain to the muscle groups do not function correctly. The brain may not have
developed properly before birth or birth trauma may mean that the child has been
starved of oxygen, and CP results.
The ‘faulty’ part is within the brain, not the muscle groups. Messages to them are often
jumbled or erratic and so the children have unpredictable movements that they cannot
control. As a result, the children’s balance, coordination and control are all affected. CP
can affect children from all ethnic groups and all social backgrounds.
Causes of cerebral palsy include:
• an infection during the first weeks of prenatal development;

• a difficult or premature birth restricting oxygen to the baby;
• failure by the baby to breathe properly;
• bleeding in the brain – most often with premature babies;
• some abnormal development within the brain for no apparent reason;
• very rarely, a genetic disorder.
However, in many cases, there is no obvious cause. Specialist support in terms of

physiotherapy and later speech and language therapy is vital. This should begin early so
that critical learning times are not missed.
Often a group of children can join the affected child in an activity programme, e.g. in
moulding clay to strengthen fingers; to learn to sit well before beginning to draw; to
stand well before walking; to do body awareness games -all these exercises will benefit
all children and a group activity makes the child with CP less isolated. The other
children will hopefully develop empathy and respect and the children can enjoy
working together, developing confidence in each other as they do.
Are there different types of cerebral palsy?
There are three main types, i.e. spastic CP, ataxic CP and athetoid CP. However, due to
the complexity of the condition, it is often difficult to determine which kind a child has.
Spastic cerebral palsy, the most common kind
In this type, the muscles are contracted, i.e. stiff and tight, limiting the range of
movement in the joints. This means that movements that other children do with ease are
hard work. The amount and kind of activity/rest has to be advised by the
physiotherapist, who will describe the condition as one of the following:
• Hemiplegia: In hemiplegia, half the body – either the right or the left side – is affected.
• Diplegia: In diplegia, both legs are affected but not the arms – or they may be very
slightly affected.
• Quadriplegia: In quadriplegia, both arms and legs are equally affected.
The main work is to help the muscles relax so that movement can be more
extensive and pain- free.
Athetoid cerebral palsy
In this type, the children’s muscles change from being hypotonic (i.e. floppy, lacking
tone) to being hypertonic (too tight) in an involuntary way so that the children make
uncontrolled movements. The children’s speech can be difficult to understand because
of difficulties in breath control. This can affect breathing and swallowing. Hearing
problems are also common.
Ataxic cerebral palsy
In this type, achieving and maintaining balance is the main problem. Children with this
type find walking difficult. They may be able to walk but have to concentrate hard to
carry out the sequence and fight for balance with each step. Generally, children have
uncoordinated movements. Often they have shaky hand movements and jerky speech
cause by poor control of the 150 muscles in the lips, tongue and soft palate, i.e. the
speech apparatus.
Is the child’s intelligence affected?
Many children with cerebral palsy have average or even above average intelligence
although their condition may hinder their ability to express or demonstrate what they
know or have learned. As with any child, teachers should convey that their expectations
of success are high. They should concentrate on what the children do well and so
enhance their self-esteem.
What research is being done?
Researchers are investigating why there are mishaps in foetal brain development that
result in cerebral palsy. Scientists are also looking at bleeding in the brains of newborn
babies and trying to find why some should suffer breathing and circulation problems that
can cause the abnormal release of chemicals that trigger the kind of damage that causes
cerebral palsy.
To make sure children are getting the right kinds of therapies, studies are also being done
that evaluate both experimental treatments and treatments already in use, e.g. conductive
education. It is essential that that physicians and parents have up-to-date, valid information
to help them choose the best therapy.
Therapies for cerebral palsy
Children with cerebral palsy often require long- term care. Therapies include:
Physical therapy. Muscle training and exercises may help your child's strength, flexibility,
balance, motor development and mobility.
Occupational therapy. Using alternative strategies and adaptive equipment, occupational

