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Mayo Clinic Pediatrician Shares Knowledge and Fosters Discussion in 4 Cities

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Dr. Raymond  Tervo

Dr. Raymond Tervo

Dr. Raymond Tervo is an American pediatrician with the Mayo Clinic in Minnesota, US, has a half a century of experience in pediatrics. His work, has included clinical research on neurodevelopment assessment, genetic testing for global developmental delay, self-injurious behaviors, and addressing problems encountered during treatment by families of children with neurodevelopmental disorders. Throughout his career, he has promoted and developed care and services for children and their families.

Brent Johnson, Nelson Chow, Dr. Raymond Tervo, Sun Changshen, Dr. Yu Peng

Brent Johnson, Nelson Chow, Dr. Raymond Tervo, Sun Changshen, Dr. Yu Peng

As a medical adviser for LIH Healthcare, Dr. Tervo planned a comprehensive trip during late August and early September to learn more about the state of rehabilitation in China and share his knowledge with LIH Healthcare teams as well as with numerous healthcare providers in the cities we serve. His first stop was our corporate headquarters in Beijing. There, Dr. Tervo met with President Sun Changshen, CEO Nelson Chow, COO Brent Johnson, and other senior leaders and discussed the direction of rehabilitation in China. Dr. Tervo greatly impressed the executive team with his dedication to the field of rehabilitation and profound knowledge. During his trip, Dr. Tervo visited Beijing, Shanghai, Shenzhen, and Kunming and shared his ideas and experiences with doctors, therapists, faculty and students in the areas of developmental behavioral pediatrics, pediatric neurology, pediatric health care, and pediatric rehabilitation.

 

In Beijing
tervo-bj-160831On 30 August, Beijing LIH Oliva’s Place presented together with the Pediatric Institution of Capital Medical University. Dr. Tervo gave a lecture on Child Development Delays. The lecture attracted more than 100 medical staff, including doctors, research personnel, nurses, and therapists, from medical institutions from throughout Beijing.

tervo-bj-2The Forum & 2016 Sino-America Behavior Development Disorder Tele-health Workshop was held by the Behavior Development Pediatric Group of Beijing Medical Society and LIH Olivia’s Place. Dr. Tervo spoke on Telehealth Coaching: Assessment and Intervention for Children with Developmental Disabilities, with professionals from more than 30 medical institution attending this lecture. During this event, Sun Changshen, President of LIH Healthcare, expressed his personal commitment and shared the company’s continued focus contributing to research in the field of developmental behavioral pediatrics in China.

In Shanghai
On 3 September, Assessment and Treatment of Childhood ADHD, an activity of The 11th Shanghai Physical Medicine & Rehabilitation, was held by Shanghai Sunshine Rehabilitation Center. Dr. Tervo presented on Diagnosis and Treatment of ADHD. On the same day, Dr. Tervo also attended a seminar held by Xinhua Hospital, the affiliated hospital of Shanghai Jiaotong University, together with The First Rehabilitation Hospital and LIH Oliva’s Place. About 150 people attended the seminar, including speech therapists, physical therapists, psychologists, and parents. Nelson Chow, CEO of LIH Healthcare, attended the event at Xinhua Hospital. On behalf of the company, he expressed LIH Healthcare’s readiness to promote development within the field of pediatric rehabilitation in China. In addition to Mr. Chow, Dr. Fengyi Kuo, Occupational Therapist at LIH Olivia’s Place Shanghai, and Dr. Susan Cadzow, LIH Healthcare Director of Developmental Behavioral Pediatrics also attended the seminar.

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Secretary Wen, Shenzhen Children's Hospital

Secretary Wen, Shenzhen Children’s Hospital

In Shenzhen
On 4 September, Dr. Tervo travelled to Shenzhen to speak on Telehealth Coaching: Assessment and Intervention for Children with Development Disabilities and Development Delay Patterns. This seminar was held jointly by Shenzhen Children Hospital and Shenzhen LIH Oliva’s Place.

