DOCSLIB.ORG

Sleep Duration, Sedentary Behaviour, Physical Activity

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Sleep Duration, Sedentary Behaviour, Physical Activity SLEEP DURATION, SEDENTARY BEHAVIOUR, PHYSICAL ACTIVITY, DEPRESSION, AND OTHER MENTAL HEALTH OUTCOMES AMONG CHILDREN AND ADOLESCENTS HUGUES SAMPASA KANYINGA A thesis submitted to the University of Ottawa in partial fulfillment of the requirements for the PhD Degree in Epidemiology School of Epidemiology and Public Health Faculty of Medicine University of Ottawa © Hugues Sampasa Kanyinga, Ottawa, Canada, 2021 TABLE OF CONTENTS ABSTRACT ............................................................................................................................................. iv DEDICATION ......................................................................................................................................... vi ACKNOWLEDGEMENTS .................................................................................................................... vii LIST OF FIGURES ................................................................................................................................. ix LIST OF TABLES ................................................................................................................................... xi LIST OF ABBREVIATIONS ................................................................................................................ xiii Chapter 1 ....................................................................................................................................................... 1 1.1. Physical activity ................................................................................................................................. 3 1.2. Sedentary behaviour ........................................................................................................................... 6 1.3. Sleep duration .................................................................................................................................... 9 1.4. Canadian 24-hour movement guidelines .......................................................................................... 11 1.5. Research Objectives ......................................................................................................................... 15 1.6. Dissertation Organization and Outline ............................................................................................. 16 Chapter 2 ..................................................................................................................................................... 38 ABSTRACT ............................................................................................................................................ 40 INTRODUCTION .................................................................................................................................. 42 METHODS ............................................................................................................................................. 44 RESULTS ............................................................................................................................................... 50 DISCUSSION ......................................................................................................................................... 54 CONCLUSION ....................................................................................................................................... 61 Chapter 3 ..................................................................................................................................................... 84 ABSTRACT ............................................................................................................................................ 86 INTRODUCTION .................................................................................................................................. 88 METHODS ............................................................................................................................................. 91 RESULTS ............................................................................................................................................... 95 DISCUSSION ......................................................................................................................................... 97 CONCLUSION ..................................................................................................................................... 101 Chapter 4 ................................................................................................................................................... 121 ABSTRACT .......................................................................................................................................... 123 INTRODUCTION ................................................................................................................................ 125 METHODS ........................................................................................................................................... 127 ii RESULTS ............................................................................................................................................. 131 DISCUSSION ....................................................................................................................................... 134 CONCLUSION ..................................................................................................................................... 139 Chapter 5 ................................................................................................................................................... 