1APPOINTMENT WITH SCIENTIFIC MANAGER

  • Discussing family’s concerns and requests.
  • Planning assessments and intervention.
  • Visiting the facilities.

2EVALUATION FROM THE MULTI-DISCIPLINARY TEAM ACCORDING TO CHILD’S PROFILE AND NEEDS.

Occupational Therapy Department:

The child is evaluated in how independent and functional is in his everyday life in the following areas of occupation:

  • Activities of Daily Living (ADL) and Instrumental Activities of Daily Living (IADL) (taking care of self and others)
  • School
  • Play
  • Leisure
  • Productivity
  • Social Participation
  • Sleep and Rest

Speech and Language Therapy Department:

Speech and language therapists evaluate and strengthen language, oral and communication skills in children and adults who face corresponding difficulties.

Psycho-pedagogical Department:

The child is evaluated in the following:

  • Social – emotional development.
  • Cognitive processing (flexibility of thinking, drawing conclusions, Theory of Mind, executive functions, critical thinking, problem solving).
  • Behavior and Organization.
  • Symbolic play.
  • Self – esteem and self-knowledge.

Special Education Department:

Special education refers to the evaluation and intervention program in children with learning disabilities, which is adapted to the child’s needs.

The child is evaluated in:

  • Reading skills
  • Reading comprehension
  • Copying skills
  • Spelling (thematic, end of the word and high frequency words)
  • Writing skills
  • Mathematics

Special Education is recommended to children with:

  • Specific LEARNING Disabilities (dyslexia, dysgraphia, dyscalculia and spelling difficulties).
  • General Learning Disabilities (immaturity in various skills).

Psychotherapy – Counseling Department:

In psychotherapy, children and teenagers are evaluated based upon:

  • Detailed child history, taken from parents.
  • Discussion with the child, which is the starting point for identifying difficulties and the first step of intervention.
  • Symbolic play, which reveals quality characteristics of the child, of the relationships he has developed with significant others and the difficulties the child faces.
  • Drawing, constructive play, crafts and stories that are created with therapeutic guidance.

3ΕXAMINING CHILD’S SKILLS AND DIFFICULTIES

  • Setting functional goals.
  • Planning the individual therapeutic program.

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