Secretary Wen from Shenzhen Children Hospital acted as the host and gave a warm welcome to Dr. Tervo. More than 200 people attended the forum, including pediatricians, therapists, special education teachers, students, and parents. Clinicians in attendance were mainly from the departments of rehabilitation, developmental behavioral pediatrics, psychology, and speech and language at Shenzhen Children Hospital and other hospitals in the area specializing in maternal and child health.

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km-tervo-visit-1In Kunming
From September 6 to 7, Dr. Tervo gave four speeches at an academic forum held by Kunming LIH SkyCity Rehabilitation Hospital and Yunnan Rehabilitation Medicine Society. The four speeches were Development Screening, Development Delay Patterns, Autism, and ADHD. LIH Healthcare President Sun Changshen, Yunnan Rehabilitation Medicine Society & Rehabilitation Committee Member Professor Liu Yun, and Director George Wang of LIH SkyCity Rehabilitation Hospital were present. Attendees included clinicians from the specialties of rehabilitation, pediatrics, and child healthcare.

Research on Developmental Behavioral Pediatrics and Promoting Telehealth in China
One of Dr. Tervo’s primary focuses during his trip was Telehealth coaching: Assessment and Intervention for Children with Developmental Disabilities. He noted that telehealth standards have reached a level which compares favorably with on-site medical methods in the area of child development and behavior. Meanwhile, it can solve problems related to medical resources, distance, and affordability. Dr. Tervo expressed the hope that Chinese children can benefit from telehealth technology.

Currently, Dr. Tervo is working with University of Minnesota to promote the application of telehealth in China, and is hoping that this program can be implemented in the very near future. Meanwhile, Dr. Tervo also pointed out that research in the field of child development and behavior research in China is still at an early stage. He believes we are at a critical point for China and has expressed his willingness to contribute his own efforts to help people access better rehabilitation services.


A New Therapy Available at LIH Olivia’s Place Shanghai: Helping the Brain to Heal Itself

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Dr. Sophie Westwood, Clinical Psychologist, LIH Olivia's Place Shanghai

Dr. Sophie Westwood, Clinical Psychologist, LIH Olivia’s Place Shanghai

As one of the clinical psychologists at LIH Olivia’s Place Shanghai, I work with children, young people, families, and adults. Much of my time is spent offering talking therapies and behavioral consultations, conducting different types of cognitive assessments, and delivering training sessions and workshops to schools and other organizations in Shanghai. I recently completed extra training in a therapy that I think may be of great interest, and even help, to individuals within our community.

In July, I travelled to Hong Kong to complete the first part of the accredited training for Eye Movement Desensitization Reprocessing therapy. Because the name is so long it is often known as EMDR therapy. EMDR is used to treat a range of emotional and mental health difficulties such as trauma and low self-esteem, and reduce symptoms related to disturbing past experiences that the brain has not been able to process properly.

I first became interested in EMDR a few years ago whilst working for a talking therapies service in the National Health Service (NHS) in the UK. One of the therapies on offer involved asking clients to sit comfortably and follow the clinician’s fingers, from left to right, with their eyes. I thought this sounded a little unorthodox but in the knowledge that the NHS is an internationally renowned health service that only funds evidence-based talking therapies, I endeavored to keep an open-mind and learn more about it. Since that time, I have attended seminars and workshops and now, can offer it as a therapy. I will share a little of what I have learnt with you…

Like many therapies, EMDR aims to help people overcome the emotional distress and symptoms they are experiencing as a result of disturbing life experiences. During EMDR, the brain works hard to unblock the emotional pain that remains from past incidents or events, and this can happen remarkably quickly. The EMDR therapist uses different protocols and procedures to do this, one of which involves moving their fingers from left to right. The purpose of this is to stimulate activation, or processing, between the left and right brain hemispheres. Indeed, the EMDR therapist has a variety of methods from which the client can choose to stimulate this brain activity, to make sure that they feel comfortable and the therapy is as effective as possible. During an exercise for my EMDR therapist training, I found that following the therapist’s fingers was too distracting and I preferred to be tapped on my knees. I also had options such as listening to sounds or using a machine that vibrated on my fingertips. I was asked to do this whilst holding different aspects of a difficult memory in mind and there were other strategies used to help me to feel safe and relaxed if I needed it.

