Life Skills and Occupational Therapy in Children and Adolescents

Yıl 2019, , 264 - 275, 30.12.2019

Özge Buket Cesim Hatice Abaoğlu Zeynep Çelik Tarık Demirok

https://doi.org/10.21020/husbfd.627822

Öz

In occupational therapy, skills are defined as
performance elements acquired through training and practice. Skills contribute
to the function of individuals as part of the community to which they belong.
Occupational therapists help clients to create individualized goals through
life skills training. Life skills training consists of programs for children
and adolescents to meet the requirements of life and to develop the social,
emotional, behavioral and interpersonal skills of these individuals.
Observations, interviews, questionnaires, checklists and standard assessments
can be used to assess life skills. Several standardized tests are available for
these assessments. Life skills training programs can be given to cope with
alcohol, tobacco and substance abuse and chronic diseases such as diabetes. In
these programs, studies on bonding, flexibility, self-control, self-efficacy,
positive identity as well as physical, cognitive, social, emotional and
behavioral and moral competence can be found. Cognitive-behavioral skills
training techniques and didactic teaching methods are used in this training. In
addition, it is important to implement this training in schools in order to
reach children and adolescents who have received inclusive education more
easily.

Anahtar Kelimeler

Children, adolescent, life skills

Çocuk ve Ergenlerde Yaşam Becerileri ve Ergoterapi

Öz

Ergoterapi alanında beceri, eğitim ve uygulama
yoluyla edinilen performans unsuru olarak tanımlanır. Beceriler, kişilerin ait
oldukları topluluğun bir parçası olarak işlev görmesine katkıda bulunur.
Ergoterapistler, danışanlara yaşam becerileri eğitimi yoluyla
bireyselleştirilmiş hedefler yaratmalarında yardımcı olurlar. Yaşam becerileri
eğitimi, çocukların ve ergenlerin hayatın gerekliliklerini karşılamaları
amacıyla verilen ve bu bireylerin sosyal, duygusal, davranışsal ve kişilerarası
becerilerini geliştirmeyi sağlayan programlardan oluşmaktadır. Yaşam becerileri
değerlendirilirken gözlem, görüşmeler, anketler, kontrol listeleri ve standart
değerlendirmeler kullanılabilir. Bu değerlendirmelere yönelik birçok
standardize test mevcuttur. Yaşam becerileri eğitimi programları; alkol, tütün
ve madde kullanımı ve diyabet gibi kronik hastalıklarla başa çıkma amacıyla
verilebilmektedir. Bu programlarda bağ kurma, esneklik, öz denetim, öz
yeterlilik, pozitif kimlikle birlikte fiziksel, bilişsel, sosyal, duygusal ve
davranışsal ve ahlaki yeterliliğe yönelik çalışmalar bulunabilmektedir. Bu
eğitim verilirken bilişsel-davranışçı beceri eğitimi teknikleri, didaktik
öğretim yöntemleri kullanılmaktadır. Ayrıca kaynaştırma eğitim alan çocuk ve
ergenlere daha kolay ulaşabilmek amacıyla bu eğitimin okullarda uygulanması
önemlidir. 

