ORIGAMI PROJECT

for psychiatric
condition
THERAPEUTIC ACTIVITIES

Student’s name: Zur Ain Binti Zam Zam

Student’s id: 2019207296
Lecturer‘’s name: Datin Rosilah Wahab
Course: oct 491
 Introduction
 Therapeutic activities are activities used by therapist to improve or helping an individual or group to recover their
well beings or health status which includes physical, mental and social.

 Origami is the art of paper folding which has long been inherited in Japan and continues to be a fun and educational
activity.

 It has been proven to be successful in the treatment of mental health patients by psychologist and therapist.

 It is suitable for any range of ages above 8 years old and cost effective.

 Folding the origami involves attention, solving problems ability, spatial recognition, fine motor skills and eye-hand
coordination.

 It helps patient to replace their negative thought to be focused on the current event. The sense of pride and
accomplishment also override their painful memories, thus resulting in improvement of self-esteem and motivation.
The accomplishment of the origami also bring joy in oneself.

 I choose paper crane origami which is intermediate level for beginners to challenge patient and to make them
curious and be interested to participate in this activity for the first time.

 It can be done about 7-10 minutes for one origami

 patient
 In this project, I targeted a woman patient with Post-Traumatic Stress Disorder (PTSD).

 Patients with PTSD have recurrent flashbacks of traumatic event and avoidance from remembering or speak anything related
to the event such as places, activities, or people.

 They will always having nightmare about the traumatic event and eventually disrupted their sleep during the night.

 In addition, patients with PTSD will experience changes in their thinking and mood as they are emotionally numb, difficult
to experiencing positive emotions, lack of interest in activities they once enjoyed and feeling detachment from close
relationships.

 They also struggle to concentrate and give attention in daily life event.

 In intense situation, if the feeling of guilt and self-destructive behaviour was high, the possibility for PTSDs’ patient to have
suicidal thought increase.

 Origami can distract the patients from remembering their traumatic event and focus on relieving them from their emotional
pain.

 Thus, origami naturally fits with PTSDs’ patients in which help them to express their pain through the wonder and
complexity of folds for origami.

 An activity that provides motivation and self-esteem will promote their participation in useful activity.
 CASE STUDY
Anita, 25 years old woman who had been experiencing PTSD symptoms for almost five years since her car accident. She consistently having flashbacks of
thoughts and images related to witnessing her fellow friends fell out from the car when another car hit them. She was the only survivor in the accident.
Over the years, Anita became increasingly depressed, feeling guilty of her friends’ death and began to avoid driving, ride a car or speak about it or any
related subjects. She found it difficult to give attention and concentrated in her daily life. These cause her to have difficulties in her employment, missing
many days of work. She also reported feeling disconnected and numb around her family and friends. Moreover, Anita loss her interest in the activities that
she once loved such as travelling and family gathering. She also frequently having nightmares about her accident causing a lack of sleep.

Problems
 Patient having flashbacks of the car accident event
which causes the client’s friends died.
 Patient having intense feelings of distress when
reminded of a tragic event.
 Patient will loss of interest in life and daily activities.
 Patient found it difficult to concentrate in daily
activities.
 Patient having nightmares during sleep that cause
lack of sleep.
Objectives
 To reduce the recurrence of flashbacks of the car accident event
which cause the client’s friends died.
 To reduce depression and the feeling of guilt to have better
quality of live.
 To encourage participation in the useful activity, so the client
can involve in any activity.
 To promote attention and concentration through making the
origami.
 To reduce nightmares event to increase the quality of sleep
 Materials and steps