You might be thinking, how does EMDR work? The answer is not fully known but a researcher from Harvard has proposed that it could be connected with the biological mechanisms involved in Rapid Eye Movement (REM) sleep, helping us to process memories and disturbing feelings. Sounds strange? Well, after completing my training and seeing the beneficial effects, I find it helpful to think of EMDR as just another way of helping the brain to process disturbing or traumatic experiences, in the same way that more traditional talking therapies can. EMDR has been shown to reduce post-traumatic stress symptoms in a number of research studies and millions of people have been successfully treated over the past 25 years.

As a clinical psychologist, I offer a range of talking therapies according to the client’s needs and often work in an integrative manner, meaning that I can draw upon different therapeutic strategies and tools. EMDR is a great resource for my therapy tool-box because I can offer it as a stand-alone therapy or as part of course of therapy involving different therapeutic approaches. I can offer EMDR therapy to children, young people, and adults. If you would like to know more about EMDR please take a look at the EMDR Institute Website Frequently Asked Questions page: http://www.emdr.com/frequent-questions/ . If you are interested in EMDR therapy at LIH Olivia’s Place please contact us.

References:
Eye Movement Desensitization and Reprocessing: Basic Principles, protocols, and Procedrures (Second Edition) by Frances Shapiro (2001; The Guildford Press)

The EMDR Institute, Inc http://www.emdr.com/


Celebrating the Holidays Away from “Home”

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

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

Expatriate life provides us with all sorts of new opportunities and types of excitement. However, there are times when missing our home country and the people we love is inevitable. There is no time of the year that is more associated with family, togetherness, and tradition than the holiday season. This can often be an especially difficult time for expat families, who may feel they are missing out on things that have defined the most wonderful time of the year for them. So how can you maintain your holiday cheer from afar?

Maintain the traditions that matter to you and your family. Make a holiday playlist. Decorate your home. Make potato latkes or Christmas cookies. Whatever makes you feel like you are experiencing this time of year as special. Especially if you are unable to make a trip back, go all out. We may feel pressure to acclimate to our new life abroad. However, do not try to force yourself to leave behind the things that you love about the holidays. They can be a part of your new life as well. Ask your children or partner what is most important for them to experience during that time of the year and be sure to include those as well.

Add aspects of other countries’ celebrations to your holiday season. This can include both Chinese festivities and those of friends who hail from different places around the world. Ask friends to join you for a holiday gathering and take the opportunity to learn more about other their ways of celebrating. As you learn about the different traditions, choose those that resonate with you and integrate them into your own celebrations. This can make it easier when you cannot find some of the usual foods or decorations that you associate with the holiday.

There is plenty of research that demonstrates doing kind things for others makes us happier. Volunteering is therefore a great way to lift your spirits and there are many worthy organizations from which to choose. Pick a cause that matters to you and your loved ones- a children’s home, a homeless service, an animal shelter. Dedicate time to this organization, not just money. Get the entire family involved. It can be easier to feel lonely and bored if your children have time off of school or if you have time off of work. Volunteering gives you something to do and something to feel good about. It can also help you put your difficulties into perspective.

