2. Introduction to adolescence
Time of physiological and psychosocial development
Developing ones sense of identity
Peer relationships become increasingly important
Relationships with parents is redefined
Increasing independence
Vulnerable time
3. Developmental tasks associated with adolescence
Establishing healthy relationships
A sense of identify
Gender identification
Occupational identity
4. Stages of Adolescent Development
Early Adolescence 11-13 years
- Puberty
- Egocentric
- Begin questioning adult authority
- More focus on peer relationships
- Behavior inconsistent
- Abstract thinking developing
- Sexual development
- Experimenting with cigarettes and alcohol
5. Stages of Adolescent Development
Middle Adolescence 14-17 years
- Psychosocial development increased focus on peers away from
parents
- Independence developing
- Interest in grooming
- Accepting change in body
- Considering career
- Creative and cognitive development
- Risk taking and experimenting with drugs
6. Stages of Adolescent Development
Late Adolescence 17 -25 years
- Consolidation of values, self identity & self-efficacy
- Development of work roles and financial independence
- Formation of stable intimate relationships
- Independence in decision making
7. Groups and adolescence
- Focus on development of performance skills to promote
participation and work towards development of adult roles
- Adolescents often prefer groups
Common OT groups for adolescence include
- Counselling groups
- Social skills training
- Psychotherapy
- Preventative programs
Settings include: Schools, Health, Justice, Community
Need to consider adolescents with disabilities who have less social
interaction and friendships outside of school
8. Talk- Based Therapy Groups
- Cognitive behavioral therapy/ Psychodynamic therapy
- Structure important
- Self awareness/projective activities common to promote insight and
self understanding e.g. art, music, movement and drama activities
- Activity is used to help adolescents to articulate how they perceive
themselves, identify feelings and concerns e.g. magazine picture
collage.
9. Talk- Based Therapy Groups
- OT needs to have good facilitation skills as they need to support
the strong emotions and potentially painful experiences that are
shared
- The aim of these groups include; self regulation, re-frame periods
of trauma/emotional difficulties and thus help with occupational
performance (e.g. in education/social interaction)
- Time management is important to allow for appropriate resolution
of issues and ensure members do not leave distressed.
10. Social Learning theory as a frame of reference
Life and social skills are common groups run by OT’s
What are social skills?
Social skills groups may focus on
Conversing/communicating
Understanding interactions
Maintaining relationships through skillful interaction
Can also be more specific e.g.
Assertiveness
Anger management
Self-regulation for the classroom
11. Social Learning theory as a frame of reference
- What is Social Learning theory?
- Based on the idea that people learn from each other
- Recognized that adolescence are capable of making decisions about
their behaviors
- Learning occurs through interaction with peers and will model
Peers
- Essential concepts include activity analysis, role modelling,
coaching and role playing
12. Model of Human Occupations
- Groups that support the development of occupational identity and
performance skill acquisition
- Firstly consider volition for occupational performance this
What are the adolescents interests?
- A range of assessment tools associated with MOHO that can be used
- OT’s may support with time management, behavior, healthy habits
and consistent routines
13. Model of Human Occupations Strategies for working with
adolescents in groups (Kielhofner & Forsyth, 2008)
Structure the environment
Validate
Identify
Give feedback
Advise
Encourage
Physically support
Coach
Negotiate
14. Tips for working with adolescents in groups
Adolescents are competitive
Need for physical activity
Egocentric
Test boundaries
The importance of play
15. What is the evidence: Children and youth community mental health
Problem areas
Emotional identification and regulation
Hyperactivity, hypervigilance
Sensory over and/or under responsivity
Self awareness (e.g. body awareness, body boundaries)
Listening, sequencing and organizational skills (e.g. auditory
processing)
Impulse control, behavioral outbursts
Social awareness and participation skills
16. Intake into group
Initial evaluation
Developmental history
The Sensory Profile
Behavior Rating Inventory of Executive Function.
Review of the groups
Behavioral Objectives
Full participation to the best of ones ability
Appropriate behavior
Goals
Links between emotions and changes in behavior
Understand concepts of “calming” and “alerting”
Using strategies to modulate how one feels and increase
occupational participation
17. The Regulators (13 to 15 and 16 to 18 year olds)
- Teaches teens how to identify and self-rate emotions and sensory
processing patterns
- Teaches strategies to help them feel more centered and regulated
and improve occupational performance and behavior
- Practice social skills (appropriate boundaries and conflict
resolution).
18. Evaluation
- Interviews with participants and parents/carer throughout the
course and at the completion
Weekly reflection after each group with the OT’s and students who
ran the group
Perceived strengths of each session
Ideas for change
Other potential intervention ideas for the future
The group content is modified based on the clients' interests, needs,
and goals.
Groups evolve over time based on client, caregiver, staff, and
student feedback
A client-centered approach to group program development,
while at the same time targeting the specific goals, interests, and
needs of each participant.
