Discussion Response

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Indeed, theprevocational/vocational programs for both adults and teenagestudents aim to teach independence in all IADL and ADL skills(Auerbach, 2013). Nevertheless, teenage students require systematicoccupational therapy that would help them compensate for the absenceof institutional, cultural, physical, and social values (Folker, &ampWoodward, 2013). For both population groups, an occupationaltherapist must foster self-advocacy. Besides, Peter’s caseemphasized the value of a guardian’s feedback during the evaluationof a patient with autism. In many cases, persons afflicted by severeautism have limited speech and cognitive abilities. Therefore, the OTpractitioner should ensure that clients are trained on how to gainfunctional independence. Granted, school-based goals may seemsignificant. Nonetheless, an occupational therapist has to focus onenhancing the teenager’s social participation. Lifetime skills alsoneed to be prioritized for the sake of increasing sensory input(Journey &amp Loukas, 2009).


I agree with the fact that both adults and teenagers have similarpsychosocial needs. In this regard, the two population groups areaffected by environmental and situational stressors. Other factorsthat have a bearing on mental health include physical disabilities,abuse, and neglect (Folker, &amp Woodward, 2013). Moreover, bothpopulations need to engage in meaningful activities based on theirsocial and interpersonal circumstances. Notably, teenagers and adultswith mental issues encounter social and physical barriers that limittheir social interactions. The latter group experiences workplacediscrimination upon the revelation of their health condition.Occupational therapists can advocate for adult clients with employersto limit the likelihood of bias. An OT practitioner can also suggestappropriate work schedules that will enable the client to honoressential medical appointments (Auerbach, 2013). Additionally,Peter’s case showed the importance of improving social skillsthrough participation in summer camps and Special Olympics (Journey &ampLoukas, 2009).


Auerbach, E. S. (2013). Vocational programming. In Psychosocialoccupational therapy: An evolving practice (3rd ed., pp.809-839).Clifton Park, NY: Thomson Delmar Learning.

Folker, S., &amp Woodward, S. (2013). Psychosocial OccupationalTherapy in the School Setting. In Psychosocial Occupationaltherapy: An evolving practice (3rd ed., pp. 774-808). CliftonPark, NY. Delmar Cengage Learning.

Journey, N. J. &amp Loukas, K. H. (2009). Adolescents withDisability in School-Based Practice: Psychosocial InterventionRecommendations for a Successful Journey to Adulthood. Journal ofOccupational Therapy, Schools, &amp Early Intervention, 2(2),119-132. doi: 10.1080/19411240903146459

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