Understanding Your Autistic Child - Burnout, Inertia, Meltdown, and Shutdown

Raising Autistic Children

Does your autistic child experience big emotions - like sadness, anger, or frustration? When your autistic child becomes overwhelmed, do they cry, yell, fight, or run away?

Parents raising autistic children may be familiar with these experiences, often called meltdowns. What parents may not know is that their autistic child(ren) might also experience burnout, inertia, and shutdown.

Burnout, inertia, meltdown, and shutdown - commonly shortened to BIMS - are ideas that were first talked about in the online autistic community. More recently, scientists and healthcare professionals have been working with autistic children, youth, and adults to understand these experiences better. Let’s break down what they’ve learned!

BIMS: Burnout, Inertia, Meltdown, and Shutdown

Burnout, inertia, meltdown, and shutdown (BIMS) are experienced by autistic people in their bodies, minds, and emotions. These experiences can make it hard for autistic children to do their everyday activities - like going to school, making friends, and enjoying their hobbies.

When researchers interviewed autistic children, they shared that most adults in their lives don’t understand BIMS. These autistic children wanted their parents and teachers to understand their experiences. They also wanted to be involved in coming up with solutions or strategies.

So, what can you do as a neurotypical parent or caregiver of an autistic child(ren)? Start by learning more about autistic burnout, inertia, meltdown, and shutdown.**

Burnout: Feeling Exhausted

Burnout can happen when your autistic child feels exhausted and completely drained. They also might feel less patient, stressed or grumpy. Burnout can happen when your autistic child has been busy with lots of different activities and responsibilities, like homework, chores, and sports.

Many autistic kids feel like they can’t be themselves at school or when around other people. They might hold in their “stims”, make lots of eye contact, or put a lot of energy into acting the way everyone expects them to. Some people call this “masking”. Not only is masking exhausting, but it may increase the chance of autistic burnout.

Watch a video on autistic burnout: https://youtu.be/o1yqzfKg37o

Inertia: Feeling Stuck

Inertia is when your autistic child feels stuck or like it’s hard to start, stop, or change activities. It can be frustrating and annoying, as they might really want to start the activity, but just can’t. Inertia can also feel like nervous energy or a tense feeling.

Watch a video on autistic inertia: https://youtu.be/ESgvWx5iasg

Meltdown: Feeling Out of Control

A meltdown can happen when your autistic child feels overwhelmed - it might be a sudden response to something happening or from a buildup of stress. Many things can cause a meltdown, like social demands, frustration, embarrassment, challenges with communication, emotional triggers, or overwhelming sensations.

During a meltdown, it can be hard for your child to tell you what they’re feeling. They may also do things they don’t normally do - which is why they feel out of control.

After a meltdown, autistic kids often feel guilty, ashamed, and embarrassed, especially if it happens at school or another public place. They also might find it hard to remember what happened during the meltdown, which makes it even harder to understand and explain it to others.

Watch a video on meltdowns: https://youtu.be/Tir4JHVqUso

Shutdown: Feeling Frozen

A shutdown can happen when your autistic child feels upset and can’t react to a situation. A shutdown can feel like having a meltdown on the inside, but it looks different from the outside. Instead of yelling or crying or kicking, your child might freeze up. Many autistic kids feel like they can’t talk or move during a shutdown. They might feel like they want to escape or just curl up into a ball.

Watch a video on shutdown: https://youtu.be/BNeDL8CzC7c

Raising autistic children can be filled with many joys and also challenges. As a parent or caregiver, you can best support your autistic child by taking time to understand their unique experiences - including if and how they experience burnout, inertia, meltdown, and shutdown.

Only once you understand these experiences can you work with your child and other members of their team (teachers, EAs, social workers, occupational therapists, etc.) to create helpful strategies and support plans.

Want to learn more?

Interested in learning more about autistic burnout, inertia, meltdown, and shutdown? Check out the website https://www.bimslab.ca/ for more information and support tools.

Hoping to discuss how best to support your autistic or neurodiverse child(ren)? Email Emma to book a discovery call and chat about your family’s needs.

**Note: Given the overlap between autism and other experiences of neurodiversity, there’s a chance other neurodivergent kids (and adults) also relate to the descriptions of burnout, inertia, meltdown, and shutdown. However, this article is based on research specific to autistic children, youth, and adults.

Author: Taryn Kieller, MScOT

Taryn is a second-year Occupational Therapy Student at the University of Toronto. As a neurodivergent person, Taryn is passionate about promoting health and well-being for all people, prioritizing a strengths-based, neurodiversity-affirming approach. In her graduate research project, Taryn helped refine and launch support tools for autistic burnout, inertia, meltdown, and shutdown (BIMS). Taryn is a co-creator of the website www.bimslab.ca.

Larchwood is Neurodiversity Affirming

A Powerful Note from a Parent

Recently a Larchwood parent and volunteer, shared her thoughts on what sets us apart from others therapeutic group programs. She also strongly believes there is space for caregivers, educators and therapists to change the way they approach the neurodiverse kids surrounding them. 

This parent has had a long journey in articulating these reflections. She is also a regulated health professional and an advocate for neurodiverse kids living in rural areas with limited access to healthcare resources. She truly inspires us each year at Larchwood Farm Nature OT Camp, sharing her parenting knowledge and experience in the kindest most applicable way so that we can continue to be the best for our campers. Sada has been with us since the first summer of camp and continues to be our biggest supporter and advocate. 

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Sada’s Story - The Power of Observation

“I was thinking of you and the camp yesterday and how I always ask that we ease up on expectations - that it isn't our right to set the expectations but to watch the kids and try to understand where they are at - setting the goals together and that informs our expectations. 

The Challenges in the Public School System

C's (Sada’s youngest son) teacher grabbed me yesterday to tell me that he refused her directions - that he normally complys but yesterday he refused. I had to think about that a lot and talk to C to understand what was going on with him. My naive mom brain would think - “C, you need to apologize to your teacher and listen to her today!”

From C's view - he was overstimulated with the excitement of Valentine’s Day, a bit of extra sugar on board, also fighting a cold, up too late and at the moment of truth... he had the chance to be the "caboose" in the line. He loves having special jobs. He is very needy and quite insecure. His teacher tends to raise her voice when she is frustrated (again, who could blame her) but yelling is very triggering for C because of his trauma background. 

