Occupation Centred Practice with Children: A Practical Guide for Occupational Therapists

by Editor: Sylvia Rodger (University of Queensland, Australia)

• ISBN13: 9781444319705
• ISBN10: 1444319701
• Format: eBook
• Copyright: 2010-02-01
• Publisher: Wiley-Blackwell
• More Book Details
• Purchase Benefits

Summary

This book draws on contemporary occupational therapy theory and research to provide occupational therapy students and clinicians with a practical resource on implementing occupation centred practice with children.Each chapter has specific objectives and uses case studies to demonstrate the clinical realities and applications of each of the topics addressed. Best practice guidelines are provided along with a summary of recommendations drawn from the relevant theories, occupational therapy philosophy and existing research. The book aims specifically to be practice based.

Table of Contents

Contributors

Foreward

Preface

Acknowledgements

Introduction to Occupation-centred Practice with Children

Introduction

Re-affi rming occupation: the core of occupational therapy

External infl uences impacting occupational therapy practice

The evolution of occupational therapy practice with children

Changing views of child development and maturation

Emerging views about occupational development

Refocusing occupational therapy with children

Conclusion

References

Becoming more Occupation-centred When Working with Children

Introduction

Theoretical underpinnings of occupational therapy with children

Top-down and bottom-up approaches to occupational therapy practice with children

Characteristics of occupation-centred practice for children

Conclusion

References

Child- and Family-centred Service Provision

Introduction

Defi ning the client: who and how many?

Client-centred practice 46Child-centred practice

Family-centred practice and service provision

Becoming a child- and/or family-centred practitioner

Developing family-centred services

The extended family and community

Conclusion

References

Cultural Influences and Occupation-centred Practice with Children and Families

Introduction

Culture and the occupations of the child

The privilege of occupational therapy

Cultural safety in occupational therapy

The Kawa Model: a tool for culturally safe practice

Culturally appropriate goal setting

Making the invisible visible

Relationship: the art of occupational therapy

Conclusion

References

Enabling Children's Spirituality in Occupational Therapy Practice

Introduction

Spirituality and children

Why does spirituality matter in occupational therapy practice?

The art of occupational therapy practice

Children's contexts and spirituality

Conclusion

References

Occupational Goal Setting with Children and Families

Introduction

Giving children a voice

Goal setting and motivation

Tools to facilitate goal setting with children

Goal setting contributes to outcome measurement

Conclusion

References

Occupation-centred Assessment with Children

Introduction

Bottom-up and top-down approaches to assessment

OCAC

Implementation of occupation-centred assessment with children: assessment in action

Occupation-centred assessment with children: tools

Conclusion

References

Cognitive Orientation for Daily Occupational Performance (CO-OP): A Uniquely Occupation-centred Intervention created for Children

Introduction

CO-OP: a brief overview

CO-OP: an occupation-centred intervention

Conclusion

References

Perceive, Recall, Plan and Perform (PRPP): Occupation-centred Task Analysis and Intervention System

Introduction

Information processing and occupational performance

The Perceive, Recall, Plan and Perceive (PRPP) System of Task Analysis and Intervention

Using the PRPP System of Task Analysis and Intervention: David

'Perceive': observing and prompting sensory processing behaviours during task performance

'Recall': observing strategies used for storage and retrieval of information during task performance

'Plan': processing information for organisingand problem solving

'Perform': processing output and performance feedback

Conclusion

References

Occupational Performance Coaching: Enabling Parents' and Children's Occupational Performance

Introduction

Theoretical and philosophical basis

Three enabling domains

Structured problem-solving process

Conclusion

References

Occupation-centred Intervention in the School Setting

Understanding the occupations of the school student

Educationally relevant occupational therapy in schools

Ways of working in schools

Planning educational programmes for diverse learners

Occupation-centred information gathering in educational settings

Occupation-centred programme planning and intervention in schools

Collaboration in service delivery

Conclusion

References

Enablement of Children's Leisure Participation

Introduction

Outcomes of healthy leisure engagement

EACH-Child: model of leisure coaching

Step one: creating successful engagements

Step two: coaching to promote personal growth

Conclusion

References

Acute Hospitals: A Challenging Context for Occupation-centred Practice with Children

Introduction

Occupation-centred practice in hospital settings: lessons from the literature

Occupation-centred practice in hospitals: lessons from the frontline

Challenges to occupation-centred practice in hospitals

Strategies to foster occupation-centred practice in children's hospitals

Examples of occupation-centred practice in children's hospital settings

Conclusion

Acknowledgements

References

Enabling Children's Occupations and Participation using Assistive Technology

Introduction

What is assistive technology?

What can assistive technology offer children and families?

A theoretical model for understanding assistive technology

Information gathering for augmentative and assistive technologies

Utilising assistive technology for children as an occupation-centred intervention

Specifi c assistive technology interventions for children

Evaluating AT outcomes

Conclusion

References

Decision Making for Occupation-centred Practice with Children

Introduction

Decision making and information sources

Information about clients, families and their contexts

Information about the practice context

Information from empirical research

Information from clinical experience

Integrating information despite alternatives and uncertainties

Shared decision making

Conclusion

References

Index

Table of Contents provided by Publisher. All Rights Reserved.