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Clinical Training a Focus in May and June

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China-US Pediatric Rehabilitation Forum
Over a hundred general and developmental-behavioral pediatricians, pediatric therapists, and pediatric researchers attended a China-US Pediatric Rehabilitation Forum on May 11 and 12 at Kunming LIH SkyCity Training Center. Attendees engaged in dialogue, formal training, and demonstration and clinical observation to improve the quality of pediatric rehabilitation services in Yunnan province.

LIH Healthcare invited Dr. Chuck Dietzen, Pediatric Rehabilitation Medicine, Riley Children’s Hospital, Indiana University School of Medicine; Dr. Francisco Angulo Parker, a well-known pediatric rehabilitation medicine doctor; Dr. Fengyi Kuo, Clinical Manager at Kunming LIH SkyCity Hospital and LIH Healthcare Occupational Therapy Lead; Dr. Ao Lijuan of Kunming Medical University, Vice President of Rehabilitation College; and Ms. Liu Yun, Director of Kunming Children’s Hospital, Rehabilitation Department.

Presenters and attendees discussed together on children’s rehabilitation, weight management in children, children with brain damage, spasm management for children with cerebral palsy, and prosthetics. Advanced techniques and skills were demonstrated through case study, demonstration, and clinical observation.

GDS-C Training Participants in Beijing

GDS-C Training Participants in Beijing

Griffiths Certification Training
Certification training for the Griffiths Developmental Scales-Chinese (GDS-C) was held on 17 May at Kunming LIH SkyCity Hospital and on 24 May at LIH Olivia’s Place Beijing. Over 40 pediatric professionals were certified through this 3-day intensive training, which followed strict ARICD standards.

The training addresses not only theory but also practical skills. In order to be certified, each trainee is asked to test a child under supervision. Training for the Griffiths assessments (GDS-C, GDMS-2) is standardized across countries, which is one of the reasons that the Griffiths assessments have become known as a gold standard in developmental assessment.

Dr. Denise Challis with the GDS-C.

Dr. Denise Challis with the GDS-C.

As the key instructor, Dr. Challis, the former president of ARICD, highly praised this training, and is confident in further development of Griffiths assessments in China. She stated that LIH Healthcare is a reliable partner with an understanding of the depth of the training program and rich clinical experience; making it uniquely qualified as the exclusive distributor the of the Griffiths assessments in Greater China.

Griffiths training will be offered again in the latter half of 2017 across multiple cities in China, including Shanghai and Shenzhen. For more information, please contact Jingyi Wu, LIH Healthcare Training Specialist,

Distinguished presenters at the Chronic Pain Management Summit

Distinguished presenters at the Chronic Pain Management Summit

Chronic Pain Management and Rehabilitation Summit
On 3-4 June, leading Chinese American rehabilitation experts, the present chief of the American Association of Chinese Rehabilitation Physicians (AACRP), Dr. Hong Wu; and Dr. Gloria Liu, clinical assistant professor at Duke University, and Dr. Ao Lijun of Kunming Medical University visited Kunming LIH SkyCity Hospital for a Chronic Pain Management and Rehabilitation Summit. The event covered various topics including evidence-based management of chronic low back pain and current guidelines, application of type A botulinum toxin in clinical management of neuropathic pain, and cervical and thoracic pain management. In addition to discussions, case study, demonstration and practice workshops, special international outpatient services were delivered to the local Kunming community.


Workshop on Spasm Management for Children with CP
Professor Heakyung Kim from the Rehabilitation Medicine and Pediatrics department of Columbia University Medical Center and Dr. Ao Lijuan, the vice president of Kunming Medical University, Rehabilitation College, were invited to present a workshop event including presentation and clinical demonstration on the the topic of spasm management for children with cerebral palsy, including botulism toxin injection. The training was held on 11 June at Kunming LIH SkyCity Hospital. In addition, Dr. Kim provided consultation to patients in the hospital’s outpatient service on 12-13.

Student Contributor Book Review: Jarvis Clutch – Social Spy

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Jarvis Clutch graphic

The following book review was written by a student contributor, aged 13. The review is published as submitted to preserve the perspective and ability of the contributor.

