Stacey Armstrong Occupational Therapist

Stacey Armstrong Occupational Therapist Stacey is passionate about seeing people grow! From children blossoming in therapy, to empowering pa

Even after 19 years in the profession feedback like this means a lot. I don't think I'll ever get 'too old' to not need ...
28/10/2025

Even after 19 years in the profession feedback like this means a lot. I don't think I'll ever get 'too old' to not need to know I'm making a difference.

Free-time! One either has too much or too little of it... 👵🤰🏃But mental health depends as much on WHAT you do with it, a...
30/07/2025

Free-time! One either has too much or too little of it... 👵🤰🏃

But mental health depends as much on WHAT you do with it, as it does on how much of it you have.

Does your leisure time pursuit bring balance to the rest of your life?

Think activity levels, 🏋️‍♂️physical vs 🎮sedentary?
Creative (writing, photography, art) vs consuming (reading, movies, scrolling)?
🕺Time with people vs 🙃Time alone ?
🏠Indoor vs ⛺️outdoor?
Learning a new skill 🏹vs enjoying an existing one 🍰.

You may be in a season where you can't make big changes in HOW MUCH free time you have, but...

Being intentional about making one small change in how you spend your free time
could be the first step towards feeling like a whole new you. 🥰🥰

One way to have puzzles in the house (without too much pressure to keep track of every piece!) is to let your child make...
28/07/2025

One way to have puzzles in the house (without too much pressure to keep track of every piece!) is to let your child make their own (low cost and 'disposable') puzzle. This can be a fun activity which includes colouring/drawing, pasting and cutting. Lots of fine motor tasks, and a puzzle at the end which they can build. Just make sure your child knows at the outset, and is ok with the idea, that their artwork is destined to be cut up into a puzzle!

1. Have them draw a picture or colour in a picture of their choice.
2. Glue the picture onto cardboard or the back of a cereal box
3. On the back of the cardboard (not on the picture), draw puzzle 'lines'. For younger kids, wavy lines horizontally and vertically will be easier to cut out. For older kids, you can include tabs for them to cut around.
4. You may need to help with the cutting, depending on the age of the child.
5. (Optional) by gluing a sheet magnet on each piece, you can create a fridge puzzle.

If they don't want their artwork cut up, just use the picture on the cereal box as the picture. They can cut it up and try rebuild it.

https://www.facebook.com/share/16iQFKMuJ6/
28/07/2025

https://www.facebook.com/share/16iQFKMuJ6/

𝗪𝗮𝘆𝘀 𝘁𝗼 𝗥𝗲𝗴𝘂𝗹𝗮𝘁𝗲 𝗬𝗼𝘂𝗿 𝗡𝗲𝗿𝘃𝗼𝘂𝘀 𝗦𝘆𝘀𝘁𝗲𝗺
Thanks to Executive Functioning Toolbox for sharing this great infographic from ! Try some of these tips to soothe & relax your nervous system!
𝗠𝘂𝗹𝘁𝗶𝘀𝗲𝗻𝘀𝗼𝗿𝘆 𝗥𝗲𝗮𝗱𝗶𝗻𝗴 𝗧𝗼𝗼𝗹𝘀: https://tinyurl.com/mr3uaatk

I won't lie, as a parent I find it very hard to keep puzzles in the home, as there are just so many pieces to keep track...
27/07/2025

I won't lie, as a parent I find it very hard to keep puzzles in the home, as there are just so many pieces to keep track of!! 🥴 Yet I include Building a Puzzle in nearly every kid's assessment I do.

Here are some reasons to persevere with keeping puzzles in the home, apart from the obvious and numerous "visual perceptual skill" benefits:

🐞they promote problem solving (there is no 'right way' to build a puzzle, but there are some strategies which are more effective than others)
🐞improved memory and focus
🐞improved tactile processing and fine motor coordination
🐞encourages patience and perseverance
🐞promotes spatial awareness
🐞floor puzzles add a dimension of postural control and weight bearing
🐞when done together they promote family bonding

Are you a puzzle building family? What are some of the strategies YOU use as a parent, to keep track of all the pieces?