therapists work to promote your child's independent participation in daily activities and
routines in the home, school and community.
Speech therapy. Speech therapists help improve your child's ability to speak clearly or to
communicate using sign language. They can also teach your child to use special
communication devices — such as a board covered with pictures of everyday items and
activities.
Music therapy. The components of Neurologic Music Therapy address a variety of needs
specific to cerebral palsy such as fine/gross motor development and maintenance,
speech/language development, and cognitive development.
Activities:
1. Provide a definition of cerebral palsy.
2. Spot and explain in your own words : causes, symptoms and treatment/medicine.
3. Mention synonyms for the word ´condition´.
4. Briefly explain each type of cerebral palsy mentioned in the text.
5. What are researchers studying at the moment?
6. How can cerebral palsy be treated?

7. Try a functional translation/ interpretation from the source language into Spanish. Spot
technical words in order to create a glossary of the aforementioned condition.
HISTORY AND DEVELOPMENT OF MUSIC
THERAPY AS AN ESTABLISHED
PROFESSION.
Towards the Modern Profession When did the modern profession of music therapy begin
and how did it develop? It is suggested that the emergence of music therapy as ‘a fully
accredited profession’ in the United States was marked in 1948 with the publication of
Music and Medicine, a substantial volume of essays edited by Dorothy M. Schullian and
Max Schoen. This is how the book begins: The tragic years of World War II witnessed
an amazing growth in the interdependence of music and medicine. The growth was
apparent in particular in the heightened role played by musical therapy in military
hospitals and in the increasingly frequent use of industrial music in factories. But the
times of stress, while they developed in higher degree methods firstly employed in the
fields of music and medicine, the result in too many cases was confusion and
bewilderment. We do not learn here what the ‘confusion and bewilderment’ was, but
Schullian and Schoen compiled volumes the musical discipline to further understanding
and to promote the new developments in music therapy, which were already taking
place in the US. These developments included the setting-up of training courses at
Michigan State University in 1944, and Kansas University, Texas, in 1946, and later in
1950, the founding of the National Association of Music Therapy. At the same time,
possibly inspired by developments in the US, new experimental activity using music as a
therapeutic tool was taking place in the UK. In an anonymous article ‘Pioneers in Music
Therapy’, one story exemplifies some of the work taking place in the late 1940s. An
account is given of the work done by Dr Sydney Mitchell and others who had conducted
research and written ‘many papers’ on music therapy. At Warlingham Park Hospital,
Mitchell had formed an orchestra of patients ‘including string players, pianists and
percussion instruments’ where ‘the primary object was treatment rather than a high
standard of performance’. He also analysed the effects of recorded music upon his
patients, and whilst he found that ‘classical music seemed to give a sense of security’ he
also found that ‘the most effective means towards the harmony of a group was traditional
music based upon the most deep-seated and cosmic relationship [which] sbrings people
together’. The article goes on to describe how Mitchell’s colleagues at nearby hospitals
also carried out experiments into music therapy: Drs Zanker and Glatt used live music in
their research on alcoholic and neurotic patients and analysed the individual answers to
the questionnaire filled in by each of the patients. Their general conclusion was that
‘patients’ reactions to music. By helping clients to break down defences, fostering music
reaction and bringing about emotional release, music could be interpreted as a
therapeutic adjunct to other forms of therapy. After the death of Sidney Mitchell, his wife
Nora Gruhn, who had an international career as an opera singer, continued the
experimental music therapy in two of the ‘mental hospitals’ where Mitchell had worked,
and extended it into other hospitals. This is an early example of the practice of music
therapy developing out of the work of medical practitioners and transferring into the
domain of musicians, for whom formal therapeutic training had not yet been devised.
During the late 1950s musicians, teachers, doctors and therapists began to meet together
and formed a special interest organisation, the Society for Music Therapy and Remedial
Music. From this first training course evolved , which was held at the Guildhall School
of Music and Drama in 1968, directed by Juliette Alvin. It was not until 1982 that music
therapy became recognised as an effective form of treatment within the National Health
Service in Britain and gaining recognition which had not had an easy process. Music
therapists needed to demonstrate that they had a serious form of treatment to offer, more
specialised than, for example, the use of music as a recreational activity which had been
common in hospitals for many years. Crucial to official recognition was the need to show
that the therapeutic treatment had some objective purpose which supported the treatment
along with medicine or psychiatry, and that there were recognisable skills and a corpus
of knowledge which a music therapist could acquire through training. It was not enough
to be a musician who intuitively used musical skills to work with people who might be ill
or otherwise in need. There had to be an aim to the therapy, an objective means of
describing it, and a method through training of assessing who was sufficiently skilled to
undertake it. Most important of all, music therapy needed to convince critical outsiders
that it was a discipline that could survive detailed questioning of its methods and claims.
Immediately prior to the Health Service recognition, Leslie Bunt, a music therapist who
had trained with Alvin, carried out a series of research projects with children in an area
of London. He writes: When I started out as a music therapy researcher in England in the
late 1970s it soon became apparent that much clearer descriptive evidence needed to be
supported in order to move on from some of the earlier, more anecdotal, pioneering
summaries of work with children published in the 1960s and the early to mid-1970s.
There was mounting pressure from funding agencies and other professionals – especially
from doctors and psychologists – to relate practice to eventual outcome and to organise
descriptive evidence from within clearer operational and experimental frameworks..
Therapists wanted to lift medicine out of an unregulated world where magic, religion and
science mingled together to the detriment of the development of healing techniques.
Hippocratic writings demonstrate the development of rigorous observation and the
writing of case studies as a means of proving clinical worth. Indeed, the work of modern
music therapists in gaining statutory recognition has involved a similar process of
answering questions about whether music therapy works and if so, how it works, but in
such a way that incorporated subjective and intuitive processes involved in therapy. It is
most unlikely that the early pioneers of modern music therapy attributed the success or
failure of their treatment of patients to divine elements. However, they could never have
established their methods without an intuitive, and in some cases spiritual, belief in the
power of music to affect the lives of their children and adult clients.
Organising Music Therapy: 1960–82