Keep in touch with loved ones back home. It may be difficult to be reminded of the gatherings and joyful reunions you are missing however, there are ways for you to participate, aided by technology and the commitment of friends and family who miss you as well. Ask your loved ones to set a seat for you at a holiday meal and participate via a video call. This will not be the same as being there in person, but it allows you that time and communication with loved ones- which is always important.

santasDo something you could never do if you were engaged in your typical holiday routine. Have a Christmas dinner of street food at the night market in Vietnam. Light the menorah beachside in Thailand. Ring in the Western New Year with Chongqing hot pot. It’s okay to be sad about missing people and happenings back home, but take advantage of the opportunity to have holiday experiences you will be able to remember for a lifetime. It’s a great time to make memories you will be able to think back on years from now and say “remember that time when…?”

Don’t worry too much about the kids. Remember that you will be able to structure your children’s own traditions as you go. They will associate the holidays with whatever you choose to incorporate into them. You may have associated Christmas with a tree and Hanukkah with huge gatherings of extended family, but this does not need to be the same for them. Integrate things that make them happy and matter to you, and these will be important to them in the same way your traditions matter to you.

However you choose to celebrate, remember that the most important thing is the happiness of you and your loved ones. Don’t feel pressure to match your holidays to those of family back home or compete with the festivities planned by friends here in China. Investing time in the things that matter to you and those you love will make you feel all the joy you hope for during this holiday season.

 

Dr. Beth Rutkowski is the Lead Psychologist at LIH Olivias Place in Shanghai. If you have questions or concerns about your mental health or that of loved ones, you are welcome to contact her directly at ber@lih-oliviasplace.com or the LIH Olivias Place team at (8621) 5404-0058 in Shanghai and (010) 6461-6283 in Beijing.


AAC Bridges Communication Gaps

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by Cristina Sakthivel, Speech Language Pathologist, LIH Olivia's Place Shanghai

by Cristina Sakthivel, Speech Language Pathologist, LIH Olivia’s Place Shanghai

I first arrived in China linguistically unprepared, possessing little aside from xie xie and ni hao. I relied on all the visual cues and signage available to me; in the metro alone, the symbols depicting the ticket gate, entrances and exits were lifesavers! These visual supports increased my comprehension of the world around me while my handy Chinese translation app helped to bridge the communication gap I was experiencing. For children with communication impairments, augmentative and alternative communication (AAC) functions in the same way, enabling individuals to increase comprehension and providing a means to communicate expressively.

AAC refers to text-based or symbol based communication systems. This can take the form of symbols printed on paper, at the low tech end of spectrum, to dedicated speech generating devices/iPads with communication applications at the high tech end of the spectrum. The communication systems are customized and tailored to the needs of the individual by a speech-language pathologist and the child’s educational team.

It is never too early to introduce AAC to a child with communication impairments. Communication impairments can impact cognitive and social/emotional development; provision of alternative and augmentative means of communication allows the brain to develop and practice linguistic concepts in a functional manner until “natural” speech is possible. Additionally, increased ability to communicate leads to decreased frustration and increased social participation and engagement. AAC is essential for people who are non-verbal, but also benefits those with severe articulation (speech intelligibility) deficits and speaking individuals who need extra support structuring their language output.

There is a misconception that the use of alternative and augmentative communication will prevent children from speaking. This could not be farther from the truth! Studies have illustrated that the introduction of an alternative communication system promotes speech development- the use of visuals acts as an extra cue to scaffold oral language. As soon as a child develops the necessary fine motor skills and coordination to approximate and produce words, they will, as speech is the fastest and most efficient way to communicate. AAC acts as a means to an end, and not the end, allowing for functional communication until speech is possible.


Internship Summary: Memorable Impressions of Shining Star

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Philip Pikus, Shanghai Intern, Summer 2016

Philip Pikus, Shanghai Intern, Summer 2016

My experience at Shining Star was unbelievable, and I will cherish the opportunity to have spent three weeks with an amazing group of boys and girls! Firstly, the adults at Shining Star, Julie, Jingxia and her husband, the ayis, and all visiting therapists/volunteers do an absolutely wonderful job to create this loving and caring environment for the children. My time at the residential home has allowed me to work with both “typically” developing children, as well as children with a wide range of disabilities. I was able to play dinosaur games and build Lego with some of the fully functioning children, but I was also able to go on walks, play music for, and simply hold hands with boys and girls who were learning these basic functions. In the process, I went on an “outing” to a giant playground, observed therapies, and accompanied some of the children on a trip to Shanghai United Family Hospital to visit a world-class neurologist.