27/07/2025

Sensory seekers love all the movement, busy environments, noises, and scents! Do any of these things sound familiar? Occupational therapy providers can help develop strategies to support sensory seekers by creating sensory diets, which provide sensory input.
🎉WHAT is a Sensory Diet: https://www.theottoolbox.com/what-is-sensory-diet/

🧰WHY use a Sensory Diet: https://www.theottoolbox.com/goals-of-sensory-diet

🔦HOW to create a sensory diet: https://www.theottoolbox.com/how-to-create-sensory-diet

🏵Sensory Diets for adults: https://www.theottoolbox.com/sensory-diets-for-adults/

⚖️Creating a Sensory Diet on a Budget: https://www.theottoolbox.com/sensory-room-on-a-budget/

🪂Turning Sensory Tools into a Sensory Lifestyle: https://www.theottoolbox.com/the-sensory-lifestyle-handbook/

I love this... Teaching integrity to our kids.
26/07/2025

I love this... Teaching integrity to our kids.

“I was only joking…”

Something I’ve been hearing a lot lately—and again just this morning in a Facebook group—is the phrase: “Only joking…”

It seems to have become a kind of get-out clause. Say something controversial, unkind, hateful, or simply untrue, and if anyone challenges you, you just laugh and say, “I was only joking!” Often followed up with, “Wow, can’t you take a joke?”

This morning’s post was a classic example. Someone wrote that they didn’t like long hair on boys because it made them look like girls (or words to that effect). Understandably, people responded by pointing out why this was problematic—and questioned why it would even be bad if it did make them look like girls.

Cue the defensive response: “Jeeeeeez, I was only joking.”

And then the enablers arrived: “I’m sure the OP was joking—can’t you all take a joke??”

I reread the original post. And maybe my brain is a bit literal (I’m great at masking, so you might not know that about me), but even I couldn’t find the joke. There was no punchline. No irony. Just a bald, biased opinion.

Here’s the thing: we can’t just say something we know is going to upset others and then, when called out, put the blame on the person who was hurt. (There’s definitely a snazzy psychological term for that behaviour—but I don’t know what it is.)

A while back, this “Only joking!” phrase was floating around my lovelies’ friendship group. The children were saying unkind things, ending them with “Only joking!”—leaving the recipient doubly hurt: first by the comment, then by being told they had no sense of humour when they bravely spoke up.

I even heard my own children say it to one another.

So I swooped in.

We had a big talk about being honest with our intentions.

If you’re going to be unkind, own it.
Admit it.
Take responsibility for what you said.
And if you can’t do that, then watch what you say.

Because saying something nasty and then deflecting the impact back onto the other person says a lot more about you than it does about them. People see through it. They know you weren’t joking. I knew that poster wasn’t joking. And our children need to know: “Only joking” doesn’t erase cruelty.

Because other children aren’t stupid. They remember.

I told my lovelies: “We all say things we shouldn’t. But it’s what we do next that matters. If you didn’t mean to hurt someone, say so—straight away. Apologise. Own your mistake in front of others. Take whatever feeling the other person gives you in return. That’s how we learn not to repeat it.”

And if you did mean to hurt them, and you hide behind “Only joking!”—know this: they’ll remember. They might still play with you, but they’ll trust you less. They might not want to spend time with you. They might not offer that lift or invite. Their friendship with you has shifted. Quietly, but definitely.

And others? The ones who heard it? They saw it too. Even if no one says anything.

My lovelies saw that phrase in action and repeated it—because that’s what kids do. Nothing strange there. But my job is to help them understand the consequences of their thoughts and actions.

By talking about what they said, and how it made others feel (with a helpful sibling ready to offer real-time emotional feedback!), I can help them understand both their intention and the impact. I also want them to know that even if no one calls you out, they’ve noticed. And they will remember.

“Only joking!” is not a get-out clause for being unkind.

So what can our lovelies say if it happens to them?

“That’s not funny. It wasn’t a joke. And it made me feel hurt/angry/upset.”

That puts the discomfort back where it belongs.

I tell them to be calm, even when their insides are flipping. People who pick on others want a reaction. If you give them one, they often come back for more.

So stay calm. Non-confrontational. But always speak up. Let them know: “That’s not okay. I’m not putting up with it.”

And if it continues?