The Society for Music Therapy and Remedial Music originally aimed to bring together
individuals interested in music therapy and to examine how professional practice could
be developed. During the early 1960s the Executive Committee consisted of music
educators, psychotherapists, medical practitioners and other professionals, many of
whom continued to be well-known for their work some 40 years later. They arranged
short training courses, which were designed as introductions to music therapy, with a
wide variety of invited speakers The courses were gradually extended until Allen
Percival, then the Principal of the Guildhall School of Music and Drama, found space
and teaching facilities for a full-time training course to begin in September 1967. The
society changed its name to the British Society for Music Therapy (BSMT) in January of
the same year, due to the ‘growing international contacts and consequent desirability of
avoiding confusion of identity at international gatherings with societies from other
English-speaking countries with similar names’. The BSMT has remained a charitable
organisation which aims to ‘promote the use and development of music therapy. It
disseminates information and organises conferences, workshops and meetings. Its
membership is open to all who have an interest in music therapy’ .The Association of
Professional Music Therapists (APMT), formed in 1976, however, developed as a body
concerned with the work and professional requirements of qualified music therapists and
offering services to students. The work of the APMT has gradually broadened, as the
work of music therapists has developed, but its main concerns have always been:
• Pay and working conditions
• Training
• Research, including the convening of scientific meetings and conferences
• Linking with statutory organizations such as the Department of Health, the former
Council for Professions Supplementary to Medicine and its successor the Health
Professions Council.
Activities:
1. Spot past structures within the text.
2. Summarize the most relevant aspects of the text.
3. Create a glossary for new technical words.
4. Classify past structures according to their corresponding sound. Explain the
rules.
/t/ /id/ /d/
Complementary texts (Music Therapy/ Occupational Therapy)
Asperger syndrome
Like other autism profiles Asperger syndrome is a lifelong developmental disability that
affects how people perceive the world and interact with others.
People with Asperger syndrome, see, hear and feel the world differently to other people. If
you have Asperger syndrome, you have it for life – it is not an illness or disease and cannot
be “cured”. Often people feel that Asperger syndrome is a fundamental aspect of their
identity.
People with Asperger are of average or above average intelligence. They do not have learning
disabilities, but they may have specific learning difficulties. They have fewer problems with
speech but may still have difficulties with understanding and processing language.
Some people with Asperger syndrome say the world feels overwhelming and this can cause
them considerable anxiety.
In particular, understanding and relating to other people, and taking part in everyday family,
school, work and social life can be harder.
People with Asperger syndrome may wonder why they are different and feel their social
differences mean people don´t understand them.
How Asperger syndrome is diagnosed?
The characteristics of Asperger syndrome vary from one person to another, but in order for a
diagnosis to be made, a person will usually be assessed as having had persistent difficulties
with social interaction and social communication and restricted and repetitive patterns of
behaviour, interests or activities since early childhood, to the extent that these “limit and
impair everyday functioning”.
Persistent difficulties with social communication and social interaction
Social communication
People with Asperger syndrome have difficulties with interpreting both verbal and non-verbal
language like gestures or tone of voice. Many have a literal understanding of language, and
think people always mean exactly what they say. They may find it difficult to use or
understand :
-facial expressions
-tone of voice
-jokes and sarcasm
-vagueness
-abstract concepts
People with Asperger syndrome usually have good language skills, but they may still find it
hard to understand the expectations of others with conversations, perhaps repeating what the
other person has just said (this is called echolalia) or talking at length about their own
interests.
It often helps to speak in a clear consistent, way and to give people time to process what has
been said to them.
Social interaction
People with Asperger syndrome often have difficulty “reading” other people-recognising or
understanding others´ feelings and intentions – and expressing their own emotions. This can
make it very hard for them to navigate the social world. They may:
-Appear to be insensitive
-Seek out time alone when overloaded by other people
-Not seek comfort from other people
-Appear to behave “strangely” or in a way thought to be socially inappropriate
They may find it hard to form friendships. Some may want to interact with other people and
make friends, but may be unsure how to go about it.
Causes and cures