Why is my child always saying “No”?

His refusal was his protection and that was really important to him at the time for his survival - by now his brain is offline (also underdeveloped in the prefrontal cortex from trauma during crucial development years +/- ADHD) and refusal is the most effective way to stay safe. This is very hard to explain to an educator: 

"Mrs. K, you need to do better, catch the kids when they're up stream, be a detective, check in with your students. Don't raise your voice with a student, there will be more than one child who is triggered by yelling. And I promise you that C's refusal to comply wasn't the first sign that he was having an off day yesterday - so you could have predicted that he wouldn't be able to comply with strict instructions to give up his cherished caboose position.”

Maybe to Mrs. K, being the caboose is no big deal, but if she knows anything about C, she would know that he craves feeling special because of a deep wound that he carries on the inside. 

At Larchwood we have the time to be more involved

I understand that in a public school with high ratios - it's almost impossible for the educator to be involved at this depth - but at camp we can be! This is how I'm trying to teach professionals to see the kids who are struggling, to understand them and meet their needs. 

Shifting our Mindset 

As a mom, I've had to let go of the idea of the mom that I would be. I've had to grieve that and let it go when I was ready. I think that the same thing happens professionally. 

We invest in this idea of the services that we'll provide and the type of clinician that we'll be - then we get these kids on our service that don't (can't) do any of the programming that we organize even though we're sure that it's excellent programming (and we think they have the capacity). It's not about the programming, sure programming and opportunities are very important, but we'll never get to the programming if we can't meet the child emotionally where they are at. Some days will be different and we won't get our way - but that's for us to get over - it can't be a reflection of the child's success. 

Does this sound like the approach you have been seeking for your own child(ren)? 

Want to learn more about the services we offer? 

Maybe you even want an opportunity to hear more from Sada!? Guest speaker!

Click here or book a discovery call with Emma to chat about your family’s needs. 

3 Reasons Your Child Needs More Risky Play

What is Risky Play?

When kids experiment and push themselves in new environments, they are participating in ‘risky play’. Without knowing what will happen, they explore and figure out what will happen. They feel excited, thrilled and challenged!

Risky play has been a hot topic in the news recently as we discovered that tobogganing is banned in many City of Toronto parks. Did you also know that climbing trees is not permitted in City of Toronto parks? 

Unstructured, outdoor play is key for childhood development, especially as we see growing numbers of obesity, anxiety and behavioral issues in our children.

1. Risky Play helps children discover their own abilities, limits and comfort levels!

We are encouraging children to get up and move! They are learning to assess their strength and building physical literacy. Their bodies will remember these repetitive movements and the joy that came with them - building a lifelong love of physical activity. 

2. Risky Play builds immunity!

Did you know that digging in the earth, moving around barrels, logs and other loose parts is in fact good for your overall health!? It diversifies your skin and gut bacteria which is a good thing.

3. Risky Play builds self-confidence, resilience & thinking skills!

Rough and tumble play builds resilience, conflict management skills and better problem solving in kids. In a recent study, students in Grade 4 were provided with risky play opportunities for 3 months. The teachers then reported improved resilience, self-esteem and concentration in the classroom! 

Parents Balance Risks & Hazards

Obviously, we are not going to allow our children to play near a busy roadway or along a rushing river. As parents we can use our developed cognitive skills to assess the risk and supervise the child based on their age and development.

At Larchwood Nature OT we believe in the value of unstructured, free play in nature. This is a key ingredient to all of our programs. We allow the children to lead, be curious and try new things. We have changed our language from “be careful” to:

• “Take your time”

• “I’m here if you need me”

• “Do you feel stable/safe?”

• “I like how focused you are!”

The 2022 Participaction Report Card gave Canadian children a grade of D overall for physical activity and a D– for active play. We need to do better! At Larchwood Nature OT we fully support risky play and families are seeing the positive changes in their children. We balance risky play with treatment in all of our outdoor sessions.

If your child has a sense of curiosity and enjoys the outdoors then check out some of our unique programs.

Supervised Risky Play Options at Larchwood Nature OT

• Weekend Nature OT Group - 8 week Winter session begins March 2, 2024

• Nature Play Group - Feb 17, 2024, drop by, stay for the hour, OT led, $19/child

• Larchwood Farm Summer Camp - Therapeutic camp for kids 4-12 years of age!

The Dreaded "Gift Disappointment"

The Dreaded “Gift Disappointment”

This info recently went out to all of our Nature Insiders on our email list. The feedback was overwhelming so I thought I’d also share it here on the blog! If you don’t want to miss out on our monthly email, click this link to go to the website and add your name & email.

My Story

My son, Alex, is quite into LEGO. This past year the more obscure and vintage the better. Not the easiest task for shopping. But last year I remember the significant gift disappointment on Christmas morning when he did not receive the very large and very expensive set he wanted. And to top it off we had no family buffer - we were snowed in for 4 whole days at the farm. JUST THE 4 OF US. It was tough and it really hurt my heart. Given his emotional maturity is still underdeveloped I sought out some advice from Dr. Nicole Beurkens, a child psychologist, and I’m sharing highlights from her podcast so we can all be prepared and ready for gift disappointment!

7 Tips for dealing with the big emotions that come with Gift Disappointment:

1. Please remind yourself that it does not mean your child is ungrateful or spoiled but rather it’s your child’s reaction to the feeling of disappointment.

2. Find a quiet, safe, regulated time to begin talking about these feelings BEFORE the big day.

3. Explore: Get kids thinking and talking - being prepared takes the power out of a big feeling. “What do you think it will feel like if you don’t get that Lego set you are asking for? … I was wondering how you might feel if one of your cousins gets a gift that you wanted?”

4. Priming: depending on the age of your child you may need to help them answer the question, name feelings, understand that 2 feelings can happen at the same time, etc. “You really love Grandma but last year she gave you that thing you didn’t really like … and it’s so hard because you love her a lot … but you were so disappointed”.

5. Move into Problem-Solving. Use role playing where you get to be the kid and they are the grandparent/aunt/friend. Note: Impulsive kids need A LOT of practice so take your time.