A few of my best memories from my time at Shining Star are as follows: On my first day, one of the other workers at the home asked some of the fully functioning children what they’d like to call me. When they couldn’t pronounce “Philip”, one child announced he would call me “gege” (older brother), and that stuck! One boy, Tom, who is blind and has minor learning disabilities, and is the only English speaker, immediately attached to me and asked me to do therapy with him. We became close friends with him somehow guessing where I was from with the hint, “I am from the biggest city in the USA”. New Jersey was the correct answer, although it is certainly not the biggest city in the USA! I promised him I would write him letters in the future. Lastly, I formed the closest bond with LeiLei, a 5 or 6 year old boy who appeared severely disabled. Upon seeing the neurologist, I realized that many of his problems, aside from blindness, are a result of his lack of stimulation and malnutrition prior to arriving at Shining Star. LeiLei attached to me every time I came through the door, wanting to be carried or held constantly. We would go hours hugging, without any words shared, but I could always feel the close bond we were creating. It was quite difficult saying good-bye to the children, but I look forward to receiving updates on their well-being, and hopefully to see the boys and girls again next year!

Philip Pikus interned at LIH Olivia’s Place and volunteered at Shining Star during the summer of 2016. He is studying Biology and Chinese at Bowdoin College (US) and plans to graduate in 2019.

Shining Star is a non-governmental organization (NGO) which provides foster care for visually impaired orphans in Shanghai. Shining Star opened in June 2012 and is part of Mifan Mama, a charity group that provides food, clothing, educational support, medical support and equipment to orphanages throughout China. Shining Star is a residential home for blind and partially sighted orphans. The foster home creates individualized development plans for the children and offers 1:1 and group care. They also collaborate with local and international hospitals to help provide eye and heart surgeries for some of the children. A team of specialists from LIH Olivia’s Place, including physical, occupational and speech therapists, support the children and caregivers weekly.


Physical Therapy Team Trains Therapists in Kunshan

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Physical Therapists Ilija Dimitrovski and ZiLi Wang recently trained therapy staff at Kunshan’s Jiajie Rehabilitation Center. The center is affiliated with the China Disabled Persons’ Federation and serves as an important resource for children needing rehabilitation, especially children with cerebral palsy or autism. Staff at the facility include physical and occupational therapists as well as speech therapists and learning support. The training provided by the LIH Olivia’s Place team focused on improving the staff’s ability to plan treatment and introduced new standardized assessment tools, as well as teaching specific techniques for children with cerebral palsy. Feedback from the course was positive, with the center’s president, Dr. Shao Ping, looking for continued partnership with LIH Olivia’s Place, including receiving occupational therapy and speech therapy experts for additional training in the future.

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Get the Facts on Central Auditory Processing Disorder (CAPD)

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Daniel Baliicki, MSc, Audiologist NEWWAVE

Daniel Baliicki, MSc, Audiologist
NEWWAVE

Our senses connect us to the outside world. They help us perceive and structure our surroundings. Hearing is probably our most important sense as it gives us access to spoken language, necessary for the development of speech, language, and communication in general.

Development of speech and language in children is a continuous process, in which the first years of life are of the greatest importance. Normal function of the auditory sensory organs and the central auditory pathways is a prerequisite for the normal development of speech and language in children. For a number of children the process of developing speech and language is hampered and their ability to communicate effectively does not develop in a straight forward fashion.

 

What is Central Auditory Processing?