This book is written by Dr. Mel Levine, a pediatrician and author and Jarvis Clutch, a middle school student. Jarvis is a kid who documents and analyzes social behaviors of other students around his middle school with Dr. Levine, for a period of time. He documents behaviors such as: social categories, peer pressure, social cognition, and fitting in.

Social Categories
There are 5 social categories in every school. The 5 categories are…
1. Popular – Respected by large amounts of students and have good reputations.
2. Fairly Likable – Generally well liked, mostly nice, not everyone knows them.
3. Controversial – Popular with some students, unpopular with others, usually part of a group of kids not accepted by other groups.
4. Mostly Hidden – Nobody knows them well at all, they seem to be invisible a majority of the time.
5. Rejected – Usually feel miserable, They are often excluded from other activities with peers.
Fitting In
In order to change your social category or fit into a certain category, you need to get along with other students. Fitting in with other students consists of talking right, acting right, and seeming right.

Seeming Right includes looking right and acting right. Your appearance can play a big roll in your social status. How you move your body can make a big social difference. You could be too close or too far from a person. Some people don’t like their peers being hyperactive. Seeming cool affects your social image. How might you seem cool to people? Looking as if something doesn’t bother you, walking and talking smoothly, you’re accepted by at least one group. All of the preceding were things that people interpret as cool.

Talking Right is another part of fitting in, it can shape the way people see you. Your tone can change the meaning of the things you say. Along with the tone is word choice. Someone who uses positive, kind words has a better chance of being accepted, rather than someone who uses mean, insulting words. People who can regulate their tone and use appropriate language are usually good at carrying out conversations. Skilled conversations require you to listen, wait, and then respond to whatever the person may have said. Conversation is a good skill to have because you will utilize it very often.

Acting Right, is a critical part of your social cognition, the most important part in my opinion. Many of your peers will judge you by your actions. It is also a way of being socially accepted.

Avoiding aggression is very important to your image. Peers can be aggressive because: they may be too competitive, they may be insensitive to others feelings, or they could have a bad aggressive habit.

Social reacting is the way someone addresses or reacts to a problem. For example, Ben had his pencil broken by Jim, an older student. Ben could respond by: A. Telling a teacher, B. Throwing a temper tantrum, or C. Asking the Jim for another pencil. Two of these three options would be socially acceptable because the right things to do would be to either tell a teacher or ask the student for one of their pencils. Throwing a temper tantrum over a small matter would be disruptive to the other student’s learning.

After a conflict has occurred, conflict repair should come into play. Conflict repair is when the parties involved in the incident figure out how to make things right with each other. Conflict repair for the situation with Ben and Jim would include Jim apologizing to Ben and offering to replace his broken pencil.

Collaboration powers and holds any group project together. No matter what kind of project or job your group needs to complete, collaboration will always dictate whether or not the project gets done well. The key to collaborating with peers is agreement. When everyone can agree with each other the project will move forward much smoother.

Competitive behaviors are very common in schools. Everyone is trying to be better than everyone else in some area or subject. There is nothing wrong about being competitive but the main issue with this behavior is the way it can break friendships apart and become unhealthy. Some people become so competitive with each other they are willing to go to extremes (unhealthy decisions) just to win. These competitions put strain on relationships causing them to fall apart and sometimes become “rival”.

Being the best person you can be socially can be tough. Self monitoring can help you help yourself. Self monitoring is watching how you speak and act so you can improve your behaviors later. By doing so you will get better at socializing. To understand how you can self monitor, it is better to talk to a counselor, therapist, psychiatrist, or psychologist about what you think you are struggling with and they can tell you what you should look out for when you are interacting with the community.
I thought this book had a lot of information in it that made sense to me. It was well written and I was able to learn about different social categories that I never knew existed. I never really focus on social groups when I’m at school because I wasn’t that interested in who was in them or what they did. This book has helped me understand some previous challenges that I’ve had with peers at other schools. It also helped me understand why people have reacted to my behaviors in the past.


Mental Health: Steps Toward Prevention

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Beth Rutkowski, PsyD, Clinical Psychologist & Psychology Team Lead, Shanghai

Beth Rutkowski, PsyD, Clinical Psychologist & Psychology Team Lead, Shanghai

It is common for people to bring their child for psychotherapy when they believe that something is wrong. If they find their child is suddenly overwhelmed, their mood has taken a turn for the worse, or difficult circumstances have arisen. Often times people will bring their daughter or son to see a psychologist as a last resort or when they feel they are out of other resources. The child may meet the criteria for a diagnosis of anxiety, depression, or post-traumatic stress disorder by the time that they walk through the door.