159 ABSTRACT .......................................................................................................................................... 161 INTRODUCTION ................................................................................................................................ 162 METHODS ........................................................................................................................................... 164 RESULTS ............................................................................................................................................. 169 DISCUSSION ....................................................................................................................................... 171 CONCLUSION ..................................................................................................................................... 176 Chapter 6 ................................................................................................................................................... 195 ABSTRACT .......................................................................................................................................... 197 INTRODUCTION ................................................................................................................................ 199 METHODS ........................................................................................................................................... 202 RESULTS ............................................................................................................................................. 208 DISCUSSION ....................................................................................................................................... 211 CONCLUSION ..................................................................................................................................... 216 Chapter 7 ................................................................................................................................................... 241 7.1 Summary of key findings ................................................................................................................ 241 7.2 Comparison with other relevant literature ...................................................................................... 244 7.3 Contributions to the literature ......................................................................................................... 248 7.4 Strengths and Limitations ............................................................................................................... 250 7.5 Implications and recommendations for practice ............................................................................. 252 7.6 Implications and future directions for research ............................................................................... 254 7.7 Conclusion ...................................................................................................................................... 255 APPENDIX 1. Search strategies for the systematic review (Chapter 2) .............................................. 267 APPENDIX 2. Research Ethics Boards Approval from the University of Ottawa ............................... 275 APPENDIX 3. Screenshot of manuscript submission letter from Plos One ......................................... 277 iii ABSTRACT Mental health problems are the leading causes of disability in Canada. Nearly 70% of mental health problems have their onset during childhood or adolescence. Thus, identifying modifiable determinants of mental health problems in children and adolescents can inform future interventions intended to prevent them in this age group. Until recently, research has examined relationships
Load more

Recommended publications
  • Living with Special Abilities
    LIVING WITH SPECIAL ABILITIES: A Parent’s Journey with Autism ABOUT THE AUTHOR Afroze Jahan is first of all a mother of two boys who are striving to achieve their milestones of adolescent years and secondly, a professional in the field of mental health. As a budding author and a special parent, she has whole slew of ideas to pass on to the parents who stand in need of guidance. Her passion to help parents and children led her to change her profession from a Microbiologist to a Psychologist & Family Therapist. This helped her refine her skills and confidently handle diverse situations in life. By sharing her experiences as a special parent, she intends to provide a soothing and comfortable environment for those parents who feel they are the only one in the whole world to face disability in life. She is specialized in child and adolescent issues, childhood disabilities, family issues, emotional issues, behavioural issues, educational issues, etc. She is currently empanelled as a Counsellor in the Ministry of Women and Child Development (Govt. of NCT of Delhi) and working as a Psychologist with an NGO- Tamana Autism centre. She has also worked with Udaan- an NGO working with special children and NIPCCD- National Institute of Public Cooperation and Child Development, an autonomous body under the Ministry of Women and Child Development. LIVING WITH SPECIAL ABILITIES: A Parent’s Journey with Autism AFROZE JAHAN ZORBA BOOKS ZORBA BOOKS Publishing Services in India by Zorba Books, 2018 Website: www.zorbabooks.com Email: [email protected] Copyright © AFROZE JAHAN Print Book ISBN: 978-93-88497-17-6 All rights reserved.
    [Show full text]
  • Autism Society of Andhra Pradesh
