Often Questions
Occupational Therapy
Children may need occupational therapy when they present difficulties in one or more of the following areas:
Gross motor skills difficulties
Fine motor skills difficulties
Cognitive-perceptual difficulties
Difficulties in self-care/performing Activities of Daily Living (ADLs)
Sensory processing difficulties
Graphomotor difficulties
Difficulties in the psychosocial domain
Difficulties with arousal level
It is very important and necessary for a child to be informed by their parent correctly and honestly, both about the place they are going to visit and the therapist they are going to work with.
It is also good for the child to know why he needs to visit the specific place and what is going to happen there. Of course, the way in which the child will be informed is extremely important, since it should be age-appropriate, so that he can perceive and understand the situation, as well as feel safe upon arrival at the treatment site.
The first day of the assessment is very important, as it will be the first time the child will meet and interact with their therapist. It is worth noting that from the very first meeting, we do not want the child to feel that they are being examined, as it is very important for us that they form a positive experience in the space and express themselves freely. In case there is a strong feeling of separation between the child and the parent, the parent will be allowed to enter the intervention space with the child, with the ultimate goal of the child feeling comfortable with the environment and the therapist.
The evaluation process consists of the following parts:
In the first part of the evaluation, a meeting is held with the parents/guardians (without the child being present) in order to obtain the necessary information regarding the child’s history.
In the second part of the assessment, the child is clinically observed by the therapist, where the child is initially free to explore the treatment area. This specific procedure is considered necessary, as the therapist collects information about the child’s behavior, communication skills and approach to games. Then, the therapist applies assessment tools (informal or weighted), aiming to collect more information about the difficulties the child is facing (if necessary, questionnaires will be given to the parents which should be completed and returned to the therapist for further assessment).
Finally, another meeting between the therapist and the parents is scheduled to inform them of the results of the evaluation and the intervention goals.
Regarding the written evaluation report, the results from both clinical observation and assessment tests will be recorded and explanatoryly analyzed, as well as the important information collected during the interview with the parents and the questionnaires they completed.
The personalized treatment program responds to the needs of each individual, since each person is unique and requires different management and treatment. Therefore, it is important to always take into account the specificities of each individual, so that the treatment program is adapted and responds appropriately to their personal needs.
Group programs are a method of developing skills, empowering and psycho-education of individuals, through interactive and experiential exercises. They concern preschool, school-age children and adolescents and focus on the development of interpersonal relationships, cooperation, emotion management, communication development as well as taking initiatives and roles. At the same time, the individuals who participate have the opportunity to work on various types of skills at a group level, based on the needs of the group, in a series of interconnected meetings for a predetermined period of time.
In structured parent counseling, parents have the opportunity to express thoughts, concerns, and feelings about their own child, but also about how they themselves experience the difficulties of the parental role.
Based on the development of a quality counseling process, parents are equipped with skills on how to deal with difficult situations that arise in the family context. Through the counseling process, the parent will be able to recognize, understand and deal with the emotions and behavior of their child, but also of themselves as a parent, and this helps to strengthen family relationships.
A counseling therapy, to be successful, requires commitment, time, and depth, both on the part of the parents and the therapist.
This is why a single counseling session is never enough.
The reasons a parent may seek counseling support can vary, from very simple everyday issues to special difficulties and complex situations in which the parent may feel they need some multi-level information or support.
The most common reasons a parent may seek counseling support:
Guidance and seeking simple advice on everyday life issues that a parent may face with their child (e.g., doesn’t want to go to school, doesn’t cooperate in getting dressed, doesn’t eat at school, etc.).
Information and guidance – through the counseling process – about the developmental stages a child goes through and the appropriate adaptation of the parent’s behavior to them (e.g. when and what is the appropriate way for the child to stop using the diaper or pacifier, when to eat alone, dress, bathe, etc.).
Discussion and suggestion of appropriate methods for dealing with emotional and behavioral difficulties that a child may face at any developmental period. The most common difficulties reported by parents are: anxiety, phobias, manipulative behaviors, outbursts of anger, low self-esteem.
At the same time, difficulties and limitations that a parent may experience in managing their child can be discussed (e.g. parental stress, disagreements or conflicts between parents, parental guilt, etc.).
The counseling process is very beneficial during periods of intense emotional changes or traumatic periods in the family context, such as: divorce, bereavement, health problems, etc.
Psychoeducation, discussion and extensive information for the parent in cases where a child receives any diagnosis of a disorder or syndrome or faces special difficulties.
An individualized therapeutic program addresses the specific needs of each person, recognizing that every individual is unique and requires different approaches and management. Therefore, it is essential to always take into account each person’s particular characteristics, so that the therapeutic program is tailored and responds appropriately to their personal needs.
It is very important and necessary for a child to be properly and honestly informed by their parent—both about the place they are going to visit and about the therapist they will be working with.
The child should also know the reason why they need to visit the therapy center and what is going to happen there. Of course, the way in which the child is informed is extremely important. The explanation should always be adapted to the child’s age, so that they are able to understand the situation and feel safe upon their arrival at the therapy center.
Get in touch with our team to schedule a visit or ask about our services. We’re ready to support you and your family.