However, parents don’t tend to think about these types of disorders as preventable. It is common for parent to immunize their children in case they are exposed to mumps or measles. From a young age, we teach healthy eating and the importance of exercise to protect again diabetes and obesity. We don’t often talk about steps to take to prevent the development of a mood disorder.

Studies have found a variety of circumstances that both increase or decrease the likelihood of developing a mental health condition. “Risk factors” are linked with an increased probability of onset, greater severity, and longer duration of major health problems. “Protective factors” modify, improve or alter a person’s response to challenging environmental circumstances, in order to make the development of a mental illness less likely. Protective factors can be both social/environmental and individual.

As parents, we can attempt to maximize our children’s exposure to protective factors and minimize risk factors in their surroundings. Risk factors on a social level include access to drugs and alcohol, isolation, peer rejection, poverty or racial discrimination. Notably, one major environmental risk factor is displacement, which is a circumstance for many expatriate children. Therefore, the need to maximize other protective factors is even more important.

Social protective factors include empowerment, positive interpersonal interactions,
social participation, social support, and community networks. Help your child make connections within the community where you live. Take them to meet the neighbors and schedule play dates with other children. Encourage them to attend after-school activities and join groups and clubs. Allow them to make decisions, such as choosing the color of their room or where the family goes for dinner. Ensure that the majority of your interactions with them are cheerful and optimistic, both to increase their exposure to positive circumstances and to model that attitude.

Individual risk factors are also important for parents to be aware of as well. These include difficulties in school, such as academic failure, learning disorders, and poor study habits, and attention deficits. Physical concerns such as insomnia, chronic illness, and pain are risk factors as are challenges with communication skills and sensory integration. Individuals who come from families with substance use and conflict are also more likely to develop mental illnesses. So what can we do to help our children if they are dealing with any of these circumstances?

Parents can help their children develop protective factors within themselves. These include emotional resilience, positive thinking, problem-solving skills, stress management skills and feelings of mastery.

Combat learned helplessness by teaching arguments against a pessimistic outlook. People who develop mental health concerns often view the world according to the “three P’s”. When something goes wrong, they look at the situation as personal (something is wrong with me), pervasive (my entire life is going poorly), and permanent (what I’m experiencing will never get any better.) Help children view their difficulties as involving the world around them and other people as well. Have them identify the other good things in their lives when times get rough, and remind them that things will always change.

Encourage children to develop coping skills before difficult circumstances arise. These can include relaxation techniques such as visualizing a calming setting and deep breathing. They can also be taught ways to deal with strong emotions, such as expressing themselves through writing or drawing. When your child does go through a negative experience, help them think about lessons that they can take from it. Ask how it might make them stronger, who they found was a good source of support, and what they might do differently in the future- without making them feel guilty.

Help children feel proud of the things that make them special and unique. Allow them to participate in activities and teams where they can experience success. Teach your child to take care of their physical health to maintain mental health as well. These involve eating a balanced and healthy diet, exercising regularly and getting enough sleep.

It is important to realize that it is never possible to ensure your child does not face a mental health disorder. Do not put too much pressure on yourself to be perfect, and do not blame yourself if they are diagnosed. If such a situation does arise, continue supporting them in the ways identified above, to minimize the impact on their lives now and in the future.

Shanghai Psychology Team Trains on Emotion-Focused Therapy

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Dr. Leslie Greenburg recently visited Shanghai and conducted a series of trainings on Emotion-Focused Therapy (EFT). Dr. Greenburg co-founded the therapeutic approach of EFT, which is an evidence-based psychological treatment. Dr. Greenberg is presently a professor in the department of psychology at York University, where he is also director of the university’s Psychotherapy Research Center.

Three LIH Olivia’s Place Shanghai Psychology Team members – Dr. Sophie Westwood, Dr. Beth Rutkowski, and Ms. Veronica McKibben – attended his one-day workshop on Working with Shame with EFT. Ms. McKibben attended a further two weeks of training in order to develop in depth understanding and skills within the practice of Emotion-Focused Therapy.