6. Together make a list of 3 ways you could respond/react. Which are the 2 best ones??

7. In the moment of the big day, it’s about how you, the parent, manage your emotions! Stay calm. Give a hug. Say “I know this is hard but it will be okay”. Validate their feelings.

You’re not alone!

These things happen - it is normal. Young kids are still learning how to manage big feelings like disappointment. Move on, everyone will be okay. With more practice it will get better.  

Anything that you can do to lessen the unavoidable stress and chaos of the holidays is a priority at Davis OT. In fact, it is the hot topic for our December Campfire Chat so if you want even more tips and discussion join us on December 14th at 7pm virtually with OT Kristina.

The Art of Handwriting in Nature

Printing Skills in a Natural Environment         

  In today’s digital age, the act of putting pen to paper has taken a backseat while children are increasingly drawn to screens, typing, and texting. However, as pediatric occupational therapists we understand the art of handwriting holds a unique and powerful therapeutic potential and the impact on child development, especially when combined with the calmness nature possesses. The combination of nature and engagement in handwriting activities can provide profound benefits and enhancement of a child’s fine motor skills, sensory processing, physical, cognitive, and emotional well-being. In this blog post, we will delve deep into and explore the benefits of handwriting in nature and how it can contribute to the holistic growth of children.

 1. Connecting with Nature/Sensory Engagement

Handwriting alone is a multisensory experience, engaging fine motor, visual perception, and proprioception. When combined with nature, the sensory experience amplifies in unique ways. Whether it be in a park, a forest, a garden, the use of nature such as writing in the dirt with a stick, feeling the texture of the bark in their hands (grasp & tactile awareness!!), writing on different natural surfaces, and the smell of fresh air contribute to a rich sensory experience.

2. Fine Motor Skill Enhancement

Handwriting itself is a fine motor skill that requires precision and many small muscles in the hand and fingers to coordinate precisely for a desired movement. Engaging in handwriting in nature requires additional adaptability due to uneven or inclined surfaces such as grass, sand, rocks, all offering additional differing tactile experiences. The varied texture challenges fine motor skills, promotes strength, dexterity, coordination, and can improve a child’s balance and core stability which are essential for developing fine motor skills!

3. Cognitive Stimulation, Creativity, and Imagination

The act of handwriting has been shown to increase cognitive functions such as memory, problem-solving, and attention. Nature itself has been shown to be an inspiration for creativity and imagination. Through integration of the environment into writing exercises and natural surroundings reducing stress and mental clutter, focus and creative thinking are improved!

4. Emotional Well-Being and Mindfulness

Time spent in nature is known to have a positive impact on emotional well-being, offering a calming and rejuvenating influence to reduce stress, anxiety, and symptoms of attention deficit disorders. Combining handwriting with the therapeutic benefits of nature allows children to escape the pressures of the indoor environment providing a safe nurturing space for them to freely express themselves. Additionally, the calming effect nature possesses combined with the powerful therapeutic benefits of handwriting, can empower children to communicate their emotions more effectively, reduce frustration, and lead to a more enjoyable experience.

5. Attention and Concentration

The calm, multisensory environment of nature can enhance some children’s attention and concentration through sensory engagement, novelty, and intrinsic motivation by fostering mindfulness, boosting mood, and restoring mental fatigue. The integration of handwriting and nature can nurture a child’s interests, improve their attention span, and develop their overall concentration skills.

Handwriting in nature offers many benefits for children, creating a holistic and impactful approach to well-being. By embracing sensory, cognitive, emotional, and physical benefits of both the occupation (handwriting), and the environment (nature), pediatric occupational therapists can guide children toward improved functional skills! We must continue to encourage children to step outside, embrace the beauty of nature, and discover the joy of handwriting in the hearts and minds of young learners.  

If printing is something your little one is struggling with check out our current group programs or try some private sessions with a nature OT.

Adventure Awaits!

Hi! My name is Elaina and I am currently a second year Master of Science in Occupational Therapy student at the University of Toronto, completing my fourth and final fieldwork placement at Larchwood Farm Nature OT Camp/Davis Occupational Therapy! When discovering Larchwood Farm was an option for our placements, reading about the therapeutic approach taken, and working with kids, I immediately ranked this as my top choice! I couldn’t be happier and more grateful to have this as my final “hurrah” in OT school. This opportunity combines my ever growing and emerging passion for occupational therapy, desire to work with the pediatric population, and love for the outdoors all into one!

Growing up my dad was a pilot who trained out in Vancouver a lot. Tagging along for many of these trips, British Columbia quickly became one of my favourite places in the world, initiating my love of spending time outdoors, hiking, and appreciating the scenery around me. This quickly grew into the development of many hobbies where you can find me hiking, snowboarding, camping, or simply just submersing myself in nature around the world… have I mentioned I caged dove with great whites in south Africa?! With having the privilege to travel around the world these opportunities only grew my appreciation for the culture, landscapes, and unique experiences that can be found all across the globe.

Cage diving in South Africa with my sister!

Adventuring around the west coast!

My love for spending time in nature (and OT!) only grew throughout the pandemic when I would help my sister with her 3 kids. I discovered OT around this time, my nephew was born with a brachial plexus birth injury (a huge OT role here!), so experiencing his nerve grafting surgery, and the splints and exercises to help gain function in this arm really opened my eyes to what our profession is all about and the endless opportunities that come with it! During this time I helped my sister and her husband by homeschooling the other two kiddos, going for walks to break up the day, and playing outside I came to realize the impact nature can have on the well-being of individuals of all ages and abilities!

Nature walk with my niece and nephew in the Guelph Arboretum finding some pretty cool leaves!

I am incredibly thankful for this opportunity to support and be supported by the incredible team here at Davis OT and am looking forward to meeting and making memories with all the kiddos!

Sneak Peak Series Continued...

As promised, we will continue our sneak peek series within the Mindfulness group for adults with ADHD with Week 4 and 5. 

Week 4

In Week 4, the group focused on Mindful Awareness of Emotions. An overview of what the group covered during this week is below:

• The mindfulness exercise Leaves on a Stream to practice mindfulness of thoughts.   

• Exploring the importance and functions of emotions, looking at urge vs. function and discussing what it can look like for people with ADHD.  

• Performing the mindfulness of emotions exercise, R.A.I.N. 

