Occupational therapists and occupational therapy assistants believe
that participation in meaningful roles (e.g., student, friend, family
member) and activities (e.g., sports or hobbies) provide satisfaction
and a sense of purpose and success, as well as a way to develop
self-control and a positive self-image. Unhappy, angry, or fearful
children struggle to meet the expectations of their roles and activities,
resulting in diminished confidence, limited or maladaptive
social participation, lack of motivation both in the classroom and in
other occupations, and inability to develop a healthy sense of self.
Active and meaningful engagement in life roles leads to enhancement
of emotional well-being and promotion of social competence.
Social competence refers to having the social, emotional, and cognitive
skills to be able to participate in all the different relationships in
a person's everyday life. Social competence for children and adolescents
includes following school rules, doing what is necessary to get
along with others, making and keeping friends, coping with frustration
and anger, problem solving, and understanding social etiquette.
Social competence provides the foundation for successful social
participation, and lack of social competence leads to emotional difficulty,
often characterized by behaviors such as bullying, feelings
of loneliness, rejection by peers and authority figures, lack of quality
relationships, and delinquency. Occupational therapists evaluate
all the components of social competence and determine how the
child's motor and cognitive skills; ability to interpret sensory information;
and the influence from home, school, and community environments
have an impact on the child's ability to meet the demands
of everyday life. Interventions often focus on helping the child
develop social and emotional competence in order to foster success
not only in childhood but in roles and occupations throughout the
lifespan.
