Edited by Susan Bazyk, PhD, OTR/L, FAOTA
Earn 2 AOTA CEU (25 NBCOT PDUs/20 contact hours)
PLEASE NOTE: We no longer accept paper exam submissions. When you are ready to complete the exam for this course, please go to learn.aota.org where your exam can be found.
Occupational Therapy's Role in Mental Health Promotion, Prevention, and Intervention With Children and Youth is an important new Self-Paced Clinical Course that provides a framework for occupational therapists and occupational therapy assistants that can be applied in all children and youth practice settings. The content lays a foundation for conceptualizing the role of occupational therapy in mental health promotion, prevention, and intervention when working with children and youth—those with and without disabilities, mental illness, or both—in schools and community settings. Reflecting a public health approach to occupational therapy services at the universal, targeted, and intensive levels, the emphasis is on helping all children develop and maintain positive affect, positive psychological and social functioning, productive activities, and resilience in the face of adversity.
Part 1: Laying the Foundation—Reframing Occupational Therapy
Chapter 1. Promotion of Positive Mental Health in Children and Youth: A Guiding Framework for Occupational Therapy
Chapter 2. Occupational Therapy Process: A Public Health Approach to Promoting Mental Health in Children and Youth
Chapter 3. Major Approaches Useful in Addressing the Mental Health Needs of Children and Youth: Minimizing Risks, Reducing Symptoms, and Building Competencies
Chapter 4. Pathways to Positive Development: Childhood Participation in Everyday Places and Activities
Chapter 5. Development and Implementation of Groups to Foster Social Participation and Mental Health
Part 2: Addressing the Specific Mental Health Needs of Diverse Groups of Children and Youth
Chapter 6. Enduring Challenges and Situational Stressors During the School Years: Risk Reduction and Competence Enhancement
Chapter 7. Occupational Therapy for Youth at Risk of Psychosis and Those With Identified Mental Illness
Chapter 8. Autism: Promoting Social Participation and Mental Health
Chapter 9. Children and Youth With Disabilities: Enhancing Mental Health Through Positive Experiences of Doing and Belonging
Chapter 10. Occupational Therapy for Children With Severe Emotional Disturbance in Alternative Educational Settings
Chapter 11. "Alphabet Buddies": Attention Deficit Hyperactivity Disorder, Developmental Coordination Disorder, and Learning Disabilities
Chapter 12. Begin With the End in Mind: Promoting Mental Health, Social Participation, and Self-Determination in the Transition From School to Adult Life
At the conclusion of the course, participants will be able to:
- Determine how occupational therapists and occupational therapy assistants working with children and youth can contribute to mental health promotion, prevention, and intervention in school and community settings;
- Delineate occupational therapy services related to mental health within a public health framework, at the universal (Tier 1), selected (Tier 2), and intensive (Tier 3) levels;
- Recognize current approaches both within and outside the profession relevant to mental health promotion, prevention, and intervention for meeting the diverse needs of children and youth with and without disabilities, mental illness, or both; and
- Apply practical information regarding mental health promotion, prevention, and intervention in everyday occupational therapy practice with children and youth.
AOTA Board Certification in Mental Health (BCMH) is a major achievement for occupational therapist professionals in the field of mental health. This SPCC course supports those efforts by offering a broad range of topics determined by the competencies required to become BCMH certified. Click here to learn more.
Susan Bazyk, PhD, OTR/L, FAOTA, is a professor in the occupational therapy program at Cleveland State University, where she has taught for the past 25 years. She is also director of the graduate certificate program in school-based practice. Throughout her career, she has specialized in occupational therapy practice with children and youth in home-, school-, and community-based settings. Her research and publications have contributed to several areas of practice, including parent–professional collaboration, understanding food refusal, occupation-based programming, and addressing the mental health needs of children.
Recently, Bazyk's scholarship has been guided by a commitment to exploring the needs of underserved populations—specifically, low-income urban youth. In an effort to meet real community needs and make occupational therapy accessible to underserved groups, she developed a preventive occupational therapy program, the Occupational Therapy Groups for HOPE (Healthy Occupations for Positive Emotions). Offered by graduate occupational therapy students as a service learning initiative since 2003, the HOPE groups are embedded in an after-school program to address the structured leisure and social–emotional needs of low-income urban youth.
Bazyk has also been committed to the continued education of occupational therapy practitioners through publications and presentations at occupational therapy conferences. Recent efforts have focused on occupational therapy's role in children's mental health. For example, she authored a chapter on school mental health for the third edition of Occupational Therapy Services for Children and Youth Under IDEA (2007). In addition, she has been an active member of the AOTA School Mental Health Task Group since 2006.