 “ …performing this exercise [R.A.I.N.]  in a busy environment in nature is helpful … the stimuli are calming… it’s like brown noise” - Participant Observation

Week 5

In Week 5, the group focused on wrapping up and ended the session with the discussion around Mindfulness as a Journey. An overview of what the group covered during this week is below: 

• The “stop” mindfulness exercise that can be used as a strategy in the moment or a mindfulness exercise 

• A discussion of the highlights and takeaways of strategies for mindfulness and ADHD that were built on over the last 5 weeks 

• Reflecting on our time together through a closing ceremony, giving everyone an opportunity to share, linking us together with yarn that we tied to our wrists to help remind us to take mindful moments.  

“...being in this group taught me that I have what it takes to show up for myself every weekend and helped to build that sense of connection with others like me” - Participant Reflection 

“It was nice to finally see the connection between practical mindfulness exercises in our day to day life versus what you hear about mindfulness in the medical world” - Participant Reflection 

Thank you to the participants for showing up and attending the group and to our facilitators who put in a great deal of effort and time on a week to week basis to ensure that the group was filled with rich learning experiences.

To get on the early bird list for our next Mindfulness Group for Adults with ADHD, head to this webpage.

Mindfulness in Nature Group for Adults with ADHD

A glimpse into our Adult Mindfulness Group

Our 5-week Mindfulness in nature group for adults with ADHD started on May 20, 2023. Our group contains a total of 4 participants who each bring with themselves a unique experience of ADHD which creates a sense of connectedness and belonging.The group co-facilitators are Heather, our registered Social worker and an OT Student, Wagma. Heather facilitates sharing her knowledge treating adults with ADHD and brings forth a unique perspective as she herself has an ADHD diagnosis. 

“Mindfulness isn’t difficult, we just need to remember to do it”

— Sharon Salzberg

Week 1

In Week 1, the group focused on an introduction to ADHD and Mindfulness. Here is a brief overview of what the group covered: 

• Established group norms and promises.

• Introduction to daily mindfulness and ADHD and how mindfulness treatments are especially useful for adults with ADHD

• Mindfulness work included Mindfulness of Breath and using our 5 senses in nature.

One participant coined the term “percolating” in reference to when they are having thoughts come up every now and again related to events or activities that have come up for them while they work through this.

“Nothing can cure the soul but the senses, just as nothing can cure the senses but the soul”

— Oscar Wilde

Fidget Items

Week 2

The group focused on Mindful Awareness of ADHD Patterns. An overview of what the group covered during this week is below: 

•  Introduction to the mindfulness of breath exercise 

• Worked on non-judgmentalness, acceptance and change, radical acceptance and how these tools can be used in relation to ADHD.

• Mindfulness of movement exercise and making it more accessible to ADHD traits 

“As special as we might be, we experience something that other people do but just at a much higher frequency”  - participant testimonial 

“ Meditation is not a means to an end. It is both the means and the end.”

— Jiddu Krishnamurt

Overview of the day in Week 2.

Week 3

• Mindfulness of the body scan practice to inform our well-being 

• Mindfulness of thoughts to encompass concepts around meta-awareness and cognitive defusion 

• Mindful "awareness of thoughts" exercise by viewing our mindful awareness as a spacious blue sky 

• A meaningful discussion around self-talk/affirmations 

“It was interesting to note that sometimes our emotions mask the sensations in our body as a sort of a survival mechanism” - participant testimonial 

This summary aims to give those who are interested in joining our 5-week Mindfulness in Nature Group for Adults with ADHD an opportunity to better understand the ins and outs of the program and to get excited about future opportunities to join this group! While also giving future participants a chance to learn more about the group through their personal experiences and testimonies. 

Join our waiting list to keep informed of when we offer our next group!

Top Tips for Choosing the Best Day Planner for ADHD Adults

Many people with ADHD struggle to use a watch or a planner. This is not surprising, as both actions require a great amount of concentration. A watch reminds them of the time and a planner enables them to plan ahead. People with ADHD often live as if time does not exist. Often they have little idea of the actual time, are running late or have difficulty estimating the time needed for certain tasks. This means that tasks take more time than they thought which can result in being late for their next appointment. 

Head to the Instagram page to access more resources.

”Plan your work today and everyday, then work your plan”.

- Margaret Thatcher

Using a Day Planner

A planner can be a useful tool for someone with ADHD! But somebody with ADHD does not usually carry one. The following tips can help individuals start to think about ways that they can incorporate a planner into their daily routine and how to deal with not succeeding the first time.   

It is recommended that individuals with ADHD learn to use a planner in stages. 

1. First, acquire a planner, find a safe place to store it and bring it with you wherever you go! 

2. Begin to look at the planner twice a day.

3. Go through the weekly structure once a week (consider doing this with a partner, friend, or a family member) and write down upcoming appointments.

1. Purpose of the planner 

• Think about what you want to use a planner for: work? Home life? Note taking? Appointments? 

2. Format

• What is a handy format for you? You should be able to carry your planner with you in a bag or jacket pocket. Book type? Electronic? Smart Phone? 

 3. Days per page

• What is a handy layout? Often a planner with a weekly overview per two pages is handy as you can visualize the entire week at a glance. 

 4. Utilizing the planner on your phone

• Many people like to note appointments on their mobile phone and use this as a planner. You can also set an alarm. Use this option for important appointments.

 5. Finding a fixed location 

• Where will you leave your planner? Make a routine of this and build it into your current routine. For example, place the planner at home next to your mobile phone and your keys. Find a fixed and consistent place.

 6. Notice board / Calendar

• In addition to a planner, you can hang up a notice board or calendar somewhere you can see it often, for example, in the kitchen. Use it to attach appointment cards, invitations, etc. This is handy for the entire family to refer to; however it is also important to have all important dates in your day planner. 

 7. Regular appointments first

• Firstly, enter all your fixed/recurring appointments and commitments in your planner. This will give you a sense of how much time you then have left in the week for other obligations.

 8. Plan relaxation

• Make time to relax, talk to your loved ones in the evenings, spend time with friends, spend time in nature or do something special just for yourself.

 Important Reminders 

1. Keep things together

• Keep things that you need together in a fixed place (e.g. your keys, phone, and planner). You will then have less chance of losing them or forgetting to take them with you.