Anahtar Kelimeler

Çocuk, ergen, yaşam becerisi

Kaynakça

• Abaoğlu, H., Cesim, Ö. B., Kars, S., & Çelik, Z. (2017). Life Skills in Occupational Therapy. Occupational Therapy: Occupation Focused Holistic Practice in Rehabilitation, 49.
• Alvarez, J., Cotler, S., & Jason, L. A. (1984). Developing a problem-solving program in an elementary school setting. Education, 104(3).
• Amini, D. A., Kannenberg, K., Bodison, S., Chang, P., Colaianni, D., Goodrich, B. ve diğerleri. (2014). Occupational therapy practice framework: Domain & process 3rd edition. American Journal of Occupational Therapy, 68, S1-S48.
• Bazyk, S. (2011). Occupational therapy process: A public health approach to promoting mental health in children and youth. 21-44.
• Botvin, G. J. (2000). Preventing adolescent drug abuse through life skills training: Theory, evidence of effectiveness, and implementation issues. Improving prevention effectiveness, 141-153.
• Botvin, G. J., Eng, A., & Williams, C. L. (1980). Preventing the onset of cigarette smoking through life skills training. Preventive medicine, 9(1), 135-143.
• Botvin, G. J., & Griffin, K. W. (2004). Life skills training: Empirical findings and future directions. Journal of primary prevention, 25(2), 211-232.
• Botvin, G. J., Griffin, K. W., Paul, E., & Macaulay, A. P. (2003). Preventing tobacco and alcohol use among elementary school students through life skills training. Journal of Child & Adolescent Substance Abuse, 12(4), 1-17.
• Brunelle, J., Danish, S. J., & Forneris, T. (2007). The impact of a sport-based life skill program on adolescent prosocial values. Applied developmental science, 11(1), 43-55.
• Catalano, R. F., Berglund, M. L., Ryan, J. A., Lonczak, H. S., Hawkins, J. D. (2004). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. 591(1), 98-124.
• Curtis, C., & Norgate, R. (2007). An evaluation of the promoting alternative thinking strategies curriculum at key stage 1. Educational Psychology in practice, 23(1), 33-44.
• Danish, S. J., & Nellen, V. C. (1997). New roles for sport psychologists: Teaching life skills through sport to at-risk youth. Quest, 49(1), 100-113.
• DeMars, P. A. (1992). An occupational therapy life skills curriculum model for a Native American tribe: A health promotion program based on ethnographic field research. American Journal of Occupational Therapy, 46(8), 727-736.
• Dunbar, M. S., Maternowska, M. C., Kang, M.-S. J., Laver, S. M., Mudekunye-Mahaka, I., & Padian, N. S. (2010). Findings from SHAZ!: a feasibility study of a microcredit and life-skills HIV prevention intervention to reduce risk among adolescent female orphans in Zimbabwe. Journal of prevention & intervention in the community, 38(2), 147-161.
• Fisher, A. G. (2003). Assessment of motor and process skills. Administration and Scoring Manual.
• Gould, D., & Carson, S. (2008). Life skills development through sport: Current status and future directions. International review of sport and exercise psychology, 1(1), 58-78.
• Greenberg, M. T., Weissberg, R. P., O'Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H. ve diğerleri. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American psychologist, 58(6-7), 466.
• Grey, M., Boland, E. A., Davidson, M., Li, J., & Tamborlane, W. V. (2000). Coping skills training for youth with diabetes mellitus has long-lasting effects on metabolic control and quality of life. The Journal of pediatrics, 137(1), 107-113.
• Holm, M. B., Rogers, J., & Hemphill-Pearson, B. (2008). The performance assessment of self-care skills (PASS). Assessments in occupational therapy mental health, 2, 101-110.
• Jansen, M., & Casteleijn, D. (2009). Applying the model of creative ability to patients with diabetic foot problems. South African Journal of Occupational Therapy, 39(3), 26-32.
• Jenny, S. E., & Rhodes, S. J. P. E. (2017). Physical education professionals developing life skills in children affected by poverty. 74(4), 653-671.
• Josman, N., Goffer, A., & Rosenblum, S. (2010). Development and standardization of a “Do–Eat” activity of daily living performance test for children. American Journal of Occupational Therapy, 64(1), 47-58.
• Kielhofner, G., Burke, J. P., & Igi, C. H. (1980). A model of human occupation, part 4. Assessment and intervention. American Journal of Occupational Therapy, 34(12), 777-788.
• King, G., Tucker, M. A., Baldwin, P., Lowry, K., Laporta, J., Martens, L. J. P. (2002). A life needs model of pediatric service delivery: services to support community participation and quality of life for children and youth with disabilities. 22(2), 53-77.
