Just need help with ideas n corrections Statement of Rationale for this occupation-based group: To develop the ability of group members to participate collaboratively on group projects. The group will learn strategies to promote emotional regulation and problem solving to engage together in building a group We added in emotional regulation because of the Social Participation FOR. To facilitate the group members working collaboratively to build a robot out of recycled materials. Members will develop emotional regulation and problem solving skills necessary to achieve their goal. Guiding Principles for Group design Identify OT Frames of reference or models used in designing this group. Use no more than two. Social Participation Frame of Reference This frame of reference supports the rationale in that it acknowledges and facilitates peer participation inclusive of taking turns in group activities, compromising, cooperation and negotiation. These skills are critical for collaborative group work. Emotional regulation is an essential factor in for social participation and facilitates focusing attention and problem solving. (Olson, 2010 - Frames of Reference for Pediatric OT) If the group leaders teach strategies to manage emotions and behaviors while meeting a challenge, the children will engage socially in that occupation with greater success. If the group leaders can foster interest contagion, the group atmosphere will become more positive enabling greater group cohesion. If the group leaders can set routines for group interactions, the group will function efficiently to meet its goals. Model of Human Occupation MOHO was chosen as its principles and strategies for intervention align with the group rationale. In order to engage collaboratively and learn new tasks, children need motivation and the skills to do so. Instilling a sense that the child is able to accomplish tasks and work together coupled with the skills to do so, will enable them to engage in the project effectively. Self-efficacy, a primary principle of MOHO, is a necessary factor in determining if a person will attempt to do do something, how hard they will try and how long they will work at it (McGraith, 2011 - in C. Brown p. 268). MOHO also holds that development of skills necessary for accomplishing a task are essential for occupational engagement thus supporting the development of problem solving and planning skills as. Additionally goals can be met more easily through the establishment of routines for group flow and task completion. If the group leaders provide the opportunity to develop skills necessary for a task, the children will be able to master meaningful tasks. If the group leaders teach strategies for successful completion of an activity, the child will feel more effective and will be motivated to participate in activities. If the group leaders develop habits and routines for engaging collaboratively, the children will be able to successfully engage in group projects. Alternate - Cognitive Behavioral *** I think MOHO is better and easier to support and implement Cognitive behavioral approaches begin with the premise that oneâ€™s behaviors are a result of oneâ€™s thoughts. Faulty thinking leads to undesirable behaviors. By learning cognitive strategies, the children will be able to ... If the group leaders provide opportunities for mastery and teach the children strategies for planning projects, they will be able to successfully engage in challenging activities If the group leaders can instill self-efficacy through the achievement of meeting goals, the children will view themselves as more capable in new situations Overall Group Goals: Group Members will collaborate to decide on the best methods for completing the group activity without conflict. Group members will be able to employ problem solving strategies to come up with the best way to complete the group-project without conflict. (does that make sense, to take what we had before and alter it to tie in what our objectives are now?) Within 5 weeks, group members Group members will be able to effectively share, take turns, and wait when utilizing any supplies needed throughout the activities. (this works on EF skills like: self-monitoring, impulse control, emotional control) Group member will share materials Group members will be capable of drawing out/creating their own superhero robot with minimal cues from the group leaders. (this works on EF skills like: flexible thinking, task-initiation, planning) Group members will work together to create a 5 step plan to build a superhero robot using recycled materials including what particular actions need to be made, who is in charge of the particular actions, and when the particular actions need to be done. (i.e. is each member responsible for one part of the robot; are all members working on each part of the robot simultaneously; who should do the cutting, pasting, coloring; etc.) Group members will use social problem solving skills to design a robot and determine which materials will be used Group members will work collaboratively with each other and group leaders to create a 5 step plan to build a robot using recycled materials . Group members Rationale for Group Goals: These goals aim to promote particular executive functioning skills, including problem solving, planning, and impulse control by having the group members work collaboratively with one another. In doing so, they must each portray the ability to make decisions, plan for subsequent sessions, be patient, to take turns, and all agree on a common idea. If accomplished, the group members will become better able to work alongside of, and collaboratively with, the other members of the group. Outcome criteria for successful goal attainment in sessions: Leadership roles and functions: We, the group leaders, have a co-leadership role, where we have to alternate being the leader, educator, role model, etc. In facilitating our group process, we will use more of a democratic style. to facilitate the learning of particular skills to provide the group members with informative feedback throughout their performance to help group members identify clever ways to accomplish tasks that may be difficult. to encourage the group members to both solve problems on their own and to help others solve problems. General group methods and procedures: Briefly describe the methods, techniques and modalities that you will use in implementing this group Our weekly sessions will start off with a sensory regulation activity, such as Simon Says, to better prepare the group members to participate within the subsequent activity planned. We plan to have a continuous flow of the tasks involved in the weekly sessions. With finding out the group membersâ€™ clear interests in superheroes and robots, our weekly activities will be based on those topics. This will better our chance in keeping their interest and motivation with completing each activity. Ultimately, we plan to have a Final Project, that will span 2 consecutive weeks, to facilitate organization, planning ahead, and impulse control (EF skills); and also aid by being a motivational aspect to have them look forward to. Group leaders will hold outcome expectations of the weekly activities, to both challenge the group members and to give them an opportunity to practice the necessary executive functioning skills to best perform in collaboration with others.
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