2. Possible pitfalls

• Not starting to use the planner until you have come up with a perfect system. This often results in not using a planner at all. Remember to start in phases, small steps!

• Giving up if you don’t succeed in using a planner. Allow yourself time to get used to it. Find out what the problem is and look for a solution. It takes time to develop a routine and it will be by trial and error. 

Have you found a great day planner? Please share in the comments.

 References: Kooij. (2012). Treatment: Coaching Adults with ADHD. In Adult ADHD (pp. 169–207). Springer London. https://doi.org/10.1007/978-1-4471-4138-9_5

Why Doing Things Matters

Have you ever stepped back and noticed how the things you do every day affect your health and happiness? What we do every day tremendously impacts our physical and mental wellbeing. That's why occupations or "doing things" is so essential in a holistic approach to health, and it is what occupational therapy is all about - helping people do the things they love or need to do to live their best lives - or stop doing things that are harmful to their wellbeing. 

Occupation is really just a fancy word for activities we do to fill our time and achieve our goals. It can be anything from brushing our teeth and getting dressed, writing a letter or doing the shopping to playing sports and hanging out with friends. No matter what it is, doing things is important!

For kids, "doing things" is essential for learning and growing. Playing and exploring help kids develop many meaningful skills, from problem-solving to socializing. Through occupations, children explore, take risks, build stamina and motor skills, make friends and other important connections, and learn all sorts of life skills. Occupational therapy can help kids of all abilities participate in activities they want or need to do and reach their full potential.

Just as for kids, activities are also crucial to staying healthy and happy for adults. Exercise, for instance, can help prevent or ease many health problems, including heart disease, obesity, anxiety and depression. Having hobbies and engaging in social activities can make life more fulfilling and enjoyable, often giving us a sense of direction and purpose. Especially in older age or through major life transitions such as a job change or childbirth, the occupations we engage in tremendously affect our identity and health.

As occupational therapists, we work with people to figure out what activities are important to them and then help them achieve their goals around those activities. We might suggest modifications or adaptations to make activities more accessible or teach new skills to improve performance. We also advocate for our clients, educating them about their rights and possibilities and can help them navigate tricky relationships, including workplace-related ones.

Occupational therapy also recognizes and values the importance of cultural and social factors in determining what activities are meaningful to individuals. Cultural, spiritual and social factors should inform goal-setting, communication, and interventions, ensuring the comfort and safety of our clients. We work with clients to understand their cultural backgrounds and social contexts and identify important and meaningful activities.

Occupational therapy is important for people who have experienced a major injury or illness, affecting their ability to do the things they love. OTs can help these individuals regain their independence and find new ways to engage in activities that are important to them. If someone has difficulties using their hands, we might suggest using special utensils or tools to make cooking easier. Or if someone has consistent low mood, we might offer techniques such as Mindfulness-Based-Stress-Reduction (MBSR) or Cognitive-Behavioural Therapy (CBR) or actively help them with more concrete steps like trying out a new hobby or joining a social group. 

Participating in a hobby or sports team can provide opportunities for social interaction and instill a sense of belonging. Volunteering or participating in community activities can also give purpose and can help people feel like they are contributing positively to society. It can even help with a Return To Work! 

Occupation or "doing things" is the core of occupational therapy as it is essential for promoting clients' health and wellbeing. Meaningful activities give people purpose, direction, and fulfillment. As occupational therapists, we can help people of all ages and abilities engage in these activities and support them in achieving their full potential and living their best lives. 

References

American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and process (4th ed.). American Journal of Occupational Therapy, 74(Suppl. 2), 7412410010. https://doi.org/10.5014/ajot.2020.74S2001

Jaffe E. The role of occupational therapy in disease prevention and health promotion. Am J Occup Ther. 1986 Nov;40(11):749-52. doi: 10.5014/ajot.40.11.749. PMID: 3538885.

Occupational Therapy College of Ontario (n.d.). What Occupational Therapists Do. Retrieved from https://www.coto.org/clientsandthepublic/working-with-an-occupational-therapist/what-occupational-therapists-do

Mental Health and the Outdoors

For many, the month of May symbolizes revitalization as the new flowers bloom and the grass becomes green again. After a month of rain, May eventually brings more sunshine and warmth to our doorsteps and coaxes us to venture outdoors. This often leads to a change in mood as we break through the winter blues and become excited for what spring and summer have to offer. The first week of May is a reminder of this since May 1-7 marks Mental Health Week and wraps up on the 7th with National Child and Youth Mental Health Day. So, wherever you or your loved ones are in your mental health journeys, let’s explore some of the ways that incorporating nature into your routine can help kickstart your mental wellbeing this spring. 

Time spent in nature is such an important part of life for growing bodies and minds. For kids, May marks the second last month of the school year, just before summer break begins. With all this extra free time, it is the perfect opportunity to get outside and enjoy the outdoors. Research shows that being in nature has many positive impacts on mental health for children including reduced stress and anger (Sobko et al., 2020), fewer emotional difficulties (Sobko et al., 2018), reduced hyperactivity for children with ADHD (Sobko et al., 2018), improved self-concept (Mann et al., 2022), and increased wellbeing (Puhakka et al., 2019). At Larchwood OT, we often see mental health challenges in children present as anxiety, fear of situations or being themselves, perfectionism, and people pleasing. If any of these resonate with you, here are some ideas for encouraging your child (and yourself!) to get their fill of time spent outdoors in the coming weeks and months:

• Go on a family hike – This has been shown to foster a here-and-now presence for families that can strengthen their relationship (Baklien et al., 2016)

• Play in parks and natural areas – This gives kids the opportunity to develop new skills and resiliency when they come across unexpected situations that they wouldn’t otherwise experience in school or indoors (Mainella et al., 2011)

• Create a biodiverse backyard or patio – This provides your child with a multi-sensory environment that will spark creative play and diversify the activities they engage in (Puhakka et al., 2019). Encouraging them to take care of this space by giving them roles or responsibilities like watering plants regularly will build their sense of connection with nature and their autonomy!

• Sign up for a summer nature camp – If you’re looking for more structured time outdoors, check out Davis OT’s Larchwood Farm Nature Camp in Markdale, Ontario! Registration is open for Summer 2023 and each day is packed full of nature-based learning activities. Or, if you’re a Toronto local, check out our Handwriting in Nature mini-camp which runs from August 21-23 from 9am-11am in Riverdale Park East.