The therapeutic techniques of EFT are based on the belief that emotions direct in the way people interact with the world. They guide our actions. They inform us of the things that we want. They help people grow and develop attachments.

The therapy focuses on regulating emotions in order to facilitate a change in behavior. Within a therapy session, an individual is assisted through the process of gaining awareness of their emotions. The therapeutic setting also allows people to experience emotions in a place that is safe and that may be challenging or even frightening to explore without support.

With training, therapists are able to help individuals identify primary and secondary emotions. An example of secondary emotion is when a person expresses anger, though she is actually masking sadness. People are then able to learn to understand, manage, and transform maladaptive emotions. This allows them the opportunity to access and utilize healthy, adaptive emotions, such as grieving the loss of a loved one or developing compassion towards a person who hurt them.

The psychological community of Shanghai was very fortunate to have the opportunity to learn these techniques from Dr. Leslie Greenburg. They will assist the LIH Olivia’s Place psychology team in their work with adolescents, families, and adults.

The Empowered Preschooler Series at Wellington Bilingual

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Lead Learning & Behavior Specialist, Shanghai

Lead Learning & Behavior Specialist, Shanghai

During the month of April, Jamie Fanelli, Lead Learning and Behavior Specialist at LIH Olivia’s Place, delivered a three-part parenting workshop at Wellington College Bilingual to an enthusiastic group of parents and caregivers. The workshop, entitled “The Empowered Preschooler Series,” introduced learning principles that are key to understanding child behavior and provided strategies based on these principles. The parents and caregivers gained better insight on “why their child keeps behaving in that way” and were given ideas for addressing negative behaviors using positive methods.

During the initial workshop, “ABC’s of Behavior & Beyond: Connecting Learning, Behavior and Positive Parenting,” the parents were educated about a new way of looking at behavior. Ms. Fanelli introduced the basic principles that govern how children learn and discussed how these principles shape child behavior. The parents learned that the building blocks of behavior include antecedents, what comes right before or ‘triggers’ the behavior, and consequences, what occurs immediately following the behavior. The parents discussed their child’s problem behaviors with one another and learned how altering the triggers and consequences can change the behavior over time. They discussed how prevention should often be their first goal and learned how to identify and anticipate the triggers to their child’s problem behavior. Ms. Fanelli outlined some prevention strategies, including:

• Establishing clear expectations and consequences
• Giving their child more choices
• Redirecting their child’s attention to another activity
• Breaking down difficult tasks
• Helping their child prepare for transitions using time warnings and/or visual schedules

Ms. Fanelli and the parents then discussed the different types of consequences, or ways to respond to the behavior. Ms. Fanelli emphasized that traditional discipline around the world focuses on punishment; however, research has indicated that it’s far more effective to focus on reinforcement. In contrast, parents also learned that sometimes no attention is better than negative attention as attention from an adult is powerful and can sometimes increase the problem behavior. Ms. Fanelli suggested parents try ignoring inappropriate attention-seeking behavior, especially when a child is whining or pouting. Behavior management systems, such as reward charts, were also discussed and examples were illustrated. Ms. Fanelli emphasized that rewards should be linked to specific behaviors and always delivered consistently.

Ms. Fanelli then discussed the differences between positive reinforcement and bribery. She stressed that bribing children with the promise of a reward while they are misbehaving is ineffective and counterproductive. The parents and caregivers then actively participated by turning bad behaviors ‘upside down’ by looking at behaviors in a new light. They learned that almost every bad behavior they are tempted to punish could be turned into a positive behavior they can positively reinforce. For example, parents could positively reinforce their child when he puts away a toy as opposed to only reprimanding him when he doesn’t clean up. The parents learned specific ways to teach positive behaviors, including:

• Explaining the desired behavior to the child
• Modeling it
• Practicing it
• Positively reinforcing it.