Say: “If you don’t stop, I’m going to play with someone else / go home / walk away / end the game.”

And follow through. Walk away.

Because being “friends” with someone who hurts you isn’t friendship. And while you’re hanging on to that person, you might be missing out on someone kinder.

I talk about all of this with my lovelies. We put both sides of the story on the table. We explore how words feel—when they’re said to us, and when we say them to others.

Because “Only joking!”?

No. You weren’t.
You were being quite horrible.

And it’s time we stopped pretending otherwise.

Emma
The Autistic. SENCo
♾️

Photo: Number 3 spent a lot of time doing handstands. It was a special movement focus he had for a while.

"Crossing of the midline" is a concept that is often spoken about in OT. It's the ability to use a hand (or eye, or foot...
22/07/2025

"Crossing of the midline" is a concept that is often spoken about in OT. It's the ability to use a hand (or eye, or foot) on the opposite side of the body.

Why is this a big deal?

Because it requires use of both halves of the 🧠 brain🧠 , and is therefore an indicator of "Bilateral Integration". Crossing the midline requires one half of the brain to control the motor aspect of the activity, and the other half to control the 'spatial' or perceptual aspect of that task.

Bilateral integration is an important foundational skill for learning to read and write fluently.

Drawing a "lazy 8", (or infinity sign), is a great way to test and practice bilateral integration. Try these at home:
🖍️ Draw it on the ground with a stick or wuth a finger sand or a rice tray
🖍️ Draw it with chalk on paving
🖍️ Do it on the wall with a torch or lazer pointer
🖍️ Do it in the air with your arm
🖍️ Wave a scarf or ribbon, (or glowstick/sparkler at night) to make a lazy 8.
🖍️ Draw a figure 8 'racetrack' on the ground, and race hot wheels around the track
🖍️ Walk a figure 8 on the ground, looping around 2 'beacons' or markers

Back to school tomorrow!Whether you thrived or just survived these holidays, I hope, even for those who had to work whil...
21/07/2025

Back to school tomorrow!

Whether you thrived or just survived these holidays, I hope, even for those who had to work while kids were on holiday, that the last 3 weeks offered at least some time together as families.

Wishing our kids a wonderful first day back tomorrow.

And I want to honour the incredible teachers we have in this town. 🤗 You pour so much into our kids! I hope every one of you were able to fill your cups and breathe deeply this holiday.

All the best for term 3, one and all!

Let's take a look at what influences the development of gross motor skills. Firstly, children need THE OPPORTUNITY to de...
20/07/2025

Let's take a look at what influences the development of gross motor skills.

Firstly, children need THE OPPORTUNITY to develop these skills:
🌿a physical space to move
🌿time in their schedule to be free to play
🌿the inclination to WANT to play physically (not distracted by screens, not sick, not lethargic from poor nutrition)
🌿Exposure to children slightly older or more skilled can be helpful.

Secondly, children also need the ability to MAKE USE OF these opportunities. This includes having:
⚽️Adequate muscle tone and cores stability/strength
⚽️Good vestibular processing and sufficient balance to feel safe enough to want to stretch their ability.
⚽️Good proprioceptive processing, body awareness and coordination
⚽️An abundance ideas AND the ability to TRANSLATE THOSE IDEAS into action (ie, not just keep the 'game' in the imaginative realm, which can be a tendency for children who struggle with GM play)
⚽️Good tactile and visual processing (spatial awareness and the ability to gage the affordances of the environment eg, a shiny smooth surface may be slippery, and could afford a game of skidding, vs springy surface may be better suited for jumping or crashing)
⚽️Good bilateral integration (able to use both halves of the body in a coordinated manner)
⚽️The ability to sequence movements, (skipping, hopscotch) or anticipate the timing needed to connect with an object (catch a flying object, hit a ball)
⚽️For older children, the ability to comprehend and abide by 'rules' of the game, whether a made-up game, or the rules in sports games.

Although it is normal for children to gravitate towards a "favourite game" or "favourite friend", encouraging diversity in types of play and in 'types of' friends is helpful to stretch and challenge your child's abilities.

