PERAN TERAPI OKUPASIONAL DALAM

OPTIMALISASI “ ACTIVE ENGAGEMENT

AND POSITIVE EMOTIONAL RESPONSE”
ANAK BERKEBUTUHAN KHUSUS

TRI WINARNO, SST. OT

 TERAPI OKUPASIONAL

• Occupational therapy is a client-centred health profession concerned with

promoting health and wellbeing through occupation. The primary goal of
occupational therapy is to enable people to participate in the activities of
everyday life. Occupational therapists achieve this outcome by working with
people and communities to enhance their ability to engage in the occupations
they want to, need to, or are expected to do, or by modifying the occupation or
the environment to better support their occupational engagement (WFOT, 2012).
OCCUPATIONAL THERAPY DOMAIN AND
PROCESS
ASPECTS OF THE OCCUPATIONAL THERAPY
DOMAIN
 “ENGAGEMENT AND EMOTIONAL RESPONSE”
• Engagement
A condition of emotional, social, and
intellectual readiness to learn
characterized by curiosity, participation,
and the drive to learn more (Cheryl Abla
& Fraumeni 2019)
 TYPES OF ENGAGEMENT,
FREDRICKS ET AL. (2004)

• Behavioral engagement, which includes

students observing community norms and
participating in activities
• Emotional engagement, which includes
students’ feelings of interest, boredom,
happiness, sadness, and anxiety.
• Cognitive engagement, which is closely
related to motivation and involves students’
desire and ability to engage in a variety of
strategies to selfdirect learning.
 RESEARCH-BASED WAYS TO ENGAGE WITH
ENGAGEMENT
• Use technology thoughtfully.
• Focus on relationship-building. • Engage in effective questioning.
• Seek the right balance of structure and student • Connect with the “real” world
autonomy.
 EMOTIONAL DEVELOPMENT

• Emotional development refers to the ability to recognize, express, and manage feelings at
different stages of life and to have empathy for the feelings of others
• Strong emotional development leads to five key skills: self-awareness, social-awareness,
emotional regulation, responsible decision making and relationship building.
 LEVEL PERKEMBANGAN EMOSI

• Noticing emotions: birth to one

• Expressing emotions: two to three

• Managing emotions: three to five

 NOTICING EMOTIONS: BIRTH TO ONE
• HAPPINESS
• ANGER
• FEAR
 EXPRESSING EMOTIONS: TWO TO THREE
• Children develop a vocabulary and more independence, they will experiment with
expressing emotion in new ways. Some of it will be productive like drawing and
narrating a picture of the scary monster under the bed
 MANAGING EMOTIONS: THREE TO FIVE
• At this stage, children are ready to enter
preschool. A new social environment
and more independence provides a
great opportunity for growth but also
poses some new challenges. Sharing,
listening and playing together can cause
friction between children, and since
they cannot rely on their parents all the
time anymore, they must develop new
coping skills to manage on their own
PUSAT REGULASI EMOSI
PROSES REGULASI EMOSI
 SELF REGULATION

• Enable a child to manage their emotions, attention, and behaviour, making it

possible for them to succeed academically as well as socially (Evers et al., 2016;
Howard & Melhuish, 2017)
 DOMAIN SELF REGULATION
SHANKER’S SELF-REG MODEL 2019
 BIOLOGICAL

The biological domain

includes such components as
physical health, sleep,
nutrition, and exercise
 EMOTION

Deal with strong emotions,

both good and bad, and
stressors may include
excitement, anger, anxiety or
embarrassment
 COGNITIVE

Processing information, such

as maintaining attention and
meeting deadlines,
 SOCIAL

Recognizing social cues, and

maintaining healthy
relationships
 PROSOCIAL

The prosocial domain refers to

human abilities such as
empathy, generosity, and
caring.
 PENGARUH REFLEK PRIMITIF

• MORO REFLEK
• TLR REFLEK
• STNR REFLEK
 MORO REFLEK

• The moro reflex is an involuntary

protective motor response against
abrupt disruption of body balance or
extremely sudden stimulation
• HIPERAKTIF
• AGRESIF
• CEMAS
(HICKEY & FELDHACKER, 2021)
TLR

TONIC LABYRINTHINE REFLEX (TLR)

• Membantu pengembangan kontrol leher dan kepala, meningkatkan tonus
otot, memperbaiki postur dan keseimbangan, serta mengembangkan indera
proprioseptif dan keseimbangan.
• Emotional dysregulation (Grzywniak, 2016)
• Difficulty rebounding from emotional distress (Howard & Melhuish, 2017)
 STNR
• The symmetrical tonic neck reflex
(STNR) provides the separation of
body movements between the upper
and lower half of the body
• Difficulty focusing on a task
(Gieysztor et al., 3 2018; Zielińska &
Goddard-Blythe, 2020)
• Difficulties persisting with tasks
(Howard & Melhuish, 2017)
 PERAN TERAPI OKUPASIONAL

Menurut Lorine Forman, OTR ( 2021)

Self-regulation activities can vary
greatly depending on each child’s:
• Sensory processing preferences
• Cognitive strengths
• Needs
• Preferred activities
 STRATEGI INTERVENSI
• Social stories
• Teaching calming strategies
• Teaching children how to put words to their
feelings and emotions
• Higher–level thinking and problem-solving games
• Obstacle courses with varied sensory, balance, and
regulation activities
• Providing sensory input
• Proprioceptive and tactile activities
• Vestibular activities
• Auditory activities
TERIMAKASIH