Child Therapy Video Analysis

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To start off, watching this video gave me a perspective you don’t always hear about. Often, I’ve heard about a child’s situation where it is often one-sided, either the parents or the school trying and working the hardest with the child. Although watching this video, the family, the community, the school, were all so involved with Christopher and his day-to-day life. One section of the video Christopher is in therapy, with a new therapist, she was new to the family and Christopher. The family worried every time they heard a whimper from Christopher, hoping the therapist was treating Christopher correctly, the way they knew he needed to-be treated. The family was so involved with Christopher they knew what he could do, and when he would be aggravated …show more content…
While he is in therapy the professionals will make suggestions to the parents to continue a task at home to help build his strength. The task covered in therapy will then be followed through within the school and the home. One of Christopher’s teachers pointed out that he did not treat Christopher any different from Christopher’s peers. His teacher would joke around with Christopher and talk to him like any of his students. Christopher’s peer would interact with him, play, and talk to him. Since Christopher saw the other peers playing with, what would later be Christopher’s therapy, the therapist suggested that it allowed Christopher to participate in his therapy and enjoy it more seeing his peers do the same thing earlier that morning. Christopher’s community and family treated Christopher like a child, instead of a disabled child, they wanted the very best for Christopher. The family and community knew Christopher well and would worry if he is being treated fairly by those they did not …show more content…
Christopher’s special education teacher would work with him on task they are working on in therapy as well as his language delay, that she noticed most children had at the preschool age. Hearing other children talking helped Christopher’s communication skills. Also, Christopher’s nutritionist found that he had low iron. Christopher would continue visiting a nutritionist and implementing the intervention at home, and having the teachers at school watch what Christopher is eating. The nutritionist also worked with the family and with WIC to see if WIC could provide more iron nutrient foods that they could cover. These foods ended up being cereals and such grainy foods. Next, in Christopher’s occupational therapy, the therapist often done one on one training with the staff. The staff would inform Christopher’s occupational therapist of any tightness they experienced with Christopher. He had someone at the school once or twice a week and at home to help with his therapy. Lastly, His physical therapist, had only been in physical therapy for a few months when she met Christopher. She knew Christopher had a lot of physical needs, and wanted to help him reach “his greatest functional ability.” She also points out Christopher’s attachment to the people around him on a day-to-day basis, causing it to be difficult for her to
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