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

Edited by (University of Queensland, Australia), Edited by (University of the Sunshine Coast, Australia)
  • Formāts: PDF+DRM
  • Izdošanas datums: 16-Mar-2017
  • Izdevniecība: Wiley-Blackwell
  • Valoda: eng
  • ISBN-13: 9781119057758
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  • Formāts: PDF+DRM
  • Izdošanas datums: 16-Mar-2017
  • Izdevniecība: Wiley-Blackwell
  • Valoda: eng
  • ISBN-13: 9781119057758
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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.

Key features:

  • Written by an international expert team of contributors.
  • Each chapter begins with preliminary questions to assist with consideration of current knowledge, and then reflection questions at the conclusion to allow revision of key content in order to support independent learning.
  • Highly practical, with a range of case studies, key point summaries, reflective questions, best practice guidelines, and a range of tools, interventions and techniques to aid applications to practice.
  • A new appendix outlining all the assessments referred to in the book has now been included.

Occupation-Centred Practice with Children is a practical, theoretically grounded and evidence based guide to contemporary occupational therapy practice, and is important reading for all occupational therapy students and therapists wishing to make a real difference to children and their families’ lives.

Notes on Contributors xi
Foreword xv
Preface xvii
Acknowledgements xix
1 Introduction to Occupation-centred Practice for Children
1(20)
Sylvia Rodger
Ann Kennedy-Behr
Introduction
1(4)
Re-affirming occupation: The core of occupational therapy
5(1)
External influences impacting occupational therapy practice
6(2)
International Classification of Functioning, Disability and Health (ICF)
8(1)
United Nations' declarations
9(2)
The evolution of occupational therapy practice with children
11(1)
Changing views of child development and maturation
11(2)
Emerging views about occupational development
13(1)
Re-focusing occupational therapy with children
14(1)
Conclusion
15(1)
References
16(5)
2 Becoming an Occupation-centred Practitioner
21(24)
Sylvia Rodger
Ann Kennedy-Behr
Introduction
21(1)
Theoretical underpinnings of occupational therapy with children
22(1)
Occupation-centred and performance-component focused approaches to practice with children
23(5)
Characteristics of occupation-centred practice for children
28(2)
Focus on occupational performance and participation throughout the process
30(9)
Conclusion
39(1)
References
40(5)
3 Child and Family-centred Service Provision
45(28)
Sylvia Rodger
Deb Keen
Introduction
45(1)
Defining the client: Who and how man?
46(1)
Client-centred practice
46(2)
Child-centred practice
48(1)
Family-centred practice and service provision
49(2)
Family-centred practice, family-centred services and family-centred care
51(1)
Becoming a child- and/or family-centred practitioner
52(3)
Developing family-centred services
55(6)
Outcomes of family-centred practice and family-centred services and their measurement
61(3)
The extended family and community
64(1)
Conclusion
65(1)
References
66(7)
4 Cultural Influences and Occupation-centred Practice with Children and Families
73(18)
Alison Nelson
Chrisdell McLaren
Tara Lewis
Michael K. Iwama
Introduction
73(1)
Culture and the occupations of the child
74(1)
Culturally responsive occupational therapy
75(1)
The child's and family's stories are central
76(1)
Getting connected
77(1)
Being connected
78(2)
Staying connected
80(2)
Building connections
82(1)
Case studies
82(6)
Making the invisible visible
88(1)
Conclusion
88(1)
References
89(2)
5 Occupational Goal Setting with Children and Families
91(20)
Nancy Pollock
Cheryl Missiuna
Judy Jones
Introduction
91(1)
Giving children and families a voice
92(1)
Goal setting and motivation
93(1)
Goal setting and outcomes
94(1)
Tools to facilitate goal setting with children and families
94(8)
Summary
102(1)
Goal setting contributes to outcome measurement
102(1)
Case studies: Goal setting with children and parents
103(3)
Conclusion
106(1)
References
106(5)
6 Occupational Transitions for Children and Young People
111(22)
Sok Mui Lim
Fiona Jones
Introduction
111(1)
Definition of transition using a life course perspective
112(1)
Transition from home to early childcare centres
112(4)
Transition from early childhood care to primary school
116(2)
School readiness
118(3)
Transition to secondary school
121(4)
Tips for transition to secondary school
125(2)
Transition to post-school options
127(2)
Conclusion
129(1)
References
129(4)
7 Assessing Children's Occupations and Participation
133(32)
Chi-Wen Chien
Ted Brown
Introduction
133(2)
Bottom-up or top-down approaches to assessment?
135(2)
Occupation- and Participation-Centred Assessment with Children (OP-CAC) framework
137(1)
Implementation of Occupation-and Participation-Centred Assessment with Children (OP-CAC) framework: Assessment in action