What causes Asperger syndrome?
The exact cause of autism (including Asperger syndrome) is still being investigated. Research
into causes suggests that a combination of factors – genetic and environmental – may account
for differences in development. It is not caused by a person´s upbringing, their social
circumstances and is not the fault of the individual with the condition.
Is there a cure?
There is no “cure” for Asperger syndrome. However, there is a range of strategies and
approaches which people may find to be helpful.
Spreading understanding is also essential.
Activities:
-Underline all disorder-related terms.
-Mention some ways in which Asperger undermines social interaction.
-Draw a chart showing the differences and similarities between ASD and Asperger. Begin as
follows:
-Mention some weaknesses and strengths of this disorder.
Lifeline to stress management !

Living with stress
Stress is everywhere in our daily life. And it is not just adults who suffer from it. It affects
young people too.
The main causes of stress are: death, divorce, marriage, money, moving house, changing jobs,
ending relationships and TAKING EXAMS.
So how do you know if you suffer from stress?
Answer the following questions and find out:
Do you…
often sleep badly?
get headaches a lot?
find it difficult to relax?
need alcohol or cigarettes to calm down your nerves?
usually hide your feelings?
find it difficult to concentrate?
take tranquilizers or sleeping pills?
get angry when things go wrong?
SOLUTIONS :
Stress is almost normal in modern life, especially for ambitious people living and working in
large cities. But it can seriously affect your physical health as well as your happiness. Never
accept high levels of stress for more than a short time. Do something about it. Here are some
ideas.
Do regular, energetic exercise. This can be a sport, or just walking fast for fifteen minutes
every day. Exercise even when you feel tired. Make an effort to spend time every week with
friends, talking to them, and listening to them. Listen to music, too. It really is therapeutic, and
everyone enjoys some kind of music. Meditate, letting your mind float in space can be good for
you.
Doing yoga or relaxation exercises, chewing gum and playing with worry beads are all
common ways of relieving stress. But doctors now say that there are simpler ways. Their
advice is that people should laugh and smile more often. When you laugh and smile, your body
relaxes. They also say that people – and specially men – ought to cry more frequently. Crying
is a natural way of relieving stress.
Activities:
-What does INSOMNIA mean?
-Have you ever taken sleeping pills?
-What sort of things do you usually do before you go to bed?
-Do the following test and share your results with the class:
Act rudely?
Bibliography and external resources:
 Harned, L Gerald. Joint Protection Techniques. Orthopaedic Associates of Waukesha, London,