    Autism Organizations in India Andaman Nicobar Andhra Pradesh/Telangana 1 Autism Research & Multidisciplinary Ph: 9393123333, 7673932333 School (ARMS) email: [email protected] H. No.6-2/207, Viveknagar, Kukatpally, Hyderabad, Telangana - 500 072 2 National Institute of the Mentally Tel: 091 2775 1741-45 Handicapped (NIMH) Fax: 091 40 2775 0198 Manovikas Nagar e-mail: [email protected] Secunderabad 500 009 url: http://www.nimhindia.org/ Telengana 3 Care 4 Autism Ph: 040-27862310 (O), 9032002310 (M) 20/21/22, Triveni Colony Email: [email protected] Behind Cantonment Hospital www.care4autism .in Alwal-Bollaram – 500 001 Telengana 4 Autism Society of Andhra Pradesh (ASAP) PRAVARA Educational Trust, 101, Patel Wisdom, Sreebagh, Kondapur, Hyderabad, Telangana 500082 Phone:040 6050 6040, 6450 2596 Mobile: +91 98485 13192 Email: [email protected] 5 Smiles Foundation 9849559676 Plot No.234, H No.10/88 [email protected] Satyanarayana Colony, Nagaram, Keesara, Hyderabad – 500 083 6 Autism Research & Multi-disciplinary 8790626262, 9393123333 School Email: [email protected] 56-3-30, Patamata, Vijayawada, Krishna Distt, Andhra Pradesh – 520 010 Arunachal Pradesh Assam 1 Assam Autism Foundation Tel: 00911-9864027292/14608 5 Dinesh Ojha Path, Rajgarh Email: [email protected] Guwahati 781 005 Assam Bihar Chandigarh Chattisgarh Dadar Nagar & Haveli Daman & Diu Delhi 1 Action For Autism Tel: 91-11-65347422 Pocket 7 & 8 Tel: 91-11-40540991, 40540992 Jasola Vihar Email: [email protected] New
    [Show full text]
  • The University of British Columbia
    1 Curriculum Vitae Veronica Smith, PhD Department of Educational Psychology 6-102 Education North Faculty of Education, University of Alberta Edmonton, AB T6G 2G5 (780) 492-7425 email: [email protected] EDUCATION University Degree Subject Area Date University of British Columbia Ph.D. Special Education 2004 Western Washington University M.A. Speech and Language Pathology 1985 Western Washington University B.A. Speech and Hearing Sciences 1982 ACADEMIC AND PROFESSIONAL EXPERIENCE University or Organization Rank or Title Dates Administrative / Leadership Department of Educational Psychology, Faculty of Associate Chair and 2016 – Education, University of Alberta Graduate Coordinator 2020 (Sabbatical: 2018 – 19) Faculty of Graduate Studies and Research, University Associate Dean 2016 of Alberta Academic University of Alberta, Department of Educational Full Professor 2019 - Psychology, Faculty of Education present University of Alberta, Department of Educational Associate Professor 2009- 2019 Psychology, Faculty of Education (Sabbatical: 2011 -12) University of Alberta, Department of Educational Assistant Professor 2004 - 2009 Psychology, Faculty of Education University of British Columbia, Department of Educational Counselling Psychology and Special Sessional Instructor 2000- 2004 Education, Faculty of Education 2 Instructor, Special Community Education, School District #42, Maple Education Assistant 1995- 2001 Ridge, BC Program Audiology and Speech Sciences, University of British Clinical Instructor 1995-2000 Columbia, Vancouver,
    [Show full text]
  • B.Ed. Spl.Ed.) Programme1
    Curriculum Framework Bachelor of Education - Special Education B.Ed.Spl.Ed. Norms, Regulations & Course Content May, 2015 Effective from Academic Session 2015-16 Two Years Duration Rehabilitation Council of India B-22, Qutab Institutional Area, New Delhi - 110 016 Email: [email protected], [email protected] www.rehabcouncil.nic.in PREFACE Rehabilitation Council of India has been running B.Ed and M.Ed Programme in Special Education for more than a decade and half with degrees recognised by the UGC through Notification of July 5, 2014 as well as Notification of May 2009. It has always made efforts to keep parity with NCTE recommended framework so as to facilitate the role requirement of special teachers/special educators for all types of school setting in which children and young persons with disability are educated. As of today this covers inclusive schools, resource room, home- based education as well as special schools through which the educational needs of children with disabilities are being met. NCTE vide its Notification of December 2014 increased the duration of B.Ed. and M.Ed. level courses to 2 years each beside recommending integrated programme leading to 4 years BA/B.Com/B.Sc degree as well as B.Ed. /M.Ed. (3 years Integrated programme) leading to B.Ed./M.Ed. (Integrated Degree). It also needs to be mentioned that duration of the education programme through open and distance learning system leading to B.Ed. programme remained unchanged so far by NCTE. RCI was already in the process of revising its courses leading to diploma and degree in special education during last one year through the Core Committees constituted out of the Expert Committees as mandated by the Act.
    [Show full text]
  • Including Children with Autism in Primary Classrooms
    INCLUD I NG IN A NUTSHELL C H I LDREN W ▬ Always use VISUAL AIDS when teaching the CWA and other visual forms when I TH AUT communicating with the child. I ▬ REINFORCE the child constantly. SM I N PR ▬ Seat the CWA IN FRONT OF THE CLASS I M so that it provides easy access for the A RY RY teacher to communicate with her. C L A SSROOMS (A ▬ Ensure that you have provided the CWA with a BUDDY GROUP. ▬ Ensure that the EXAM PAPER IS T ADAPTED according to the guidelines E A given in this handbook. cher’s HA NDBOOK) Including 13181 NCERT Children with Autism in Primary Classrooms ISBN 978-93-5292-098-3 A Teacher’s Handbook Including Children With Special Needs Primary Stage ` 140.00 / pp.117 Code — 32112 ISBN — 978-93-5007-284-4 LoPN Hkkjr Including Children With Special Needs Upper Primary Stage ` 145.00 / pp.168 Code — 32113 ISBN — 978-93-5007-332-2 For further enquiries, please visit www.ncert.nic.in or contact the Business Managers at the addresses of the regional centres given on the copyright page. Cover 2 and 3.indd All Pages 11/27/2018 4:30:01 PM Including Children with Autism in Primary Classrooms A Teacher's Handbook First Edition ISBN 978-93-5292-098-3 March 2019 Chaitra 1941 ALL RIGHTS RESERVED No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission PD 5H HK of the publisher.
