Would you describe your child as a “fussy” eater? Link in with our Feeding Group to determine if your child is a picky eater or problem feeder and whether they might benefit from attending the group. This group runs for half a year, with the aims of widening the variety of foods your child is willing to interact with, whilst honouring their ‘safe foods.’ Our Occupational Therapists provide sensory prep to support regulation then transition the group into food play where they activate and explore their senses! Your child will also be supported to establish good positioning for eating. Speech Pathology and Dietician assessments can also be key.

Children are assessed to determine their developmental age equivalency for their pretend play skills to create a baseline.

Children will be grouped together based on age and skill level. A group format can be a great medium for increasing engagement through social role modelling and shared enjoyment.

The program runs for half a year. At the end of the program families will be given advice on how to continue supporting the development of their child’s pretend play skills.

The therapists are contactable throughout the process to support families with any questions or queries they may have.

The information below was sourced from Karen Stagnitti (PhD, BOccThy, GCHE), and Occupational Therapist with experience in pretend play https://www.learntoplayevents. com:

• The ability to pretend in play is about understanding the meaning of what is happening beyond the literal function of toys. It is ‘thinking play’.

Pretend play can be imposed on other types of play. For example, when children are running around (gross motor play) they might also be pretending they are running in the Olympics or being chased by a crocodile.

• Pretend play is linked with language development, narrative language, abstract thought, logical sequential thought, creation of stories, social competence with peers, self-regulation, social and emotional well-being, creativity, and the ability to play with others in the role of ‘player’.

• Within all the different types of play, pretend play is unique because there are three key thinking skills that children use when they pretend in play.

These are:

1) children use objects as something else, like the box for a boat;

2) they attribute properties to objects like the teddy being ‘sick’; and

3) they pretend objects are there when they are not, such as the big fish or the petrol.

https://lifetimeconnect.org.au/wp-content/uploads/2021/07/Sense-Rugby-information-flyer.docx

Attending our Prep/Transition Class at TESS the year before will provide the support and preparation to make their transition to school a positive experience.

At TESS will be preparing your child and family by doing things such as:

• following a routine

• lining up to go inside/outside

• sitting and attending to group time

• completing table-top activities

• provide Social Stories for each child

• opening any packaging that will be used for food at school

• games where people have to raise their hand to say something and wait for their turn to participate. Help them understand that not everyone gets a chance to talk every time in a classroom even though they may put up their hand

• calming themselves when they are upset using age-appropriate activities which are soothing. e.g., cuddling a soft toy, squeezing a stress ball, having a drink of water, or learning to wipe their own eyes with a tissue

• eating recess and lunch foods out of their school lunchbox (use a lunchbox which is as easy as possible to open and close)

• Meeting with school personnel to discuss any concerns, asking questions and/or providing information

• And many more……….

This includes group programs, creative activities, learning life skills, developing their social/emotional toolkit, improving health and wellbeing, drop in and hangout.

This space is targeted to young people from the ages of 14 – 25 and aims to redirect negative/maladaptive behaviour to a positive area.

The health professionals (i.e. Counsellor/Occupational Therapists)  will provide workshops for participants based on their needs, however the space will also serve as a safe environment for participants to promote self-efficacy and self-engagement.

Some workshops that could be run during this time include:

• emotional regulation skill building,
• social skill building,
• self-esteem building,
• sensory processing exploration,
• health and wellbeing

 

This space will also provide practical life skills components that allows the participants to develop key life skills.

This can include areas of life such as:

• resume writing,
• cooking,
• laundry,
• self-care,
• creating,
• wrapping gifts etc.

There will also be opportunities to explore and have exposure to different types of leisure activities for down time.

This might include:

• sports,
• a variety of arts,
• music,
• crafts,
• woodworking.

 

The multi-modal nature of the space promotes a holistic intervention strategy while also providing participants with a space to meet and build relationships with like-minded people.

The Crossroads space will open on Tuesdays each week.

Sessions will start at 2:30 and run until 4:45.

Girls Group -Social Skills    Boys Group -Social Skills