Now, more than ever, there is a need to increase children’s access to quality and equitable social and emotional learning (SEL) programming, especially within the out-of-school time (OST) setting. Mobilizing occupational therapy (OT) students in a service-learning context is an effective way to increase necessary personnel for this effort. Doing so warrants the development of a framework that offers robust bidirectional SEL and establishes effective guidelines for engagement. A search of the evidence-based literature revealed cognitive reappraisal as an important point for content impact within a trauma-informed approach that aligns with posttraumatic growth outcomes. Isolating the core ingredient as perspective, a fundamental component of integrative complexity, a framework entitled Storying is proposed that targets cognitive flexibility, intellectual values, and openness. Fictional story-making is the ideal playground for exploration of perspectives at a safe psychological distance. Informed by the Occupational Therapy Practice Framework (OTPF), Storying challenges one to open focus and expand beyond emotional awareness to recognition and analysis of experience: the dynamic interplay between mind, body, and environment.
| Identifer | oai:union.ndltd.org:bu.edu/oai:open.bu.edu:2144/45044 |
| Date | 25 August 2022 |
| Creators | Tilki, Cristin |
| Contributors | Phillips, Jennifer, Jacobs, Karen |
| Source Sets | Boston University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
| Rights | Attribution-NonCommercial-NoDerivatives 4.0 International, http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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