    [Show full text]
  • A Resource Book on Disability Studies in India
    A RESOURCE BOOK ON DISABILITY STUDIES IN INDIA Compiled by NILIKA MEHROTRA With assistance from Pooja Singh and Priyanka Saini Centre for the Study of Social Systems, School of Social Sciences, Jawaharlal Nehru University, New Delhi, August 2016 i Preface The idea of a resource book emerged from the ongoing discourses, seminars, conferences and workshops around the topic and theme of disability studies. The conference that I had organized on Disability Studies in 2015 is what finally gave it the much needed momentum and it has taken the shape of what it is today. This piece of work was also made possible due to the funding and support of organizations like CSSS, GSP and ICSSR. It is hoped that the resource book will be a valuable tool to students, researchers and academicians alike. Given the vast arenas of knowledge present, and the number of organizations and institutions working towards the growth of disability studies and its allied causes, it was felt that there was an absence of all these sources at one place. The resource book should help fill this vacuum, as well as act as a catalyst for further research and disability research. An e-copy of this resource book will also be available at: http://www.jnu.ac.in/FacultyStaff/ShowProfile.asp?SendUserName=nilika ii CONTENTS 1) Disability Studies Programmes in India 2) NGOs and DPOs dealing with Disability in India Disability Networks on the Web Disability Groups 3) Bollywood Movies and Documentaries catering to the subject of Disability 4) Bibliography Disability, Gender and Sexuality
    [Show full text]
  • Inclusion of Children with Autism -Handbook
    THE NATIONAL TRUST For the Welfare of Persons with Autism, Cerebral Palsy, Mental Retardation & Multiple Disabilities (Ministry of Social Justice & Empowerment, Govt. of India) 9th Floor, Jeevan Prakash Building, Kasturba Gandhi Marg, New Delhi – 110 001 Tel : 011-43520861-64, E-mail : [email protected] website : www.nationaltrust.org.in Credits: • Developed at Action for Ability Development and Inclusion - AADI • Written and Designed by Ms. Kanwal Singh, AADI . • Formatted by Ms. Gowri Arundathi, AADI. • Technical support provided by Action for Autism. • Picture source-Clipart (MS Office) • Illustration on Pg.3-Kanwal Singh, AADI. iii Inclusion of Children with Autism – Handbook for Teachers Contents 1. A NOTE TO THE TEACHERS................................................. 1 2. WHAT IS AUTISM............................................................ 2 3. LET’S TRY AND UNDERSTAND THE CHILD… .............................. 4 4. DIFFICULTIES FACED BY CHILDREN WITH AUTISM.................... 5 4.1. DIFFICULTY IN SENSORY PROCESSING......................................................................6 4.2. COMMUNICATION-USING & UNDERSTANDING LANGUAGE......................................8 4.3. DIFFICULTY IN SOCIAL UNDERSTANDING (RELATING TO PEOPLE).........................9 4.4. DIFFICULTY IN IMAGINING, THINKING AND ORGANIZING INFORMATION........10 5. IS AUTISM CURABLE? ...................................................... 11 6. IS IT POSSIBLE FOR CHILDREN WITH AUTISM TO GO TO A REGULAR SCHOOL? IF SO WHAT SHOULD BE THE CURRICULUM? ... 11 7. DOES THE SCHOOL NEED ANY PREPARATION BEFORE TAKING THE CHILD-DOES THE STAFF NEED ANY TRAINING? ...................... 12 8. CAN THE SCHOOL GET SUPPORT AND TRAINING SO THAT IT IS ABLE TO PROVIDE THE CHILD WITH THE PROPER ENVIRONMENT AND TEACHING STRATEGIES? WHO WILL HELP THE SCHOOL IF THERE IS A DIFFICULTY IN COPING? ................................... 13 9. I HAVE SOME INFORMATION ABOUT AUTISM AND THE DIFFICULTIES ASSOCIATED WITH IT.