It’s the auditory mechanism and processes responsible for:

  • Sound localization and lateralization
  • Auditory discrimination and pattern recognition
  • Temporal aspect of audition
  • Auditory performance with competing or degraded signals

 

Children with Central Auditory Processing Disorder (CAPD) display a number of behaviors similar to the symptoms associated with sensorineural hearing loss. For example, they may complain that they find it difficult to hear when the classroom is noisy.

These behaviors may become apparent in the early school years, or at a later stage of the child’s life, due to changes in the acoustic environment, or to increased academic demands.

So what specific auditory abilities are affected if a child has CAPD? The American Speech Language Hearing Association (ASHA) defines CAPD as a deficit in one or more of a number of skills, including difficulties knowing where a sound is coming from (sound localization); the ability to detect changes in the duration of, and time intervals between auditory stimuli (temporal processing); and the ability to detect spectral variations in auditory stimuli (particularly those that differentiate sounds according to formant transitions between phonemes).

 

Causes of CAPD

We don’t know exactly what causes CAPD, but the neural pathways of the central auditory nervous system are involved in some way. Children who have experienced repeated episodes of otitis media (glue ear) may be particularly susceptible to CAPD, perhaps due to the fact that their hearing levels fluctuate during periods of infection, affecting normal exposure to sound and compromising development of the auditory pathways. However, many children with CAPD have never had glue ear. CAPD affects about two to five percent of children and there are twice as many boys than girls with CAPD.

 

Diagnosis 

Routine audiological tests will not diagnose CAPD and pure tone audiometry results are typically normal for children with CAPD. At NEWWAVE we are using a special test designed to diagnose CAPD. It’s called the Listening in Spatialized Noise – Sentences Test (LiSN-S). This test assesses auditory skills in children who may be having difficulty listening to and following speech, for example, in the classroom.

LiSN-S evaluates a child’s hearing comprehension in four different conditions. A number of sentences are presented under headphones, initially at 62 dB SPL, in the presence of two distracter stories presented at fixed intensity of 55 dB SPL. The distracter stories vary in both their position in space (coming from either directly in front of the listener, or at either side of the listener); and in the vocal quality the speakers. The listener’s task is to repeat each sentence heard. The intensity level of the target sentences is adjusted to find the level at which the listener is getting 50 percent of word correct in each sentence which is called “speech reception threshold” (SRT).

Based on the test results we can determine if there are any audiological indications of and recommend treatment . The minimum age for testing is 6 years old and the child must be fluent in English.

For more information, please contact:

BEIJING

NEWWAVE at LIH Olivia’s Place Beijing

3 Jiu Xian Qiao Road, Building 6-1, Second Floor, Chaoyang District, Beijing, China 100016 Office: (010) 6461-6283

Email: china@newwave-hearing.com

SHANGHAI

NEWWAVE

9 Joy Tower, Level 15, Room C, No.9 Zhenning Rd, Shanghai Office: (86) 021-52388137

Email: china@newwave-hearing.com

 


Teaching Therapists at an Anhui Welfare Center

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This summer, Physical Therapist ZiLi Wang and Occupational Therapist Irene Zhang, both of LIH Olivia’s Place Shanghai, conducted their third visit to an orphanage in Anhui province, following up on their previous teaching while introducing new assessment tools and techniques.

Zili Wang, PT, works with a child at the welfare center.

Zili Wang, PT, works with a child at the welfare center.

The welfare center, the YingShang County Social Children Welfare House, was initially started in 1994 under another name – the Wang Family Foster Home – and has grown from a small labor of love to one of the biggest welfare centers in the province, having cared for over 500 disabled orphans over its 22-year history. It had moved locations multiple times before settling into its current location in YingShang County.

Mr. Wang and Ms. Zhang taught therapists how to assess and treat the children, but also how to handle them with minimal risk of injury to the therapists themselves. This included techniques on manual handling favoring the usage of the legs over the back, and pivoting techniques to move heavier children. How to handle behavior was also an important topic this visit, including a detailed lecture on how to motivate children and how to properly use rewards and praise to encourage certain behaviors.

