AOTA

Authors:

Susan Bazyk, PhD, OTR/L, FAOTA

Earn: .1 AOTA CEU (1.25 NBCOT PDU; 1 contact hour)

Overview:

This chapter discusses the role of occupational therapy practitioners as one of the few team members in schools with specialized knowledge and skills to address mental health and, as such, serve as indigenous resources for integrating mental health programs and strategies throughout the day. Integral to the educational context, children and youth who experience positive mental health and well-being function better during academic and nonacademic times of the school day. Ideally, it is possible to address the mental health needs of all students within a multi-tiered public health framework of mental health promotion, prevention, and individualized interventions. Best practice in schools emphasizes the integration of occupational therapy services in the general education classroom and nonacademic settings (e.g., lunch and recess) when possible, offering opportunities to contribute to mental health promotion and prevention efforts for all students.

Learning Objectives:

1.      Understand the mental health continuum.

2.      Discuss the role of occupational therapy in school mental health

3.      Describe a three-tiered public health approach to school mental health

4.      Discuss best practices in school mental health.

5.      List various direct and indirect service options that can be used in occupational therapy to address the mental health needs of students.

Key Terms and Concepts:

·         Embedded strategies

·         Mental health

·         Mental health continuum

·         Mental health literacy

·         Mental health promotion services

·         Mindfulness, yoga, and relaxation approaches

·         Positive behavioral interventions

·         School mental health

·         Social and emotional learning

·         Tier 1 services

·         Tier 2 services

·         Tier 3 services

·         Universal services