• Kingsnorth, S., Healy, H., & Macarthur, C. J. J. (2007). Preparing for adulthood: a systematic review of life skill programs for youth with physical disabilities. 41(4), 323-332.
• Law, M., Cooper, B., Strong, S., Stewart, D., Rigby, P., & Letts, L. (1996). The person-environment-occupation model: A transactive approach to occupational performance. Canadian Journal of Occupational Therapy, 63(1), 9-23.
• McManmon, M. (2015). Autism and learning differences: An active learning teaching toolkit: Jessica Kingsley Publishers.
• Mitchell, L., & Gunaratne, E. (2007). Occupational therapists as life skills educators: Experiences at the gage transition to independent living program. Occupational Therapy Now, 9(3), 20.
• Moore, D. J., Palmer, B. W., Patterson, T. L., & Jeste, D. V. (2007). A review of performance-based measures of functional living skills. Journal of psychiatric research, 41(1-2), 97-118.
• O'Hearn, T. C., & Gatz, M. (2002). Going for the Goal: Improving youths' problem‐solving skills through a school‐based intervention. Journal of Community psychology, 30(3), 281-303.
• Papacharisis, V., Goudas, M., Danish, S. J., & Theodorakis, Y. (2005). The effectiveness of teaching a life skills program in a sport context. Journal of applied sport psychology, 17(3), 247-254.
• Partington, J. W. (2013). The Assessment of Functional Living Skills-The AFLSTM.
• Persch, A. C., Gugiu, P. C., Onate, J. A., & Cleary, D. S. (2015). Development and Psychometric Evaluation of the Vocational Fit Assessment (VFA). American journal of occupational therapy, 69(6).
• Roberts, M. (2008). Life skills. İçinde J. Creek & L. Lougher (Eds.), Occupational Therapy and Mental Health (pp. 359-381 ). London: Elsevier Ltd.
• Rowe, D. A., Mazzotti, V. L., Hirano, K., & Alverson, C. Y. (2015). Assessing transition skills in the 21st century. TEACHING exceptional children, 47(6), 301-309.
• Sakzewski, L., Boyd, R., & Ziviani, J. (2007). Clinimetric properties of participation measures for 5‐to 13‐year‐old children with cerebral palsy: a systematic review. Developmental Medicine & Child Neurology, 49(3), 232-240.
• Sherwood, W. (2011). An introduction to the Vona du Toit model of creative ability. Revista electrónica de terapia ocupacional Galicia, TOG(14), 12.
• Sing, H. (2015). Strategies for development of life skills and global competencies. International journal of scientific research, 4(6), 760-763.
• Srikala, B., & Kishore, K. (2010). Empowering adolescents with life skills education in schools–School mental health program: Does it work? Indian journal of psychiatry, 52(4), 344.
• Story, M. T., Neumark-Stzainer, D. R., Sherwood, N. E., Holt, K., Sofka, D., Trowbridge, F. L. ve diğerleri. (2002). Management of child and adolescent obesity: attitudes, barriers, skills, and training needs among health care professionals. Pediatrics, 110(Supplement 1), 210-214.
• UNICEF. (2005). Life Skills–Based Education in South Asia: A Regional Overview Prepared for: The South Asia Life Skills–Based Education Forum. Paris: The United Nations Children’s Fund (UNICEF).
• Van der Linde, B., Van Netten, J., Otten, E., Postema, K., Geuze, R., & Schoemaker, M. (2015). A systematic review of instruments for assessment of capacity in activities of daily living in children with developmental co‐ordination disorder. Child Care Health Dev, 41(1), 23-34.
• Vostanis, P. (2004). Promoting the Emotional Well Being of Children and Adolescents and Preventing Their Mental Ill Health: A Handbook: Jessica Kingsley Publishers.
• Weisen, R., Orley, J., Evans, V., Jeff Lee, T., Sprunger, B., & Pellaux, D. (1994). Life Skills Education in Schools. Geneva, Switzerland: World Health Organization.
• Wheeler, S. D., Lane, S. J., & McMahon, B. T. (2007). Community participation and life satisfaction following intensive, community-based rehabilitation using a life skills training approach. Occupation, participation and health, 27(1), 13-22.
• WHO. (1999). Partners in life skills education. Geneva, Switzerland: World Health Organization, Department of Mental Health. WHO. (2009). Preventing violence by developing life skills in children and adolescents.
• Wimpenny, K., Forsyth, K., Jones, C., Matheson, L., & Colley, J. (2010). Implementing the Model of Human Occupation across a Mental Health Occupational Therapy Service: Communities of Practice and a Participatory Change Process. British journal of occupational therapy, 73(11), 507-516. doi:10.4276/030802210x12892992239152