Materials Steps

MATERIAL COST QUANTITY

S
A4 colour RM 4.50 A packet (100
paper Pieces)
A pair of RM 6.00 1
scissors
 Steps
analysis
Steps Subtasks
1. Take the corner of colour paper and fold it down  Reach for the corner of the colour paper, bring it down along the edge and fold by
along the edge. Then, cut it. pressing
Duration: 1 minute  Identify and grip the scissor.
   While one hand holds the colour paper, another hand begins to straight cut along the
end of the folded region.
 Put aside the scissor and the excess of paper after that.
2. Open the folded paper and you will see a line.  Open the folded paper, then reach and bring down the opposite corner of the colour
Then, folded it at the opposite corner. paper along the edge and press
Duration: 10 seconds
3. Open the folded corner and you can see it form a  Open the folded paper with thumb and index finger and identify the X shape created
X-line. from the crease lines.
Duration: 5 seconds
4. Flip the paper and folded it into a half. Open the  Flip the paper with the thumb and index finger.
folded paper and a line at the centre formed.  Reach the left side of the paper, bring to the right and press. Then, open the folded
Duration: 10 seconds paper.
5. Folded it to the opposite corner and open it. A t-  Reach the top and bring to the bottom of the paper.
line can be seen. This is your guideline for the next  Fold it by pressing the thumb and index finger.
step.  Open the folded paper and identify the small T shape created by the crease lines.
Duration: 10 seconds
6. Fold inward the left corner of upper t-line and the  One hand reaches the left corner of upper t-line, while another hand reaches the right
right corner of lower t-line. Use the X-line as a corner of the lower t-line.
guideline to fold it.  Bring them to the centre of the paper.
Duration: 15 seconds  Hold both corners, while another hand pinch along the X-line of the upper corner,
  then lower corner.
 Flip the paper and press the folded region with thumb and index finger.
7. Then, the folded region will form a small square.  Identify the square shape form by the folded region.
Make sure the open section or flaps facing you  Rotate the open section to diamond shape .
Duration: 10 seconds
8. Folded the right corner of the upper layer to the  Identify the centre crease at the diamond shape of folded paper.
centre of the line. Then, repeated it at the left  Reach and bring the right corner of the upper layer to the centre crease, then press.
corner.  Reach and bring the left corner of the upper to the centre crease and press.
Duration: 15 seconds  Identify the triangle shape.
 
