Authors:
Mary Anderson, OTD, OTR/L
Lecturer in the Master of Occupational Therapy Program
University of Southern Maine
Lewiston, Maine
Sarah Grinder, MOT, OTR/L
Lecturer in the Master of Occupational Therapy Program
University of Southern Maine
Lewiston, Maine
Earn .1 AOTA CEU (1.25 NBCOT PDU/1 contact hour)
Abstract
Social and emotional development directly influence occupational performance in school, play, and social participation. With the adoption of social and emotional learning (SEL) standards becoming more widespread, it is important that occupational therapy practitioners understand how SEL standards, principles, and language can be incorporated into occupational therapy practice. This will ensure that therapists are documenting services and advocating for the profession in ways that are meaningful for school and health care teams as well as the recipients of occupational therapy services. This article examines the basic constructs of SEL, the domain of occupational therapy in SEL, and areas for intervention in SEL development.
Learning Objectives
1. Describe SEL and its constructs
2. Explain the distinct value of occupational therapy in social and emotional development
3. Identify ways to incorporate SEL assessment and intervention into your own pediatric practice setting.
Target Audience:
Occupational Therapists and Occupational Therapy Assistants
Content Focus:
Play, Education; OT Process: Evaluation and Intervention
Reference Information:
Anderson, Mary; Grinder, Sarah. (2017) Occupational Therapy’s Role in Social-Emotional Development Throughout Childhood
OT Practice, 22(7). CE-1–CE-8
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