Most importantly, this week is a reminder that mental health ebbs and flows and that it’s okay if you or your child haven’t been feeling all that great. If you’re interested in exploring mental health resources, from local mental health support to tips for coping with stress to virtual mental health programs and apps, check out the city of Toronto’s webpage: https://www.toronto.ca/community-people/health-wellness-care/health-programs-advice/mental-health-resources/. Please remember, if you or someone you care for is experiencing a mental health emergency or medical crisis, call 911.

You are the sky. Everything else is just the weather - Pema Chodron.

Hello! My name is Wagma and I'm a second year occupational therapy student at Western University, on an exciting journey (and a period of transition) where I am beginning my last placement right here at Davis Occupational Therapy! I am so excited to embark on this new journey from being a student to a practicing professional soon. I am most excited to expand my learning through the mindfulness group tailored for adults with ADHD by taking on the role of a co-facilitator with Heather and I believe that my passion lies right here and am confident that I will grow and learn more about myself and my values during my time here.

Grateful to be here :)

A little about me, I am a huge mental health advocate! As an individual who has faced unique challenges to her own mental health for more than a year or so I have had many personal experiences of finding what works best for me. A few of those things has been practicing mindfulness and practicing daily gratitude. I noticed that when I started to become grateful for the little things in life and I started to practice being in the present through mindful activities that the progress I was making every day started to really add up. I don't consider myself an expert in mindfulness since this is just my personal journey but I see myself contributing to other people's journey whether that may be a journey with a mental health challenge or not.

“The only way we have of influencing the future is to own the present, however we find it”

— Jon Kabat-Zinn

I love spending time outdoors, connecting with nature, and focusing on how to connect my mind, body, and breath to the external environment. As we approach the warmer weather, you can catch me doing breath work in my backyard or curled up with a good book. I love working with all ages, whether that be kids or adults, because the benefits of nature and mindfulness can benefit everyone.  Learning how to become mindful is such an important skill to have especially when there are so many distractions in today's world. I cannot wait to see how these skills flourish in the mindfulness group and how I can contribute to this trajectory of change.

“believing in yourself and trusting that you are on the right path, and not being in doubt by following the myriad footpaths of those wandering in every direction”

— Seneca, Moral Letters, 95.57b-58a

The Earth has music for those who listen. - Shakespeare

Magic in every season

My name is Anna, and I am a 2nd-year student in the MSc program in Occupational Therapy and Occupational Science at the University of Toronto. If I am not studying or working in clinical placements like the one at Larchwood/Davis OT, you can find me chasing around or snuggling with my three kids, Ryan (8), Emilia (6), and Anika (4), doing some form of yoga or going on long walks.

Over the last four weeks, I have had the pleasure of helping with various tasks at Larchwood/Davis OT, including shadowing and working alongside our outstanding therapists. Specifically, I have been supporting Michelle and her Explorers group on Saturday mornings and shadowing client sessions for both adults and kids. I also assist Alanna in organizing the research project Larchwood OT is currently conducting, in which we explore the impact of our 8-week nature-based group program on social-emotional change in children.

Thank you to all parents willing to share their experiences through our pre- and post-questionnaires. Research like this, and individuals' willingness to share their perspectives, will inform clinical best practices and standards, recommendations for interventions, insurance coverage, and much more. So, thank you for contributing to this vital work and helping us advocate for better practices to support kids and their families.

With a background in education (specifically dyslexia therapy and post-secondary education), I decided to pursue my OT journey during the pandemic. While homeschooling my own children and volunteering in the community, I realized how impactful OT work can be and that I have a strong desire to help both kids and adults achieve goals that are most meaningful to them.

During this time, I also learned to appreciate nature's incredibly positive effect on my and my kids' mental and physical health. Understanding that learning in the outdoors requires little props and zero flashy toys (just proper clothing!) is quite liberating!

On my own journey of becoming a mother, I always found comfort, strength, and balance in outdoor environments and have come to appreciate a mindful way of living. Seeing the kids at Larchwood OT engage in risky play, being brave, curious, and comfortable in the (sometimes) uncomfortable, has been incredible. I am thrilled I get to experience this fieldwork placement and cannot wait to see what the next four weeks will bring!

Adventure is out there!

Hello! My name is Abby (she/her) and I’m currently in my second year of occupational therapy at the University of Toronto. As a new student for Davis OT, you’ll find me participating in our exciting weekend Nature OT groups in Toronto, posting on the Davis OT and Larchwood social media pages, and working on projects behind-the-scenes with my student peer, Anna. One of the projects I will be contributing to is revamping the Larchwood Summer Camp curriculum to include as many nature-based activities as possible!

When I saw the opportunity to complete my fieldwork placement for Davis OT and assist with developing content for the Larchwood Farm Nature Camp, I couldn’t resist! The Larchwood Farm Nature Camp is such a unique summer day camp that provides the perfect setting for children with various physical, cognitive, social, and emotional abilities to build many types of skills through nature therapy. It is so meaningful for me to be able to research and design activities that are inclusive and support the campers’ learning and development while also fostering their appreciation for nature. I can’t wait to hear all about the fun experiences they have this year once camp is in session!

I’m thankful to have the opportunity to support such a talented and creative team of OTs and volunteers at Davis OT for this placement. I’ve always loved being in nature and am a strong supporter of the benefits that time outdoors has on mental health and wellbeing. As a kid, I spent much of my summers outdoors with my family on camping trips, going on hikes, playing sports, and exploring the local flora and fauna. As an adult, you’ll still find me spending most of my summer outdoors with family and friends!

I moved to Toronto in 2021 for school after spending several years living in Waterloo while completing a degree in Psychology. Prior to Waterloo and Toronto, I lived in a small town in southern Ontario where I spent a lot of my time swimming in my backyard, climbing trees, making campfires, catching tadpoles, and skating on nearby creeks. While growing up, I participated in, volunteered for, and worked at various summer camps where I was able to share my passion for the outdoors with other like-minded kids and adults. I’m thrilled to be spending the next couple of months learning more about the intersection between nature and occupational therapy while working with such a great community of kids, parents, and adults!