    [Show full text]
  • A Handbook for Parents of Children with Disabilities
    A HANDBOOK FOR PARENTS OF CHILDREN WITH DISABILITIES GOVERNMENT OF INDIA PLANNING COMMISSION (Education Division) K.C PANT DEPUTY CHAIRMAN PLANNING COMMISSION INDIA February 12, 2002 FOREWORD The Planning Commission has taken a welcome initiative in bringing out a Handbook for the parents of children with disabilities. This handbook, which is, perhaps, the first publication of its kind, is a handy reference book for all those seeking information on identification and prevention of disabilities. The handbook provides very useful information about organizations and institutions engaged in dealing with disabilities, This alone makes the effort worthwhile, as it can act as an invaluable guide for the concerned parents. I am sure the handbook would be welcomed by parents as well as by all those working in the field of disability and rehabilitation and would, moreover, create greater awareness in the community about the existing facilities/ concessions designed to increase the flow of benefits to children with disabilities. I place on record my appreciation particularly to Dr. K. Venlatasubramanian, Member, Planning Commission, Mrs. Kiran Aggarwal, Principal Adviser (Education), and Ms Renu Sobti, Senior Research Officer, for giving form, shape and content to the concept in a manner which reflects a sensitive appreciation of human sentiments and societal needs. (K.C.Pant) PREFACE The Persons with Disabilities Act,1995, has placed responsibility on the government to ensure that every child with a disability has access to free education in an appropriate environment till he attains the age of 18 years. Recently the programme of Sarva Shiksha Abhiyan(SSA) has been approved with the aim that all the children in the age group of 6-14 are able to complete 8 years of schooling by 2010.
    [Show full text]
  • Computer Assisted Autism Interventions for India
    Computer assisted autism interventions for India Citation of the final article: Vellanki, Pratibha, Greenhill, Stewart, Duong, Thi, Phung, Dinh, Venkatesh, Svetha, Godwin, Jayashree, Achary, Kishna V and Varkey, Blessin 2016, Computer assisted autism interventions for India, in OzCHI 2016: Proceedings of the 28th Australian Conference on the Human-Computer Interaction, Association for Computing Machinery, New York, N.Y., pp. 618-622. This is the peer reviewed accepted manuscript. ©2016, ACM This is the author's version of the work. It is posted here by permission of ACM for your personal use. Not for redistribution. The definitive version was published in OzCHI ’16: http://www.dx.doi.org/10.1145/3010915.3011007 Downloaded from DRO: http://hdl.handle.net/10536/DRO/DU:30093647 DRO Deakin Research Online, Deakin University’s Research Repository Deakin University CRICOS Provider Code: 00113B Computer Assisted Autism Interventions for India Pratibha Vellanki1 , Stewart Greenhill 1 , Thi Duong1 , Dinh Phung1 , [email protected] [email protected] [email protected] [email protected] Svetha Venkatesh1 , Jayashree Godwin2 , Krishna V. Achary2 , Blessin Varkey2 , [email protected] [email protected] [email protected] [email protected] 1Centre for Pattern recognition and Data Analytics, Deakin University, Australia 2Tamana School of Hope, New Delhi, India ABSTRACT expand language skills from receptive to expressive Early intervention is critical for children with autism. To language, and maintain learning environments that sustain provide affordable computer assisted therapies for interest. TOBY already includes these aspects, and thus is developing countries, we construct infrastructures for a state-of-art therapy.
    [Show full text]
  • A. Intellectual Disability (ID) 38 B
    1 ChildRaise Resource Guide for Children with Special Needs Journey to Empowerment Kavita Shanbhag B.A (Psychology), B.Ed (Special Education), M.S (Counselling), Arts based Therapist. 2 © Kavita Shanbhag- 2018, Mumbai No part of this Publication maybe reproduced or transmitted by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission from the publisher and the author. I Edition – 2004 (Published by: English Edition) II Edition (Revised) -2010, Reprint- 2012 (Published by: ChildRaise Trust) III Edition (Revised) -2018 (Published by: ChildRaise Trust) ChildRaise Trust Regd.Office-E /15, Karnatak Bldgs, Mogal Lane, Mahim, Mumbai- 400016, India. Admin.Office-B wing, Block No. 9, Jaldevi Niwas, New Karnatak Bldg, Mogal Lane, Matunga Road (West), Mumbai-400016, India. +91-22-24386767. ‘DISHA’- Toll Free No: 1800-22-1203 For Copies Contact: Author- Kavita Shanbhag: 09820256731, 08898785000 Founder & Managing Trustee- ChildRaise Trust E Mail- [email protected] Rs. 500/- Disclaimer The Author has taken utmost care and efforts to ensure the completeness and accuracy of information presented in this resource guide, but there may be some omissions and errors due to changes in telephone numbers and addresses. The author is not responsible for the authenticity of description of the institutions or services provided. 3 This book is dedicated To You, the Traveler of “Journey to Empowerment.” 4 FOREWORD This Resource Guide 'Journey to Empowerment' serves as a light-house amidst the unclear waters of ignorance, feeling of being lost, confused or unguided. Dissemination of information regarding certain handicapping conditions in simple words is effective in enabling people to understand the condition from all perspectives.