2015.
 Murphy R, English Grammar in Use. 2nd Edition. Cambridge University Press.
 Rachel Darnley-Smith Helen M. Patey, Music Therapy, Sage Publications, London, 2008.
file:///C:/Users/jlpra/OneDrive/Escritorio/MUSIC%20THERAPY%20BOOK.pdf
 -https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/add-adhd/
a-day-in-the-life-of-a-kid-with-adhd
 -https://www.a4pt.org/page/PTMakesADifference/Play-Therapy-Makes-a-Difference.htm
 American Music Therapy Association:

https://www.musictherapy.org/about/quotes/
 The American Occupational Therapy Association:

https://www.aota.org/
 Dunn, Winnie. Living Sensationally. Jessica Kingsley Publishers. London and Philadelphia,
2008.

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Material específico y guía de actividades – Inglés- UAI-Universidad Abierta Interamericana.

-Musicoterapia/ Terapia Ocupacional-

Facultad de Psicología y Relaciones Humanas

Juan Pablo Camilletti- Marcela Pagnanelli

1-Answer the following questions:

1 -Does Anna speak the same language as the group of people?

2. Identify/ highlight all technical terms.

4. Select specific terms in order to create a technical glossary

THE ELEMENTS OF MUSIC

TONE COLOR (or TIMBRE—pronounced "TAM-BER")

1-Describe the use of each item.

Music Therapy is an 1-established health profession in which music is used within a 2-

What do music therapists do?

Music therapists assess emotional well-being, physical health, social functioning,

Who can benefit from music therapy?

How can music therapy techniques be applied by healthy individuals?

How is music therapy utilized in…

1. Mention some illnesses the text refers to.

2. Identify all technical terms.

3. Summarize the ways in which music therapists assist patients.

5. Create a technical glossary.

Second language acquisition ( noun phrase) Translation:…………………………

1. Mention the key features of autistic children.

6. Include the above-mentioned technical words into your glossary.

1-Answer the following questions:

2. Identify/ highlight all technical terms.

4. Select specific terms in order to create a technical glossary.

Then, children with ADHD exhibit the following key features:

· Difficulty following instructions and organizing tasks

· Genetic disposition - e.g. strong creativity but poor analytical skills

• Allow chill-out time.

More info on technical verbs/ words-related to ADD:

Why play in therapy?

What is Play therapy?

Who benefits from play therapy?

How can play therapy benefit a child?

Play therapy is implemented as a treatment of choice in mental health, school,

1. In what ways is play beneficial for children?

2. Provide a definition of play therapy.

3. Briefly explain the effects that play therapy has on patients.

4. Mention some difficulties which can be treated through play therapy.

FURTHER INFORMATION ON:

Loss of judgment - Solving everyday problems, such as knowing what to do if food on

Heredity - Your risk of developing Alzheimer's appears to be slightly higher if a first-

People with Alzheimer's disease often experience a mixture of emotions —

1. Define Alzheimer’s disease and mention its symptoms.

2. What are the causes of this disease?

3. Briefly explain the risk factors for Alzheimer’s.

4. How can a person with Alzheimer’s disease be helped?

6. Create a technical glossary.

7. VOCABULARY and RESEARCH

Are you ticklish?

The world is a sensory place

Sensation is the brain’s source of information

Answer the following questions about the passage from above:

1-How do we express our sensations?

Difference between Sensory Processing and Sensory Acuity

Self -Regulation Strategies

2. Define “habituation” and “sensitization”. Why are they essential?

3. How are self-regulation strategies classified?

4. Explain the concept of responsiveness and the way it can be affected.

5. Briefly comment on the different sensory processing patterns.

7. Create a glossary of sensory processing.