Need to balance screen time with green time

Benefits of nature play:

Natural Playgrounds

For children, play is learning. There is no better space for children to learn than the outdoors, and there is no better play resource than nature! In the structured, busy and the technologically advanced world we live in, the role of outdoor play that we experienced as children has been forgotten.

While we need to support the importance of technology as part of modern-day life and education, we need to be mindful and purposeful for that use of technology and balance it with nature play every day.

There is a huge amount of research on the benefits of nature play for children. Firstly, there are alot of physical benefits such as moving in ways to promote physical wellness. For example, children when engage in nature play, they move in different ways then other children. They are lifting rocks, climbing over things, and running through imaginary nature spaces. Studies have found that when children play outdoors, they are more physically active than when they play indoors. When children run, jump, climb, throw and kick balls, and ride toys that require balance, they also build gross motor skills and start developing a habit of being active.

Natural environments provide children with more challenging situations and ability to cope with stress. There has been multiple evidence suggesting that repeated exposure to high-quality, unstructured outdoor play opportunities has a positive impact on social and cognitive development such as executive functioning (this includes memory, flexible thinking and self-control). Contact with alot of living organisms (plants, animals, insects, bacteria) can also help boost children’s immune system.

Natural environments also provide alot of sensory input for children for example proprioceptive input (which is our bodies system that receives input from muscles and joints to know our bodies position in space) for ex being able to touch your nose with your eyes closed. Children need different sensory experiences throughout their childhood to optimize their sensory integration. 

How to get more outdoor play in your child’s life: 

1. Get them to help with outdoor chores like watering the grass and weeding

2. Add a regular outdoor activity into the schedule for example going for a daily walk or bike ride

3. Organize play dates at the park instead of in the home

4. Make up a scavenger hunt for your next park visit and get your children to run around to find items on the list. A scavenger hunt with visuals would be helpful for younger children.

5. Take old kitchen pots and tools to the beach to make mud pies or even in your own garden

6. Take morning breakfast or lunch outside and have a picnic

7. Play hide and seek in the park, this will help get them outdoors but also increase their confidence in exploring new environments with independence

8. Do a summer camping trip

Using the Core Routines of Nature Connection

When I was in the final year of my undergraduate degree I had the most amazing opportunity to take a course on the applications of wilderness therapy. The course itself took place primarily over an eleven day backcountry canoe trip in Strathcona Provincial Park. Throughout the course we learned about ways to facilitate wilderness therapy groups and sessions. As well as leadership, group debrief facilitation techniques, backcountry cooking, survival, and canoeing.

A key pillar of our wilderness therapy training was the utilization of the core routines of nature connection as outlined in the book Coyote's Guide to Connecting with Nature by Young, Haas, and McGown. The core routines of nature connection facilitate a strong connection to nature and the environments one finds themselves in. Practicing these routines creates learning habits that when repeated and internalized heighten our connection to the natural world. Which in turn opens us to learning from the natural world, and reconnect with ourselves. Connection to nature is shown to improve and foster resilience, confidence, sensory processing, attention, mindfulness, mental health, and wellbeing.

Throughout the course the core routines we practiced every day were maps of the day, expanding sensory awareness, learning the language of birds, exploring field guides, story of the day, and sit spots. While I enjoyed and found benefits from all of these routines, the one that I found the most impactful was sit spots.

Practicing sensory expansion

To find our sit spot we began with wandering, this is another core routine to connect with nature. We wandered with no aim or purpose until we found a spot that felt good to us, trying out as many spots as we needed until we found the right one. Once a spot had been selected the next step was to go through a sensory expanding routine and mindfulness practice. After this we spent time in our spot to just sit, taking in everything around us and within ourselves. This was a unique experience to every person, as everyone had a different spot, and a different personal/ emotional experience during their time in their spot. For myself, the first time I went to my sit spot for thirty minutes straight was the first time in months I was able to process some of the stress and grief I had been experiencing for months leading up to this course at work. It was the first time I was completely disconnected from my work and my clients in years. The realization that I was deeply worried about the wellbeing of some of my clients and had no way of knowing how they were faring until I got back home in two weeks; along with the fact that I did not feel like I had the support to help these individuals when working all came crashing down on me. 

I’ve never really experienced that level of emotional clarity at once, it felt like a tidal wave of grief, fear, anxiety, and stress crashing over me with unbelievable force. If I had never been able to identify these feelings I had been burying down each day so I could show up for the youth I worked with, I would have never been able to work through it. Beyond working through it, once I could identify what was happening, when I returned home I could go to my manager and identify exactly what I needed and what my clients needed from us.

My sit spot

This experience had a significant impact on me personally, and as a person working in a helping profession. Our connection to nature is a powerful tool, it can open us up as well as heal. I spent the rest of that trip using the core routines to heal and prepare for returning to my job and clients. I am a better professional because of this experience, and more intune with my own feelings, all as a result of taking time to connect with nature. 

Some tips for finding and using your own sit spot

-To find your sit spot do not seek out a spot, wander without a set goal and let a place find you

-Connection to nature is ideal, but a sit spot can be anywhere

-Try to return to the same spot every time, repetition and routine will help you enter a state of mindfulness with ease 

-Get to know your spot, every twig, ant, shadow and rock, notice at what point you become part of the spot rather than a visitor

Yoga for all abilities

Cobra pose in nature

In the last several years, I have personally found a love for yoga. Yoga has helped me practice mindfulness through movement and it has given me a special space on the mat. Stepping on the mat has become a meaningful and safe space for me to decompress and separate myself from work. Based on personal experiences and evidence-based knowledge, I’ve learnt that everyone can benefit from yoga practice. Since entering the OT program and learning about the importance of movement and mindfulness, teaching yoga to others has become a strong interest of mine.

As we prepared for the campers to arrive at Larchwood Nature OT camp, we were fortunate to receive training in Kids Yoga for All Abilities, led by a teacher from Appleseed Yoga. Evidence suggests that yoga for children have both physical and mental benefits.

Physically: yoga can help improve balance, strength, endurance, aerobic capacity.

Mentally: yoga has the ability to improve focus, memory, self-esteem, academic performance, class behaviour and reduction of anxiety and stress. The interesting part of kids yoga is that it meets the child where they are at and trusts the child to take the lead.

Example of a Yoga card used at camp!