The parents and caregivers returned on the second day to learn about “A New Way to Say No” and promote positive behavior in children. The workshop reviewed the building blocks of behavior and focused on using the power of positive reinforcement to improve children’s behavior. Ms. Fanelli emphasized that positive reinforcement is one of the most effective tools a parent can utilize and can be delivered in many different forms, such as praise, given a reward or access to a favorite activity. The parents learned the most effective ways to use praise and encouragement, such as:

• Be specific and tell their child exactly what they like
• Keep the praise simple
• Avoid combining encouragement with criticism
• Be very generous with it
• Use the magic ratio of 5:1—praise 5 more times than they criticize or correct

The parents left the workshop empowered and ready to try some new ways of using positive reinforcement that they discussed.

The third and final workshop, “Tame the Terrible Tantrums: Understanding and Responding to Challenging Behaviors,” outlined effective parenting strategies to use when responding to problem behaviors. The parents put on their detective hats and learned more about understanding why the behavior occurs in the first place: the child is trying to communicate something, such as ‘I want you to pay attention to me’ or “I don’t want to stop and clean up.” Ms. Fanelli reviewed and emphasized the effectiveness of positive reinforcement as well as the problems with physical punishment. She discussed that physical punishment, such as spanking, models aggression and often portrays the parent as the ‘bad guy’ rather than focusing on the bad decision the child made. Children often respond to physical punishment by hiding and do not always change their problem behavior. Extensive research shows physical punishment is harmful, counterproductive and linked to antisocial behavior and mental health problems. Ms. Fanelli outlined alternative strategies, including using logical consequences and time-outs.

Logical consequences are negative consequences for problem behavior that the parent decides upon and are logically connected to the behavior. For example, if a child throws a toy at his friend, the parents take the toy away. Ms. Fanelli emphasized that children are not born with an ability to make decisions and accept the consequences and therefore need lots of practice and encouragement to learn how to take responsibility for their actions. Ms. Fanelli encouraged parents to begin by targeting one to three problem behaviors and explicitly teaching the child the rules through modeling, role-playing, using photos, and providing consistent feedback and encouragement. She also emphasized to use positive commands by telling their child what to do instead of what not to do. For example, a parent may tell their child to kick the ball into the net instead of telling them to stop kicking the ball at me. Ms. Fanelli and the parents then discussed using ‘time outs’ as a way to increase the child’s compliance and decrease problem behaviors. During the ‘time out,’ the child would be taken to a quiet area free of toys and given minimal attention. ‘Time outs’ are widely recommended as they are effective, nonviolent and give everyone time to cool down.

The workshop concluded with a discussion about ways to improve children’s emotional regulation skills. Developing strong emotional regulation helps the child control his own behavior, develop empathy for others, follow directions and focus. Ms. Fanelli recommended that parents encourage children to:

• Label their and others’ emotions,
• Help the child identify the triggers that lead to the emotions
• Help the child identify the physical reactions, such as tightened muscles or difficulty concentrating, that happen afterward.

Throughout the workshops, the parents and caregivers shared their own experiences and asked several great questions about their child’s problem behaviors. At the completion of the workshop, they left with a toolbox of strategies and resources to better respond to challenging behaviors and promote positive behaviors.

For more information or to schedule The Empowered Preschooler o similar workshops for parents at your school, please contact Penny Fan by email or at 86 21 5404 0058/59.

To schedule an appointment with Jamie Fanelli, Shanghai Lead Learning & Behavior Support Specialist, please contact or call 86 21 5404 0058/59.

Visiting Physicians Empower Shenzhen Team

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Training is a key “know how” at LIH Olivia’s Place and professional development and clinical education are central to our success and the success of the families with whom we work. Our March visiting physician at LIH Olivia’s Place Shenzhen was Dr. Chuck Dietzen who acted as a consultant to encourage our clinicians in methods to better understand and realize our mission of high-quality, evidence-based, and inter-disciplinary rehabilitation. Most recently arriving from his duties at the Riley Hospital for Children at Indiana University (IU) Health, Dr. Dietzen has extensive experience in managing and building medical inter-disciplinary cooperation and provided a window into the effectiveness of a fun pediatric environment. He is a creative thinker and practices as a rehabilitation physician. He is also a teacher of both occupational therapy and physical therapy so as he attended case study meetings and consulted with many of our team members; he was an excellent guide for interdisciplinary work.


