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A. SPEECH AND LANGUAGE THERAPY
By the time our learners reach the Intermediate Phase, most of them have been receiving Speech Therapy since the age of 3 years and by now therapy involves refining their language and articulation skills.
INDIVIDUAL THERAPY
Individual therapy is reserved for the following:
Children who display:
1. Apraxia of speech (an inability to control the voluntary movements for speech). These children require ongoing repetition of the work done in order to achieve carry-over of their ability to express themselves in complete sentences, to complete words and to achieve accurate articulation.
2. Voice disorders
3. Stuttering
4. Severe language impairment where the child has not had the opportunity of therapy or will benefit from individual therapy.
GROUP THERAPY
Group therapy is most common in this phase of the College. Children are matched according to their difficulties:
Other difficulties include:
Receptive and expressive language.
Auditory processing skills – following instructions, analysis and synthesis of sounds. Extending comprehension skills.
Extending expressive language skills to communicate using more complex sentences. Improving social language skills.
CLASS GROUPS
A Speech Therapist sees each class for half an hour per week, if required.
The following areas are developed:
Extending the auditory processing skills.
Combining auditory and written input.
Analysis and synthesis of initial sounds and blends.
Telephone skills – how to answer a telephone, how to take a message, appropriate vs. inappropriate responses.
Turn taking
Categorisation skills – to encourage thinking in groups and the ability to organise thoughts for language more effectively.
Vocabulary extension
Greetings
Conversations in different situations – at a restaurant, at the doctor, at the airport. Sequences of events – appropriate language
Interviewing techniques
Close liaison between therapist and teacher enables therapy skills to be transferred into the classroom and hopefully into real life situations.
Homework is not normally given for class groups whilst pupils having individual therapy and small group therapy may receive activities to consolidate at home.
Skills taught during this phase need to be integrated into the child’s life. If a residual weak area remains, coping strategies need to be utilised by the child to effectively compensate for the inadequacy. Therapy received by a pupil in the late Intermediate Phase has the effect of refining the learner’s skills, to achieve his potential.
B. OCCUPATIONAL THERAPY
By the time that the child reaches the Intermediate Phase of learning, he or she would most likely have already received many years of therapy. The O.T. focus for the Intermediates is therefore functionality with the focus on fine motor skills, memory skills and prevocational or pre-work development.
1. GROUP THERAPY:
The abovementioned goals are addressed in a group setting as social interaction is important in the development and establishment of personal independence.
1.1 Prevocational Groups:
These groups focus on developing the skills required prior to the child entering into vocational / work-related training, including social skills, work ethic, sharing, error recognition and correction, work speed and quality control, following instructions, sorting, cleaning, taking responsibility and time management.
2. INDIVIDUAL THERAPY:
Although this is not the main focus of therapy in the intermediate phase, some children still requires some level of intervention on an individual level. Therapy focus on the refinement of the learner’s ability to perform school-related tasks.
C. THE ROLES OF THE COUNSELLOR AND PSYCHOLOGIST
The counselor and psychologist form a team that is responsible for the personal and social well-being and development of the learners, parents and staff of Unity College. Psychotherapy, play therapy (individual and in groups), parent counselling and life skills groups all form part of this therapy. The psychologist is also responsible for career assessments. These assessments are used to gain understanding of the learners’ functioning, ability and interventions needed.
When the counsellor or psychologist does psychotherapy or counselling with your child or your family, confidentiality is respected at all times.
The school policy is that all the therapists keep process notes on each child seen. In the case of psychotherapy or counselling, these notes are kept confidential. However, these will be passed on to the next counsellor or psychologist to ensure continuity of therapy if the current psychologist or counsellor leaves.
In order to render a holistic service, at times it may be necessary to share information with other team members e.g. teachers or other therapists. Only information that is essential to rendering a quality service to you and your family will be shared.
It may be necessary for your child to have a cognitive, emotional or career assessment. Should this be the case, you will be contacted and feedback will be given once the assessment has been completed.
The therapists focus on behaviour difficulties (e.g. anger outbursts, bullying, poor self-esteem), relationship problems (e.g. friendships, child-parent relationships, family interaction, sibling rivalry), loss (e.g. divorce, death), trauma (e.g. accident, hi-jacking), sexuality and substance abuse. Through intervention and by working hand-in-hand with parents, teachers and other therapists, the counsellor and psychologist aim to achieve the following goals:
- Development of self-acceptance and self-awareness
- Self-empowerment
- Identification and expression of feelings
- Development of decision-making skills
- Conflict resolution
- Self-assertiveness
- Goal-setting
- Independence and responsibility
- Positive attitude towards life and others
- Effective communication
- Team work
- Helping and caring for others
- Effective communication
- Team work
- Helping and caring for others
- Respect for authority
- Acceptance of limits and rules
- Values
Dealing effectively with relationships
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