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

Contents......Page 8
Contributors......Page 14
Foreward......Page 18
Preface......Page 20
Acknowledgements......Page 22
Introduction......Page 24
Re-affirming occupation: the core of occupational therapy......Page 28
External influences impacting occupational therapy practice......Page 29
The evolution of occupational therapy practice with children......Page 33
Changing views of child development and maturation......Page 34
Emerging views about occupational development......Page 37
Refocusing occupational therapy with children......Page 38
Conclusion......Page 39
References......Page 40
Introduction......Page 44
Theoretical underpinnings of occupational therapy with children......Page 45
Top-down and bottom-up approaches to occupational therapy practice with children......Page 46
Characteristics of occupation-centred practice for children......Page 51
References......Page 63
Introduction......Page 68
Client-centred practice......Page 69
Child-centred practice......Page 72
Family-centred practice and service provision......Page 73
Becoming a child- and/or family-centred practitioner......Page 76
Developing family-centred services......Page 79
The extended family and community......Page 90
Conclusion......Page 91
References......Page 92
Introduction......Page 98
Culture and the occupations of the child......Page 99
The privilege of occupational therapy......Page 100
Cultural safety in occupational therapy......Page 101
The Kawa Model: a tool for culturally safe practice......Page 104
Culturally appropriate goal setting......Page 111
Making the invisible visible......Page 112
Relationship: the art of occupational therapy......Page 113
References......Page 115
Introduction......Page 117
Spirituality and children......Page 119
Why does spirituality matter in occupational therapy practice?......Page 120
The art of occupational therapy practice......Page 123
Children\'s contexts and spirituality......Page 126
References......Page 132
Giving children a voice......Page 137
Goal setting and motivation......Page 139
Tools to facilitate goal setting with children......Page 140
Goal setting contributes to outcome measurement......Page 150
References......Page 155
Introduction......Page 158
Bottom-up and top-down approaches to assessment......Page 159
OCAC......Page 163
Implementation of occupation-centred assessment with children: assessment in action......Page 165
Occupation-centred assessment with children: tools......Page 166
References......Page 179
Introduction......Page 183
CO-OP: a brief overview......Page 184
CO-OP: an occupation-centred intervention......Page 185
Conclusion......Page 199
References......Page 203
Introduction......Page 206
Information processing and occupational performance......Page 207
The Perceive, Recall, Plan and Perceive (PRPP) System of Task Analysis and Intervention......Page 208
Using the PRPP System of Task Analysis and Intervention: David......Page 212
\'Perceive\': observing and prompting sensory processing behaviours during task performance......Page 214
\'Recall\': observing strategies used for storage and retrieval of information during task performance......Page 215
\'Plan\': processing information for organising and problem-solving......Page 218
\'Perform\': processing output and performance feedback......Page 220
Conclusion......Page 222
References......Page 223
Introduction......Page 226
Three enabling domains......Page 227
Structured problem-solving process......Page 241
References......Page 247
11 Occupation-centred Intervention in the School Setting......Page 250
Understanding the occupations of the school student......Page 251
Educationally relevant occupational therapy in schools......Page 253
Ways of working in schools......Page 254
Planning educational programmes for diverse learners......Page 255
Occupation-centred information gathering in educational settings......Page 256
Occupation-centred programme planning and intervention in schools......Page 259
Collaboration in service delivery......Page 262
References......Page 266
Introduction......Page 271
Outcomes of healthy leisure engagement......Page 272
EACH-Child: model of leisure coaching......Page 274
Step one: creating successful engagements......Page 276
Step two: coaching to promote personal growth......Page 282
References......Page 294
Introduction......Page 297
Occupation-centred practice in hospital settings: lessons from the literature......Page 298
Occupation-centred practice in hospitals: lessons from the frontline......Page 300
Challenges to occupation-centred practice in hospitals......Page 305
Strategies to foster occupation-centred practice in children\'s hospitals......Page 308
Examples of occupation-centred practice in children\'s hospital settings......Page 311
References......Page 319
Introduction......Page 321
What can assistive technology offer children and families?......Page 322
A theoretical model for understanding assistive technology......Page 324
Information gathering for augmentative and assistive technologies......Page 328
Utilising assistive technology for children as an occupation-centred intervention......Page 334
Specific assistive technology interventions for children......Page 335
Evaluating AT outcomes......Page 338
References......Page 339
Decision making and information sources......Page 343
Information about clients, families and their contexts......Page 344
Information about the practice context......Page 349
Information from empirical research......Page 350
Information from clinical experience......Page 353
Integrating information despite alternatives and uncertainties......Page 354
Shared decision making......Page 358
Conclusion......Page 360
References......Page 361
C......Page 366
E......Page 367
O......Page 368
P......Page 369
W......Page 370