Dr. Cheema-Hasan, Visiting Physician, meets with the clinical team at LIH Olivia's Place Shenzhen

Dr. Cheema-Hasan, Visiting Physician, meets with the clinical team at LIH Olivia’s Place Shenzhen

In April, we were pleased to welcome Dr. Cheema-Hasan from the Department of Developmental and Behavioral Pediatrics at Rhode Island Hospital as a visiting physician. Dr. Cheema-Hasan provided clinical training in some areas of expertise including current research and practice with autism spectrum disorder, and early intervention for high-risk and premature infants. She has been a recipient of a Maternal and Child Health Training Program Grant from Spotlight for Autism Awareness 2015 and brings a fresh perspective to the scheduled training sessions with Shenzhen clinicians. Dr. Cheema-Hasan will return to the Shenzhen clinic one week per month and will be available for consultation with clients.

Shenzhen Hosts Whole Child and Parent Support Week

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When parents bring their own child as well as a friend, they receive one of the screenings for free and can enjoy a 15% discount on a complete assessment.

When parents bring their own child as well as a friend, they receive one of the screenings for free and can enjoy a 15% discount on a complete assessment.

On the heels of LIHOP Shenzhen’s grand opening event on March 30, the clinic hosted the Whole Child and Parent Support Week from April 10th to April 15th. Screening sessions in four different areas were offered to families in the community. The success of screening in Speech and Language, Motor Skills, Attention, and Play Consultations motivated the clinic to extend the offer for further screening sessions until the end of April.


The purpose of the event was to provide resources and recommendations for geared toward optimal growth. Parents took part in presentations that gave them ideas for creating the best environment for their children in bilingual education. They also heard presentations on developing a child’s executive functions and growth-centered physical activity for children from ages 2-6.   The event included daily informational workshops that several parents and local teachers attended. Teachers came to the workshop on ‘Exercises to Improve Fitness and Learning’. Sessions were available with translation.


Physical Therapist, Ilja Dimitrovski presents, “Take a Break! Exercise Strategies to Improve Fitness and Learning”

Physical Therapist, Ilja Dimitrovski presents, “Take a Break! Exercise Strategies to Improve Fitness and Learning”



 Clinical Psychologist, Jaqueline Wolf presents, “Helping Your Child Develop Executive Functions for Success!”

Clinical Psychologist, Jaqueline Wolf presents, “Helping Your Child Develop Executive Functions for Success!”

LIH Healthcare Management Visits Children’s Specialized Hospital

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LIH Healthcare Senior Managers Hu Dai and Kristi Troutman

LIH Healthcare Senior Managers Hu Dai and Kristi Troutman

On March 28, Children’s Specialized Hospital (CSH), LIH Healthcare’s partner hospital for pediatrics in New Jersey, US welcomed three LIH healthcare managers, Dr. Fengyi Kuo, Therapy Director at Kunming LIH SkyCity Rehabilitation Hospital; Kristi Troutman, Interim Therapy Director at LIH Olivia’s Place Shenzhen, and Dai Hu, General Manager at LIH Olivia’s Place Beijing, prior to the opening of the AOTA conference. Clinical leadership from two organizations met face to face during the 1-day visit to conduct significant dialogue on various topics including rehabilitation facilities, clinical education, and team building in the cultural context of China and the US. The second part of the visit consisted of tours of CSH’s inpatient and outpatient facilities under the guidance of Patricia Foley, VP of Outpatient Services, with thorough overviews of their outpatient services and programs from an operational perspective. “As a clinic manager, the visit was fulfilled with great conversations with their clinicians and a deep tour in their inpatient and outpatient facilities which brought me inspiration on the direction of our Beijing clinic,” said Mr. Hu.

A special half-day meeting was arranged exclusively for clinicians to conduct special topic presentations, Q&A, and discussions. A series of topics including The Current State of Rehabilitation and Rehabilitation Education in China, LIH Healthcare Current Facilities, Staffing and Patient Demographics, and Overview of LIH Healthcare Clinical Training and Leveling were brought to CSH’s therapist leads team by the LIH Healthcare managers. The presentations and dialogue received tremendous feedback from CSH’s clinicians. Kristi Troutman, Interim Therapy Director at LIH Olivia’s Place Shenzhen recalled, “Our CSH counterparts found these presentations extremely helpful for them to put many things into perspective in terms of supporting clinician peers in China. It was eye-opening for them to hear about the ‘gaps’ in therapist numbers versus need throughout China and the history of rehab in China!” The meeting served as a great opportunity for stronger ties between clinicians as they exchanged professional expertise and went into a deep dive on special clinical topics.