We look forward to the next chance to share our knowledge with the hard working therapists in Anhui!

Irene Zhang, OT, teaching welfare center therapists.

Irene Zhang, OT, teaching welfare center therapists.


The Thinking Behind Social Thinking

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by Veronica McKibbin, Child & Family Counselor, LIH Olivia's Place Shanghai

by Veronica McKibbin, Child & Family Counselor, LIH Olivia’s Place Shanghai

Jamie, now 8 years old, has moved to Shanghai with his parents and younger siblings. Jamie was diagnosed at age 3, with what was then known as Asperger Syndrome (now grouped into the DSM-V’s broader category of Autism Spectrum Disorder) by a team of specialists in his home country. Jamie is a sensitive and often funny young boy, who has, over time, had many special interests. Upon arriving in Shanghai he developed an enthusiasm for architecture, in particular tall buildings. Jamie has strong expressive verbal language skills and cognitive development. However, he also shows marked weakness in his social communicative learning. He can talk at length about the height and facts about famous landmarks, however pays little attention to if the ‘listener’ is engaged or even participating in the conversation. He also finds some academic areas difficult, particularly written expression where he is required to interpret information about what people are thinking or feeling. Organizational skills are especially challenging for him. He also found the social emotional demands of moving to a new school and city overly taxing on a system already stretched to capacity, and his family noticed he was now having frequent and intense emotional outbursts. One of the recommendations for Jamie from his class teacher was that he attends a “social skills” group.

 

Teachers, parents, doctors, or therapists refer children to a “social skills” group for a variety of reasons. Sometimes the child is perceived as shy or anxious around their peers; they may feel the child has difficulty initiating or maintaining friendships. Referrers often feel the child would benefit from some pragmatic social language instruction, that is, learning specifically about how to use language appropriately in social situations. Often children (such as Jamie) have particular challenges in managing their behavior in an expected and socially accepted way for their age in relation to their peers.

LIH Olivia’s Place currently offers social skills groups based on the social cognition program developed by Michelle Garcia Winner, known as “Social Thinking.” The Social Thinking program is not designed to cover all “social skill” difficulties. Rather, it is designed to be most effective for Emerging Social Communicators, with the goals of the group to help children improve in the areas of: Joint Attention, Perspective Taking, Developing Reciprocity, Communicative Intent, and Using Language to relate to others. Social Thinking is a language-based learning approach, and so to benefit from this approach, children require solid to advanced verbal language skills. Read more


LIH Olivia’s Place Occupational Therapist Presents in Kuala Lumpur

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Fengyi Kuo, DHS, OTR, CPRP Occupational Therapist LIH Olivia’s Place Shanghai

Fengyi Kuo, DHS, OTR, CPRP
Occupational Therapist
LIH Olivia’s Place Shanghai

On May 29 – June 2, the tenth International Society of Physical and Rehabilitation Medicine (ISPRM) Congress took place in Kuala Lumpur, Malaysia. In accordance with the theme of “Embracing and Empowering Rehabilitation Medicine: from Knowledge to Practice,” innovative scientific sessions were presented by experts from the field to share their knowledge and experience. Passionate about community based rehabilitation and program development, Fengyi Kuo, one of our occupational therapists, was invited to speak at the Congress. Her two studies, entitled “Stop Taking on Pounds (STOP): A Pediatric Weight Management Program for Underserved, At-Risk Minority Children” and “Social Participation in Community-Dwelling Older Adults through the Lifestyle Redesign Program®”, both focus on health promotion and community based program development and evaluation were scheduled as oral presentations. Another community-based rehabilitation project for minority youth, “Life Skills Training for Adolescents Resettled in the United States from Southeast Asia” was scheduled as a poster presentation. All three presentations were well received.

 


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