Often children will be sent to OT because of fine motor difficulties. Many times, parents ask why an assessment is neede...
15/07/2025

Often children will be sent to OT because of fine motor difficulties. Many times, parents ask why an assessment is needed, since they already know what the issue is... fine motor coordination.

These are some of the things that could underly a fine motor difficulty. This is the reason we do a comprehensive assessment, so we know what skills to target, to help your child's fine motor skills develop:

🖍Sensory processing difficulties, either tactile or proprioceptive (if a child doesn't know where their hand is, it is difficult to tell that hand what to do)
🖍Poor postural control or shoulder stability (motor control develops proximally or from the core, before distally, at the hands)
🖍Isolated movements (being able to stabilize one part of the body, while moving the adjacent part, eg keeping the arm still and just using hand or fingers movements to colour.)
🖍Bilateral coordination (involving the non-dominant hands in things like stabilizing the page, or holding the bead while you thread)
🖍Motor Planning (knowing which way to approach a task and making the necessary adjustments along the way)
🖍Lack of exposure, either from avoidance (because the child finds fine motor tricky), or from lack of resources or opportunities in the child's day. (Think of the role that screen time has, in robbing children from opportunities to do fine motor!)

So those are some of the things that can impact fine motor skill development.

If your child is struggling with fine motor skills, give it some thought - which of these areas are likely to be areas of weakness for them? Perhaps you can think of some games at home to help stimulate those areas.

09/06/2025

It’s Storytime… or Is It?

In the age of screens and back‑to‑back commitments, shared reading is quietly disappearing from too many homes—and with it, invaluable developmental benefits for children. Recent studies paint a stark picture:

According to a HarperCollins UK and Nielsen survey, only 41 % of children aged 0–4 are now read to frequently at home—down sharply from 64 % in 2012 . That means nearly three out of five little ones miss out on regular storytime.

Even more alarming, fewer than half of parents — just 40 % — say reading aloud to their kids is “fun for me” . Many, especially young Gen Z parents, see reading as an academic task rather than a bonding or joyful activity .

There are clear disparities:

• Only 29 % of boys aged 0–2 are read to daily or nearly daily, compared with 44 % of girls.

• Among 5–10‑year‑olds, just 32 % choose to read for fun, down from 55 % in 2012 —and the gender gap persists.

Why the shift? Parents cite lack of time, exhaustion, and guilt—feeling that reading should be a “serious” educational activity, not a leisure ritual. Gen Z parents, raised on screens, are more likely to find books dull than digital entertainment.

Why It Matters

Neuroscience confirms that reading aloud lights up children’s brains in ways screens can’t—building language, empathy, memory, and attention. A Cambridge-backed study found that preschool kids who enjoy reading show gains in cognition, mental health, and school performance in adolescence.

Experts remind us: children who are read to daily are nearly three times more likely to pick up books independently than those read to weekly. Early reading primes lifelong literacy, curiosity, and emotional connection.

How You Can Help: A Quick Guide

1. Make it mini: Even 10–15 minutes a day builds the habit.

2. Flip the vibe: Choose fun, silly, or interactive books—graphic novels, comic books, bathroom-humor tales—you and your kids will actually enjoy.

3. Shift the schedule: If bedtime feels exhausting, try breakfast story bites instead—reading together over cereals can be a low-pressure reset.

4. Let them lead: Let kids pick their own books—they may choose surprising yet engaging genres.

5. Get social: Join or start a low-pressure book club or library storytime—no homework, just chatter about cartoons or adventures.

A Book Isn’t Just Pages—It’s Connection

Reading together isn’t about drills or development milestones. It’s about quiet moments—snuggles, giggles, and wonder. In a world that prizes constant action, reading offers a pause. It builds language skills, empathy, curiosity—and unforgettable memories.

Research:

https://www.theguardian.com/lifeandstyle/2025/jun/02/gen-z-parents-reading-kids?utm_source=chatgpt.com

https://corporate.harpercollins.co.uk/press-releases/new-research-reveals-that-parents-are-losing-the-love-of-reading-aloud/?utm_source=chatgpt.com

Photo: Daddy reading to Number 2, 3 and 4.

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4 Polo Avenue
Howick
3290

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Tuesday 08:00 - 15:30
Wednesday 08:00 - 15:30
Thursday 08:00 - 15:30
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