During the meeting, CSH presented “The Six Thinking Hats” methodology that the organization adopted to train clinicians on multidisplinary team thinking and working models. The clinical leads initiated deep discussion with the LIH Healthcare managers on identifying needs areas for ongoing training and improvement for better multidisplinary team communication that leads to better treatment planning and higher quality of care. “My understanding on how CSH has been effectively implementing the family-centered care approach to all levels from management to clinicians had been incrementally growing throughout the visit. I was also constantly amazed by the level of cohesiveness of their communications between disciplines.” Said Dr. Fengyi Kuo, Therapy Director at Kunming LIH SkyCity Rehabilitation Hospital.

The partnership between LIH Healthcare and CSH was established in 2015, with the goal of increasing the quality and availability of services for pediatric rehabilitation/therapy and developmental-behavioral pediatrics in China. Since then, therapists from both organizations have been working closely on building knowledge pathways to share professional expertise. Children’s Specialized Hospital is the leading US provider of inpatient and outpatient care for children from birth to 21 years of age facing special health challenges, with a volume of 30,000 patients yearly – from chronic illnesses and complex physical disabilities like brain and spinal cord injuries, to developmental and behavioral issues like autism and mental health. With 68 inpatient beds and 13 New Jersey locations, Children’s Specialized is the region’s largest provider of services for children with ASD. Based on a Press Ganey independent survey, 99% of patient’s parents would recommend Children’s specialized to others. It has been named “Top Children’s Hospital” by The Leapfrog Group and named among Top Children’s Hospitals by New York Magazine.

LIH Healthcare Attracts Talent Overseas at AOTA Conference

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LIH Healthcare Brings Global Talent Together in celebrating 100 years of Occupational Therapy in AOTA

AOTA's Centennial bash

AOTA’s centennial bash

The American Occupational Therapy Association (AOTA) 2017 Annual Conference took place from March 30 to April 2 this year in Philadelphia, Pennsylvania. This conference is THE LARGEST gathering of OT profession in the world, with more than 1,600 presentations and 4,000 speakers this year, it attracted occupational therapy professionals around the global

It was a special year of the AOTA conference as all professionals in the global occupational therapy community gathered to cheer for the centennial celebration of occupational therapy. LIH Healthcare OT Team delegates, Therapy Director of LIH Kunming SkyCity Rehabilitation Hospital, Dr. Fengyi Kuo, Interim Therapy Director of LIH Olivia’s Place Shenzhen, Ms. Kristi Troutman, and General Manager of LIH Olivia’s Place Beijing, Mr. Dai Hu attended this conference and brought LIH Healthcare to the stage by throwing a first-ever recruiting cocktail reception.


A well-attended event with the support of friends and partners

Kristi Troutman with delegates from the WFOT Volunteer Board

Kristi Troutman with WFOT leadership delegates

As a registered conference event, LIH Healthcare successfully hosted “Bring Your Talent to China: LIH Healthcare is NOW HIRING,” a special reception that aimed to connect and reconnect global OT talent with LIH Healthcare. The event attracted more than 70 people, including US occupational therapists, Chinese OT returnees, to global talent from countries other than US or China. In addition to many young professionals with an interest in joining LIH Healthcare, many of the company’s friends and partners attended the event, placing it in high regard as a great opportunity to greet and network with other professionals who share the same interest in China and the mission and service developments of LIH Healthcare. Their attention and warmhearted support ensured the success of this event. Many guests stayed beyond the end of the reception, with lively discussion about shared interests and a chance to further explore opportunities to support LIH Healthcare’s initiatives to provide high quality OT services across China. Special friends and partners included delegates from Children’s Specialized Hospital, Peking University, University of Southern California, the World Federation of Occupational Therapists (WFOT), long-term supporter, University of Pittsburgh, and Susan Hermes, a long-time support of LIH Olivia’s Place.