9. Flip the paper and repeated the step 8.  Flip the paper using the hand.
Duration: 15 seconds  Reach and bring the right corner of the upper layer to the centre crease and press.
 Reach and bring the left corner of the upper layer to the centre crease and press.
 Identify the triangle shape formed by the folded region.
10. Fold the remaining top at the start of triangle  Reach and bring down the top of the paper to the top edge of the triangle shape and
shape as a guideline later. Open it and folded at the press. Then, open.
other side in the same way.  Bring it backward to the top edge of the triangle shape and press,
Duration: 10 seconds  Open it. The creases created by the top paper is a guideline crease for later step.
11. Open all the folded region to return to the  Reach and open the right of the folded upper layer.
square shape.  Reach and open the left of the folded upper layer.
Duration: 15 seconds  Flip the paper using the hand.
   Reach and open the right of the lower folded layer.
   Reach and open the left of the lower folded layer with thumb and index finger and
open it.
 Identify the triangle shape formed by the crease at the both side of the paper.
12. Take the bottom flap and push it up at the  Reach and push up the flap of the upper layer to the guideline crease at the step 13.
guideline crease. Then, on the inside line, fold  Reach and bring inward the right corner of the flap and press.
those in.  Reach and bring inward the left corner of the flap and press.
Duration: 15 seconds
13. Then, fold down the upper part.  Reach and push down the top flap and press.
Duration: 10 seconds  Identify the diamond shape that has been formed.
14. Flip the paper and repeated the step 11-12.  Flip the paper using the hand’
Duration: 25 seconds  Reach and push up the flap of the upper layer to the guideline crease at the step 13.
   Reach and bring inward the right corner of the flap and press.
 Reach and bring inward the left corner of the flap and press
 Reach and push down the top flap and press.
 Identify the diamond shape formed.
15. Make sure that the split part is facing you.  Identify the split part.
Duration: 5 seconds  Rotate it to the bottom which facing to the body with hand.
16. Then, fold the right edges into the centre.  Reach and bring the right edges of the split part of the upper layer to the centre and
Repeated it at the left side. press.
Duration: 15 seconds  Reach and bring the left edges of the split part to the centre and press.
17. Flip the paper and repeat the step. Duration:  Flip the paper using the hands.
15 seconds  Reach and bring the right edges of the split part of the lower layer to the centre
  and press.
 Reach and bring the left edges of the split part to the centre and press
 18. Next, fold both split part to the centre  Reach to the both corners of the paper with the thumb and index finger.
as a guideline   Flip it between the upper layer and bottom layer and press.
Duration: 10 seconds
19. Fold the top at the end of split part.  Reach and bring down the top of the upper layer to the split part region and press.
Named it A.
Duration: 10 seconds
20. Flip the paper over and repeat the step  Flip the folded paper.
19 and named it B.  Reach and bring down the top of the bottom layer to the split part region and press it.
 Duration: 10 seconds
21. Fold the paper into the centre again.  Reach to the both corners of the paper and flip it between the upper layer and bottom layer.
Duration: 10 seconds  Press it.
22. Then, open A and fold it down.  Reach and open the folded region A with the thumb and index finger.
Duration: 10 seconds  Bring it down until you cannot move it further and press.
23. Repeat the step 22 for B. A and B will be  Flip the paper using the hand.
the wing of paper crane.  Reach the folded region B with the thumb and index finger and open it.
Duration: 10 seconds  Bring it down until you cannot move it further and press it.
24. Next, pull the first slip a slight down.  Reach the first slip with thumb and index finger and pull it down slightly.
This will be the head of paper crane.  Press the folded region, so the slip will not return to the initial position.
Duration: 5 seconds
25. Pull the second slip down a little more  Reach the second slip with thumb and index finger and pull it down slightly but lower than
than the first slip. It will be the tail. the first slip.
Duration: 5 seconds  Press the folded region, so the slip will not return to the initial position.
26. At the head, pull down an inch paper and  Reach the head region with thumb and index finger.
pinch it.  Measure an inch of the thumb from the end of the head region. Then, bring it down and
Duration: 5 seconds press.
Items of ADLs Explanation Items of IADLs Explanation Items of social Explanation
interaction
Toileting and toilet Maintaining postural skills Communication Receive and interpreted
hygiene for toileting. management the instruction Community. Help promotes
social
Dressing Fine motor and sequencing Home establishment and Request or refuse help
interaction and
for buttoning. management from others
good
Feeding Organization, memory and Meal preparation and clean Clean up to terminate relationship
sequences. up. activity. within
community
Functional mobility Walking around the room. Safety and precaution Safety use of scissors setting.
maintenance
Personal device care. Eye-hand coordination to Family. Enhances
wear contact lens. family
Items of leisure Explanation
Personal hygiene and Manipulating the scissors bonding.
grooming. for hair cutting. Leisure exploration. Provide insight into Peer or friend. Promote
Bathing and showering Spatial discrimination to one’s leisure interest, understanding
identify the bath tools. skills and opportunities of each other.
for various activity