    [Show full text]
  • Matthew K. Belmonte
    Matthew K. Belmonte The Com DEALL Trust [email protected] th 224, 6 `A' Main http://www.mit.edu/~belmonte/ near Specialist Hospital Internet phone: +1.617.715.2049 2nd block, HRBR Layout India mobile: +91.9971.403.719 Bangalore 560043, India UK mobile: +44.7986.422.338 Education PhD, behavioural neuroscience, Boston University, May 2001. Thesis: Methods and Results for Functional Magnetic Resonance Imaging of Visual Selective Attention: A Foundation for Investigating Autism. MFA, fiction, Sarah Lawrence College, May 1998. MS, neurosciences, University of California San Diego, September 1994. BA, computer science and English, Cornell University, May 1990. Posts held Nottingham Trent University, UK. Reader in Psychology, December 2012 till date. Conduct basic research on attention and perceptual/cognitive/motor control associated with autism and autistic traits, and translational research on communication therapy. Mentor junior colleagues on EEG/ERP study design, data acquisition and analysis, and proposal writing. Teach biological psychology, experimental behavioural research methods, clinical neuropsychology. Supervise and mentor undergraduate and postgraduate project students, doctoral students and research assistants. Lead international student recruitment from India. The Com DEALL Trust, Bangalore. Visiting Researcher (Honorary), May 2012 till date. Develop a research emphasis integrated within a nonprofit clinical centre for autism. Deliver training on evidence- based therapies, for autism clinicians, educators and caregivers. Build local research capacity by validating local quantitive clinical assessments against international standards. Supervise clinical research on motor skills as developmental basis and therapeutic target in autism. Supervise and mentor one postdoctoral researcher. United States { India Educational Foundation, Kolkata. Fulbright-Nehru Senior Research Scholar, July 2011 - April 2012.
    [Show full text]
  • Divya Sood, OTD, OTR/L
    Divya Sood, OTD, OTR/L Governors State University Office Phone: 708-534-6977 College of Health & Human Services Email: [email protected] Occupational Therapy Department 1 University Parkway University Park, IL, 60484 ________________________________________________________________________ Formal Education: Post- Professional Doctor of Occupational Therapy (PP- OTD) Sept. 04 – Feb. 07 Washington University, School of Medicine, St. Louis, MO, USA Bachelor of Occupational Therapy (BOT) Aug. 98 – Feb. 03 College of Allied Health Sciences, Manipal, Karnataka, India Licensure and Certification: Illinois Board of Occupational Therapy- License # 056.008583 2009- present National Board for Certification in Occupational Therapy (NBCOT) - 2007- present Certification # 233410 Professional Experience: Assistant Professor - Occupational Therapy Department, Governors State May 09- present University, University Park, IL Coordinator of Research- Occupational Therapy Department, Governors May 13- Present State University, University Park, IL Interim Position- Clinical Instructor- Department of Occupational Jan 09 – May 09 Therapy & Occupational Sciences, University of Missouri, Columbia, MO Assistant Professor- Department of Occupational Therapy & Jan. 08- Dec 08 Occupational Sciences, University of Missouri, Columbia, MO Director of Occupational Therapy Research- Thompson Center for Jan. 08- Dec 08 Autism & Neurodevelopmental Disorders, University of Missouri, Columbia, MO Clinical Occupational Therapist- Thompson Center for Autism & Jan. 08- May 09 Neurodevelopmental Disorders, University of Missouri, Columbia, MO 1 Visiting Faculty- Indian Spinal Injuries Center, New Delhi, India Aug. 07- Dec. 07 Visiting Faculty- Amity School of Physiotherapy, Noida, India Sept. 07- Dec 07 Teaching Assistantship- Department of Occupational Therapy, Sept. 04 – Dec. 06 Washington University School of Medicine, St. Louis, MO Full time Occupational Therapist- Tamana Special School, New Delhi, April 03 – Aug. 04 India Part time Occupational Therapist and Counselor- Wishbone Sept.
    [Show full text]