Delegates from Peking University and University of Southern California

Delegates from Peking University and University of Southern California

Kristi Troutman with delegates from Children Specialized Hospital

Kristi Troutman with delegates from Children Specialized Hospital


Leon Chang  (Faculty, SUNY Stony Brook), Dr. Athena Tsai (WFOT Standards & Quality Program Coordinator), Dr. Jim Hinojosa (2007 AOTA Slagle Lecturer), Dr. Fengyi Kuo (WFOT IAG member for human rights), Serena Wen (Sr. OT)

Leon Chang (Faculty, SUNY Stony Brook), Dr. Athena Tsai (WFOT Standards & Quality Program Coordinator), Dr. Jim Hinojosa (2007 AOTA Slagle Lecturer), Dr. Fengyi Kuo (WFOT IAG member for human rights), Serena Wen (Sr. OT)

LIH Healthcare’s Professional Presence

As a longtime active member of AOTA, Dr. Fengyi Kuo and her research partner Kit Sinclair delivered a well-attended education session during the AOTA conference to address the topic of “Occupational Therapy’s Role in Working with Displaced Persons to Support Their Self-Efficacy and Community Integration.” Dr. Kuo is a Clinical Assistant Professor in the Department of Occupational Therapy at Indiana University School of Health & Rehabilitation Sciences in Indianapolis. She also currently serves as the Therapy Director of LIH Kunming SkyCity Rehabilitation Hospital.



LIH global recruiting initiative

LIH Healthcare has been rapidly growing since its establishment in 2013. The company has expanded its rehabilitation services in 4 cities, Beijing, Shanghai, Shenzhen, and Kunming. Three of these facilities are focused on developmental-behavioral pediatrics and therapy for children, while the fourth is the first comprehensive rehabilitation hospital in the southwest region of China. Equipped with a wide global professional network, LIH Healthcare has established a unique culture of diversity and inclusion that brings global talent together to achieve the ultimate goal of providing high quality rehabilitation services across China. To learn more about employment opportunities with LIH Healthcare, please contact our Talent and Development Team at (English) or by following this link (Chinese).


LIH Healthcare Supports High Quality Assessment for Chinese Children through GDS-C

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GDS SH 1 The first Griffiths Development Scales-Chinese Language Edition certification class organized by LIH Healthcare together with ARICD, was launched at Shanghai LIH Olivia’s Place from February 15-17, 2017.

The training included 12 pediatricians and therapists from LIH Olivia’s Place clinics in Shanghai, Beijing, and Shenzhen, as well as 4 pediatricians from two hospitals in Shanxi Province. Dr. Denise Challis, the former Chair of the Association for Research in Infant and Child Development (ARICD), and Dr. Becci Dow, Clinical Psychologist and Clinical Manager of LIH Olivia’s Place Shanghai were the instructors for the course. Dr. Fengyi Kuo, Occupational Therapist and Therapy Manager at Kunming LIH SkyCity Hospital, provided support with Chinese translation.

GDS SH 3Participants’ assessment skills were greatly improved through structured lectures combined with case discussions, practical demonstration, and real case evaluation. Twelve of the participants passed and obtained Griffiths Registered User certification granted by ARICD.

The Griffiths Development Scales-Chinese Language Edition (GDS-C0 is adapted from the Griffiths Mental Development Scales – Second Edition (GMDS-2), originally published in English in 2006 by ARICD. The GDS-C is used for children from China aged 0-8 years. The standardization process was undertaken from 2009 to 2013 and involved 7 different locations across China. Clinical research results show that the GDS-C can effectively evaluate Chinese children’s motor function, learning difficulties, congenital mental development status and developmental disorder, vision problems, autism, degree of premature birth, and social/emotional development skills.

LIH Healthcare was officially authorized by ARICD, the copyright owner of the Griffiths Mental Development Scales and the international publisher Hogrefe in January 2016 to be the only sales, customer service, and training/certification provider in mainland China, Hong Kong, and Macau. LIH Healthcare together with ARICD will also be responsible for bringing the GDS-C into wider use in greater China. To this end, LIH Healthcare will hold another four GDS-C training courses in 2017 in Kunming, Beijing, Shenzhen, and Shanghai in May and October. For more information about the GDS-C or to inquire about the training schedule and required qualifications, please contact LiQun, LIH Healthcare Sr. Training Manager , at