At Larchwood Nature OT camp, yoga is incorporated into our daily activities and provides numerous benefits. Our yoga sessions focus on 4 main components: Connection, poses, fun and games and relaxation. Over the last three weeks, we’ve seen the impact of yoga on the kiddos abilities to focus, practice mindfulness, work on creativity, gross motor movement and emotional regulation. We incorporate yoga in many fun and meaningful ways to engage our campers. Activities include: yoga dance freeze, yoga stories, yoga movement books and yoga go fish! We saw first hand the benefits of yoga for the kiddos- providing them a space to release their tension, let out their energy, practice their breathing, improve their strength and balance while playing with their friends! Movement breaks help the kiddos focus and regulate for activities afterwards. Including this in our day helped the children engage meaningfully and practice mindful movement. These mental and physical skills are transferable to school, home and overall health and wellbeing.

Learning to incorporate yoga into our daily lives has the ability to bring these skills into other activities and situations beyond our mats. I hope to continue to incorporate yoga into my practice and teach components of yoga to people of all abilities.

Combining my Passions!

Hello! My name is Jenn and I’m a second year Occupational Therapy student at the University of Toronto, completing my final fieldwork placement at Larchwood Nature OT camp. When it was time to rank our preferences for our final OT placement, Larchwood Nature OT camp was my top choice. Reading the placement description, I was highly intrigued and knew it would be a perfect fit. I am grateful for being granted this placement! Larchwood nature OT combines my lifelong passions; working with children, being in nature, mindfulness and inclusion. This camp provides the opportunity for all children to feel included in a camp setting, to create meaningful relationships, work on fine, gross motor and social skills, emotional regulation and sensory challenges. The kids participate in therapeutic nature based activities including yoga, arts and crafts, water play and emotional regulation.

So why did I select this placement!? I’d like to share a bit about myself!
I grew up and lived in the city, but have always loved and found peace in nature. My “happy place” is in the lake or by a waterfall!

Since the age of 8, overnight summer camp up north by the lake was my home away from home. I attended camp for 13 summers, as both a camper and staff eventually working as a waterski instructor. The camp I attended had a unit for children with disabilities which allowed me to create bonds and relationship with kids of all abilities from a young age. I learnt the ability of nature and the camp setting to bring kids together to foster inclusion and understanding of diversity.

I also have a passion for children. Growing up as the youngest in my family, I am fortunate to have lots of younger nieces, nephews and cousins. Watching them grow up and supporting their development has been a true highlight in my life. These aspects combined with my knowledge of OT at UofT so far, allowed me to feel like a great match for the Larchwood Farm OT camp! I am so excited to continue to learn about the benefits of nature in OT practice and how to best support all kiddos throughout my work here at the Larchwood Nature OT camp!

From West to East!

Hello everyone! My name is Amy (she/her). I am a second year occupational therapy student from University of Toronto. As this is my last fieldwork placement before I graduate I really wanted to end with an exciting placement. So I came here to Larchwood! 

Exploring Banff national park

Learning about all the different places therapy can take place has been so exciting, so far we have done therapy in a barn, in a field, on a walk through the forest, beside a pond, and while visiting all sorts of farm animals! All these unique environments offer experiences, stimulus, and challenges that are unique to the outdoors. Teaching about the senses by picking flowers and herbs to smell, or learning about self regulation strategies to handle frustration when the minnows are hard to catch are two examples of nature based occupational therapy occurring out at the farm. 

I’ve always wanted to work with children and youth. I learned a lot of my skills about play and building therapeutic relationships during my undergraduate degree in Child and Youth Care at Vancouver Island University. It was there that I first learned about the therapeutic applications of nature when I took a wilderness therapy course that included an 11 day canoe trip in the backcountry.

Me and my dog Milly at lake Helen Mackenzie on Mount Washington

Growing up on Vancouver Island meant I was always surrounded by nature. My family loves going on hikes, having campfires, going to the waterfall park nearby our family home, camping, and kayaking. My partner and I love going on road trips around the Island and exploring all the different trails and beaches. I’ve enjoyed checking out some of the waterfalls and beaches that the Durham region has to offer during this placement with my fellow OT students here on placement. I am looking forward to all the exploring and experiences this placement has to offer over the rest of the summer!

The Zones of Regulation®

Zones of Regulation®

At Larchwood Farm Nature Camp we practice the Zones of Regulation® with our campers to help them develop an awareness of feelings, their levels of energy/alertness, and tools/strategies for emotional regulation and prosocial skills. The zones offer an easy way to talk and think about feelings and categorize them into four color-coded zones. On the first day of camp we explain what all the zones are, and then each day we play games which reinforce their usage. We encourage our parents to learn the Zones of Regulation® curriculum in order to continue its usage at home. 

What are the Zones?

Blue Zone: This zone represents feelings that are low alertness such as bored, sad, tired or sick.

Green Zone: This zone represents feelings that are an ideal level of alertness such as calm, focused, happy, okay. This is the level where kids are ready to learn. This is the level where emotional regulation strategies should be taught.

Yellow Zone: This zone represents feelings with a heightening level of alertness such as frustrated, anxious, fearful, stressed, silly or excited. This is the level where emotional regulation strategies should be introduced to prevent escalation into the red zone.

Red Zone: This zone represents feelings with an extremely heightened level of alertness such as rage, explosive behavior, terror, panic, or elation. At this level there is a loss of control and it is very difficult to introduce emotional regulation strategies. 

It is important not to teach the premise that one zone is better than the others. For example, we don’t want to teach that the red zone is bad because we don’t want the child to feel shame or embarrassment if they enter red as it is often out of their control. 

How to Utilise the Zones of Regulation® at Home

• An example of how to reinforce these zones at home would be to ask throughout a story which zone your child thinks the characters in the story are in; depending on the zone you can ask them what strategies they think the character could use, or point out what strategies the character uses. 

• Model the zones yourself: for example, if you are feeling frustrated in front of your child you can say “I feel frustrated and I’m in the yellow zone so I’m going to take three deep breaths.” 

• Print out a Zones of Regulation chart to put on your fridge and place magnets for each member of the family on the zone that best represents your feelings that day to create a sort of check in system.

For more information on the Zones of Regulation® please consult the official Zones of Regulation® website: https://zonesofregulation.com/index.html