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

Editor/Author Rodger, Silvia and Kennedy-Behr, Ann
Publication Year: 2017
Publisher: Wiley

ISBN: 978-1-119-05762-8
Category: Health & Medicine - Rehabilitation & Therapy
Image Count: 55
Book Status: Pending
Predicted Release Month: June 2019
Table of Contents

Occupation-Centred Practice with Children remains the only occupational therapy book which supports the development and implementation of occupation-centred practice with children. Drawing on the latest occupational therapy theory and research, this new edition has been fully updated throughout, and includes new chapters on occupational transitions for children and young people, assessing children's occupations and participation, intervention within schools, the arts and children's occupational opportunities, as well as using animals to support children's occupational engagement.

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Table of Contents

    • List of Tables
    • List of Illustrations
    • Notes on Contributors
    • Foreword
    • Preface
    • Acknowledgements
    • Chapter 1: Introduction to Occupation-centred Practice for Children
    • Introduction
    • Re-affirming occupation: The core of occupational therapy
    • External influences impacting occupational therapy practice
    • International Classification of Functioning, Disability and Health (ICF)
    • United Nations’ declarations
    • The evolution of occupational therapy practice with children
    • Changing views of child development and maturation
    • Emerging views about occupational development
    • Re-focusing occupational therapy with children
    • Conclusion
    • References
    • Chapter 2: Becoming an Occupation-centred Practitioner
    • Introduction
    • Theoretical underpinnings of occupational therapy with children
    • Occupation-centred and performance-component focused approaches to practice with children
    • Characteristics of occupation-centred practice for children
    • Focus on occupational performance and participation throughout the process
    • Conclusion
    • References
    • Chapter 3: Child and Family-centred Service Provision
    • Introduction
    • Defining the client: Who and how many?
    • Client-centred practice
    • Unequal power in relationships
    • Recognising expertise and goal setting
    • Child-centred practice
    • Family-centred practice and service provision
    • Family-centred practice, family-centred services and family-centred care
    • Becoming a child- and/or family-centred practitioner
    • Developing family-centred services
    • Outcomes of family-centred practice and family-centred services and their measurement
    • The extended family and community
    • Conclusion
    • References
    • Chapter 4: Cultural Influences and Occupation-centred Practice with Children and Families
    • Introduction
    • Culture and the occupations of the child
    • Culturally responsive occupational therapy
    • The child's and family's stories are central
    • Getting connected
    • Being connected
    • Staying connected
    • Building connections
    • Case studies
    • Making the invisible visible
    • Conclusion
    • References
    • Chapter 5: Occupational Goal Setting with Children and Families
    • Introduction
    • Giving children and families a voice
    • Goal setting and motivation
    • Goal setting and outcomes
    • Tools to facilitate goal setting with children and families
    • Summary
    • Goal setting contributes to outcome measurement
    • Case studies: Goal setting with children and parents
    • Conclusion
    • References
    • Chapter 6: Occupational Transitions for Children and Young People
    • Introduction
    • Definition of transition using a life course perspective
    • Transition from home to early childcare centres
    • Transition from early childhood care to primary school
    • School readiness
    • Transition to secondary school
    • Tips for transition to secondary school
    • Transition to post-school options
    • Conclusion
    • References
    • Chapter 7: Assessing Children's Occupations and Participation
    • Introduction
    • Bottom-up or top-down approaches to assessment?
    • Occupation- and Participation-Centred Assessment with Children (OP-CAC) framework
    • Implementation of Occupation- and Participation-Centred Assessment with Children (OP-CAC) framework: Assessment in action
    • Occupation- and Participation-Centred Assessment with Children (OP-CAC) framework: Tools
    • Conclusion
    • References
    • Chapter 8: Cognitive Orientation for Daily Occupational Performance (CO-OP)
    • Introduction
    • CO-OP: A brief overview
    • CO-OP Approach: An occupation-centred intervention
    • Review of handwriting intervention
    • Conclusion
    • References
    • Chapter 9: Perceive, Recall, Plan and Perform (PRPP)
    • Introduction
    • Information processing, cognitive strategy use 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 strategies during task performance
    • ‘Recall’: Observing strategies used for storage and retrieval of information during task performance
    • ‘Plan’: Processing information for organizing and problem-solving
    • Conclusion
    • References
    • Chapter 10: Occupational Performance Coaching (OPC)
    • Introduction
    • Theoretical and philosophical basis
    • Three enabling domains
    • Research about OPC
    • Conclusion
    • References
    • Chapter 11: 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
    • Chapter 12: Occupation-centred Practice
    • Introduction
    • Practicalities of implementing occupation-centred classroom-based practice
    • Partnering for Change: A description of the model
    • Conclusion
    • Acknowledgements
    • References
    • Appendix 12.1 Occupational performance analysis template
    • Appendix 12.2 Occupational performance skills included in the OTIPM: Motor, process, and social interaction
    • Chapter 13: Enablement of Children's Leisure Participation
    • Introduction
    • Outcomes of leisure engagement
    • Engaging and Coaching for Health – Child: Model of leisure coaching
    • Step One: Creating successful engagements
    • Step Two: Coaching to promote personal growth
    • Conclusion
    • References
    • Chapter 14: The Arts and Children's Occupational Opportunities
    • Introduction
    • The affordances of the arts
    • Overview of arts in children's health care
    • Role of creativity and the performing arts within childhood play: Identity, imitation and imagination
    • Skill acquisition and empowerment
    • Motivation and motivationally enhanced learning
    • Self-reflection, feedback and competition
    • Emerging evidence for creative performing arts in therapies for children
    • Conclusion
    • References
    • Chapter 15: Using Animals to Support Children's Occupational Engagement
    • Introduction
    • AAT as an enabler of occupational engagement
    • Theory in AAT
    • Attachment patterns, secure child–therapist relationships, and the effects of human–animal interaction
    • Physiological stress response
    • Understanding the individual meaning of engagement in human–animal interaction
    • Methods of AAT
    • AAT to support an increase in desired social behaviours/attention in social interaction
    • Using AAT to facilitate social interaction and positive social attention
    • Assisting participation in meaningful activities
    • Decision-making in AAT
    • Conclusion
    • References
    • Chapter 16: Decision-making for Occupation-centred Practice with Children
    • Introduction
    • Decision-making and information sources
    • Information from clients, families and their contexts
    • The child's current abilities and functioning across different environmental contexts
    • Information about the practice context
    • Information from empirical research
    • Information from clinical experience
    • Integrating information given alternatives and uncertainties
    • Shared decision-making
    • Conclusion
    • Appendix 1: Assessments Referred to Throughout the Book