Author: Mary Stoffel, MOT, OTR/L

Course Notes: The Whole-Brain Child Approach, Pt. 4

| Mary Stoffel, MOT, OTR/L

In Monday’s post, we discussed:

  • How our two types of memory (implicit and explicit) work together to recall an experience
  • What to do if an implicit memory (feelings, behavior, bodily sensations) is disconnected from its explicit memory (recall of an experience), resulting in an emotional flood 
  • Strengthening and integrating these memory pieces through daily practice 

Now that we’re caught up, let’s move to the next three strategies.

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Course Notes: The Whole-Brain Child Approach. Pt 3

| Mary Stoffel, MOT, OTR/L

Our last Whole-Brain post covered the following topics:

  • Aside from the brain being divided into two hemispheres, it can also be split into the upstairs (reasoning) and the downstairs (emotions)
  • Strategies 3, 4, and 5 connect these two brains to reduce an “emotional hijack” and promote clear thinking

On to strategies 6 and 7. They’re short, we promise!

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Course Notes: The Whole-Brain Child Approach, Pt. 2

| Mary Stoffel, MOT, OTR/L

In our last Whole-Brain post, we talked about the first two Whole-Brain Approach strategies. A quick recap:

  • The brain is shaped through genetics and experience.
  • The brain’s two polar opposite hemispheres and how they must work together to achieve balance and well-being, away from chaos and rigidity.
  • The first two strategies on how to integrate both hemispheres when your child is experiencing emotional moments

On to the next segment and Strategies 3-5!

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Course Notes: The Whole-Brain Child Approach, Pt. 1

| Mary Stoffel, MOT, OTR/L

Every two years, OTs must complete at least 24 hours of continuing education to maintain their licensure. I love this requirement because I can learn new techniques, get a grasp of the new research that is currently out there, and apply it to practice.

My course this month is on the Whole-Brain Child Approach and how we can incorporate it into our pediatric work. I found this course to be super helpful in understanding a child’s maturing brain and why it is so important to connect with them from a place of compassion and kindness. This is something that all parents can practice, not just therapists. Here are some facts and strategies I’ve learned in the first section of the course.

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Child(ish) Q&A: When will my kid be fun?

| Mary Stoffel, MOT, OTR/L

We’ve gotten this question quite a few times this past year, specifically from new dads who are unsure about what to do or how to play with their newborn.

To be honest, this is an interesting question to answer. For one, the definition of “fun” is completely subjective. Second, most “fun” activities we’re asked about depend on developmental skills that babies won’t acquire for months or even years. For example, you may not be able to toss your baby into the air safely until they develop good head and neck control (3 months). A child can’t properly throw a ball until they have appropriate trunk and shoulder stability (12-18 months), or catch a ball until they have appropriate hand-eye coordination, motor planning, and body/spatial awareness (2-3 years).  

Perhaps a better question is:
How can I share similar interests with my baby?

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