Items of works Explanation Leisure participation. Help the patients to

balance the job and
leisure time In which way
Job performance. The requirement of time
management and a good performance areas
relationship with others. Items of rest and sleep Explanation
of occupation can
Rest Maintain emotional state
Items of education Explanation
for good rest. be affected by
Formal educational This activity is a formal origami activity ?
participation. education setting
 Which performance skills involved ?
Work and praxis skills
• Posture – sit, bend
• Mobility
• Coordination – Bilateral, eye- hand coordination Cognitive skills
• Strength and effort – lift, transport, manipulate • Knowledge – choose, identify, use, handling
• Energy - endurance • Organization space and objects – search, locates, gather,
• Heeds to the goals - imitation organize, restore
• Temporal organization – initiate, continue, sequence,
Sensation and perception skills. terminate
• Sensation – visual, auditory, tactile, proprioception, • Ability to adapt – adjust, maintain, attend
vestibular
• Visual perception skills – stereognosis, body scheme, spatial Emotion regulation skills
discrimination, visual discrimination, visual sequential • Persistence
memory, form constancy, depth perception discrimination • Awareness
• Attend to other
Communication and social skills • Control anger and frustration
• Ability to use body to communicate – physical contact, eye • Improve self-esteem
and verbal communication, gesture • Recovering from hurt
• Information exchange during activity – request, refuse, • Feeling enjoy express individuality
explain
• Ability to maintain appropriate relationship - share, respect,
positive behaviour
 Body functions that involve is…
Specific health function Muscle function
• Higher-level cognitive – judgement, concept formation, • Muscle power – appropriate pressure
concept flexibility • Muscle tone - degree of hand tension
• Attention - concentration, selective attention, divided attention • Muscle endurance – repetitive action
• Memory
Movement function
• Perception - process, recognize, discriminate
• Involuntary movement reaction – postural adjustment,
• Thought - control, recognize
• Mental functions of sequencing complex - coordination, equilibrium reaction
• Control of voluntary movement – eye-hand coordination,
sequence
bilateral integration, dexterity, oculomotor control
• Emotional – calm, relax, regulate
• Experiencing of self and time – identity, location, time, Voice and speech function, metabolic and endocrine
realistic, self-esteem, self-motivation system, function, genitourinary and reproductive
function
Global mental function • Voice and speech - communication
• Consciousness – alert, arouse
• Orientation – person, place, time, self, others Sensory function
• Temperament and personality – emotion stable • Tactile
• Energy and drive – motivated, enjoy impulse control • Visual
• Sleep - adequate • Proprioception
• Auditory
Neuromusculoskeletal and movement-related function • Pain
• Joint mobility – hand and finger joints • Sensitivity to pressure
• Joint stability – hold object in a long duration
  Values - cultural learning, close relationship
 Scissors - sharp edges
 Paper – easy tore
 Not windy – blown off paper
Relevance and
Importance to
client
 Colour papers (materials)
 Scissors (tools)
Precautions Object used
and Safety and Properties
 Sequence:
a) 1. Choose colour
paper
a) 2. Cut the paper Activity
b) 3. Fold the paper
 Timing – 7 mins Sequencing
and Timing
Demands Space
Demands
 Workspace - small space, complete
materials, good lighting, fine
temperature
 Flat table – clear, dry
 Minimum external distractions

Special Social
Consideration Demands
 Unisex activity
 Individual or small group
 Age 8 and above
 Connect with related people
 Therapeutic values
 This activity helps patients to reduce recurrence of flashback of traumatic event as high cognitive function is needed, thus enable them to
distract their focus from the event.

 Patients enable to self-express their painful feelings through the pressing steps during the folding process, thus reduce their distress and
feeling of guilt.

 This activity increases self- motivation and self-esteem when they able to make the origami successfully.

 Patients find the activity pleasurable and interesting, hence encourage their participation in any useful activity.

 This activity enhances patients’ concentration and creativity via perception during the right techniques of folding process for the
origami.

 This activity helps patients to have a good quality of sleep due to their mind has been exhausted in making the origami and because their
mind needs to be relaxed for this activity.

 This activity also increases patients’ social interaction skills when they communicate in the small group activity.
Contraindication
Obsessive-Compulsion disorder may not suitable for this activity especially for symmetrical obsession which characterized by
the need for things to be perfect, exact, symmetrical, or correctly aligned. Thus, they will feel more compel to take a long time
to adjust the crease and easy to have anger outburst as origami have many crease and folds that not symmetrical. A better
choice is to do activity more friendly symmetrical such as weaving.
 Grading technique
Social Complexity
Positioning Resistance Endurance Dexterity Coordination Mobility interaction of the task
• Alter the • Use • Set time • Fold • Use • Exchange • Set • Exchange
position of different duration to different different the table to different technique
the thickness complete numbers of kind of fold numbers of to fold
materials of paper. one same shape of different people origami.
• Decrease • Decrease origami. origami in origami. shapes of when doing • Decrease
difficulty: difficulty: • Decrease one • Decrease origami. the activity difficulty:
position the Use thin difficulty: session. difficulty: • Decrease • Decrease Use the
materials A4 colour Set one • Decrease Fold much difficulty: difficulty: original
within the • Increase origami to difficulty: simple and Work on One paper fold
reaching difficulty: be Fold one easy the same individual technique
range of Use thick complete in paper crane origami. table to session • Increase
the patient. A4 colour 10 minutes. origami • Increase fold any • Increase difficulty:
• Increase paper • Increase only. difficulty: shapes of difficulty: Use
difficulty: difficulty: • Increase Fold much origami. A small complex
position the Set one difficulty: complex • Increase group technique
materials at origami to Fold 5 origami difficulty: session such as
the middle be paper crane moving consisting golden
of the complete in origami. from table 4-6 venture
table. 6 minutes. to table . members. folding.

THE