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Overview
Here’s the complete overview of Occupation-Centred Practice with Children PDF:
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.
Features of Occupation-Centred Practice with Children PDF
Here’s a quick overview of the essential features of this book:
- 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.
Table of Contents
Below is the complete table of contents offered inside Occupation-Centred Practice with Children PDF:
| Section | Chapter | Topic |
|---|---|---|
| Contributors | ||
| Foreword | ||
| Preface | ||
| Acknowledgements | ||
| Part 1: Introduction to Occupation-centered Practice with Children | Chapter 1 | Occupation and Cognitive Rehabilitation |
| Re-affirming occupation: the core of occupational therapy | ||
| External influences impacting occupational therapy practice | ||
| The evolution of occupational therapy practice with children | ||
| Chapter 2 | Becoming more Occupation-centered When Working with Children | |
| Theoretical underpinnings of occupational therapy with children | ||
| Top-down and bottom-up approaches to occupational therapy practice with children | ||
| Characteristics of occupation-centered practice for children | ||
| Chapter 3 | Child- and Family-centered Service Provision | |
| Defining the client: who and how many? | ||
| Client-centered practice | ||
| Child-centered practice | ||
| Family-centered practice and service provision | ||
| Becoming a child- and/or family-centered practitioner | ||
| Developing family-centered services | ||
| The extended family and community | ||
| Chapter 4 | Cultural Influences and Occupation-centered Practice with Children and Families | |
| 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 | ||
| Chapter 5 | Enabling Children’s Spirituality in Occupational Therapy Practice | |
| Spirituality and children | ||
| Why does spirituality matter in occupational therapy practice? | ||
| The art of occupational therapy practice | ||
| Children’s contexts and spirituality | ||
| Chapter 6 | Occupational Goal Setting with Children and Families | |
| Giving children a voice | ||
| Goal setting and motivation | ||
| Tools to facilitate goal setting with children | ||
| Goal setting contributes to outcome measurement | ||
| Chapter 7 | Occupation-centered Assessment with Children | |
| Bottom-up and top-down approaches to assessment | ||
| OCAC | ||
| Implementation of occupation-centered assessment with children: assessment in action | ||
| Occupation-centered assessment with children: tools | ||
| Chapter 8 | Cognitive Orientation for Daily Occupational Performance (CO-OP): A Uniquely Occupation-centered Intervention created for Children | |
| CO-OP: a brief overview | ||
| CO-OP: an occupation-centered intervention | ||
| Chapter 9 | Perceive, Recall, Plan and Perform (PRPP): Occupation-centered Task Analysis and Intervention System | |
| 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 organising and problem-solving | ||
| ‘Perform’: processing output and performance feedback | ||
| Chapter 10 | Occupational Performance Coaching: Enabling Parents’ and Children’s Occupational Performance | |
| Theoretical and philosophical basis | ||
| Three enabling domains | ||
| Structured problem-solving process | ||
| Chapter 11 | Occupation-centered 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-centered information gathering in educational settings | ||
| Occupation-centered programme planning and intervention in schools | ||
| Collaboration in service delivery | ||
| Chapter 12 | Enablement of Children’s Leisure Participation | |
| Outcomes of healthy leisure engagement | ||
| EACH-Child: model of leisure coaching | ||
| Step one: creating successful engagements | ||
| Step two: coaching to promote personal growth | ||
| Chapter 13 | Acute Hospitals: A Challenging Context for Occupation-centered Practice with Children | |
| Occupation-centered practice in hospital settings: lessons from the literature | ||
| Occupation-centered practice in hospitals: lessons from the frontline | ||
| Challenges to occupation-centered practice in hospitals | ||
| Strategies to foster occupation-centered practice in children’s hospitals | ||
| Examples of occupation-centered practice in children’s hospital settings | ||
| Acknowledgements | ||
| Chapter 14 | Enabling Children’s Occupations and Participation using Assistive Technology | |
| 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 | ||
| Utilizing assistive technology for children as an occupation-centered intervention | ||
| Specific assistive technology interventions for children | ||
| Evaluating AT outcomes | ||
| Chapter 15 | Decision Making for Occupation-centered Practice with Children | |
| 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 |
Occupation-Centred Practice with Children PDF Free Download
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