138(3)
Occupation- and Participation-Centred Assessment with Children (OP-CAC) framework: Tools
141(18)
Conclusion
159(1)
References
159(6)
8 Cognitive Orientation for Daily Occupational Performance (CO-OP): An Occupation-centred Intervention
165(24)
Sylvia Rodger
Helene Polatajko
Introduction
165(1)
CO-OP: A brief overview
166(3)
CO-OP Approach: An occupation-centred intervention
169(14)
Review of handwriting intervention
183(1)
Conclusion
183(1)
References
184(5)
9 Perceive, Recall, Plan and Perform (PRPP): Occupation-centred Task Analysis and Intervention System
189(20)
Christine Chapparo
Introduction
189(1)
Information processing, cognitive strategy use and occupational performance
190(2)
The Perceive, Recall, Plan and Perceive (PRPP) System of Task Analysis and intervention
192(4)
Using the PRPP system of task analysis and intervention: David
196(2)
`Perceive': Observing and prompting sensory processing strategies during task performance
198(1)
`Recall': Observing strategies used for storage and retrieval of information during task performance
199(2)
`Plan': Processing information for organizing and problem-solving
201(4)
Conclusion
205(1)
References
206(3)
10 Occupational Performance Coaching (OPC): Enabling Caregivers' and Children's Occupational Performance
209(24)
Fiona Graham
Sylvia Rodger
Ann Kennedy-Behr
Introduction
209(1)
Theoretical and philosophical basis
210(1)
Three enabling domains
211(17)
Research about OPC
228(1)
Conclusion
229(1)
References
229(4)
11 Occupation-centred Intervention in the School Setting
233(24)
Elizabeth Hinder
Jill Ashburner
Understanding the occupations of the school student
235(1)
Educationally relevant occupational therapy in schools
236(2)
Ways of working in schools
238(1)
Planning educational programmes for diverse learners
238(2)
Occupation-centred information gathering in educational settings
240(4)
Occupation-centred programme planning and intervention in schools
244(1)
Collaboration in service delivery
245(4)
Conclusion
249(1)
References
250(7)
12 Occupation-centred Practice: When the Classroom Is Your Client
257(32)
Karina Dancza
Cheryl Missiuna
Nancy Pollock
Introduction
257(2)
Practicalities of implementing occupation-centred classroom-based practice
259(10)
Partnering for Change: A description of the model
269(6)
Conclusion
275(1)
Acknowledgements
275(3)
References
278(11)
13 Enablement of Children's Leisure Participation
289(22)
Anne A. Poulsen
Jenny Ziviani
Introduction
289(2)
Outcomes of leisure engagement
291(1)
Engaging and Coaching for Health -- Child: Model of leisure coaching
292(2)
Step One Creating successful engagements
294(4)
Step Two Coaching to promote personal growth
298(10)
Conclusion
308(1)
References
308(3)
14 The Arts and Children's Occupational Opportunities
311(18)
Dido Green
Jenny Ziviani
Introduction
311(1)
The affordances of the arts
312(1)
Overview of arts in children's health care
312(1)
Role of creativity and the performing arts within childhood play: Identity, imitation and imagination
313(3)
Skill acquisition and empowerment
316(1)
Motivation and motivationally enhanced learning
317(1)
Self-reflection, feedback and competition
318(2)
Emerging evidence for creative performing arts in therapies for children
320(3)
Conclusion
323(1)
References
324(5)
15 Using Animals to Support Children's Occupational Engagement
329(20)
Anja Junkers
Ann Kennedy-Behr
Introduction
329(2)
AAT as an enabler of occupational engagement
331(1)
Theory in AAT
332(1)
Attachment patterns, secure child-therapist relationships, and the effects of human-animal interaction
332(1)
Physiological stress response
333(1)
Understanding the individual meaning of engagement in human-animal interaction
334(1)
Methods of AAT
335(1)
AAT to support an increase in desired social behaviours/attention in social interaction
336(1)
Using AAT to facilitate social interaction and positive social attention
337(2)
Assisting participation in meaningful activities
339(2)
Decision-making in AAT
341(3)
Conclusion
344(1)
References
345(4)
16 Decision-making for Occupation-centred Practice with Children
349(24)
Jodie Copley
Sally Bennett
Merrill Turpin
Introduction
349(1)
Decision-making and information sources
350(1)
Information from clients, families and their contexts
351(5)
Information about the practice context
356(1)
Information from empirical research
357(3)
Information from clinical experience
360
Integrating information given alternatives and uncertainties
361(4)
Shared decision-making
365(2)
Conclusion
367(1)
References
368(5)
Appendix 1 Assessments Referred to Throughout the Book 373(4)
Index 377
About the Editors Sylvia Rodger AM, Emeritus Professor, University of Queensland, Australia and Director of Research and Education Cooperative Research Centre for Living with Autism (Autism CRC).

Ann Kennedy-Behr, Lecturer and Program Coordinator Discipline of Occupational Therapy, School of Health and Sports Science, University of the Sunshine Coast, Australia.