{"product_id":"occupationcentred-practice-with-children-9781119057628","title":"OccupationCentred Practice with Children","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003ci\u003eOccupation-Centred Practice with Children\u003c\/i\u003e 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.\u003c\/p\u003e \u003cp\u003eKey features:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eWritten by an international expert team of contributors.\u003c\/li\u003e \u003cli\u003eEach 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.\u003c\/li\u003e \u003cli\u003eHighly practical, with a range of case studies, key point summaries, refl\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eNotes on Contributors xi\u003c\/p\u003e \u003cp\u003eForeword xv\u003c\/p\u003e \u003cp\u003ePreface xvii\u003c\/p\u003e \u003cp\u003eAcknowledgements xix\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Introduction to Occupation]centred Practice for Children 1\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eSylvia Rodger and Ann Kennedy]Behr\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003eRe]affirming occupation: The core of occupational therapy 5\u003c\/p\u003e \u003cp\u003eExternal influences impacting occupational therapy practice 6\u003c\/p\u003e \u003cp\u003eInternational Classification of Functioning, Disability and Health (ICF) 8\u003c\/p\u003e \u003cp\u003eUnited Nations’ declarations 9\u003c\/p\u003e \u003cp\u003eThe evolution of occupational therapy practice with children 11\u003c\/p\u003e \u003cp\u003eChanging views of child development and maturation 11\u003c\/p\u003e \u003cp\u003eEmerging views about occupational development 13\u003c\/p\u003e \u003cp\u003eRe]focusing occupational therapy with children 14\u003c\/p\u003e \u003cp\u003eConclusion 15\u003c\/p\u003e \u003cp\u003eReferences 16\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Becoming an Occupation]centred Practitioner 21\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eSylvia Rodger and Ann Kennedy]Behr\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 21\u003c\/p\u003e \u003cp\u003eTheoretical underpinnings of occupational therapy with children 22\u003c\/p\u003e \u003cp\u003eOccupation]centred and performance]component focused approaches to practice with children 23\u003c\/p\u003e \u003cp\u003eCharacteristics of occupation]centred practice for children 28\u003c\/p\u003e \u003cp\u003eFocus on occupational performance and participation throughout the process 30\u003c\/p\u003e \u003cp\u003eConclusion 39\u003c\/p\u003e \u003cp\u003eReferences 40\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Child and Family]centred Service Provision 45\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eSylvia Rodger and Deb Keen\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 45\u003c\/p\u003e \u003cp\u003eDefining the client: Who and how many? 46\u003c\/p\u003e \u003cp\u003eClient]centred practice 46\u003c\/p\u003e \u003cp\u003eChild]centred practice 48\u003c\/p\u003e \u003cp\u003eFamily]centred practice and service provision 49\u003c\/p\u003e \u003cp\u003eFamily]centred practice, family]centred services and family]centred care 51\u003c\/p\u003e \u003cp\u003eBecoming a child] and\/or family]centred practitioner 52\u003c\/p\u003e \u003cp\u003eDeveloping family]centred services 55\u003c\/p\u003e \u003cp\u003eOutcomes of family]centred practice and family]centred services and their measurement 61\u003c\/p\u003e \u003cp\u003eThe extended family and community 64\u003c\/p\u003e \u003cp\u003eConclusion 65\u003c\/p\u003e \u003cp\u003eReferences 66\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Cultural Influences and Occupation-centred Practice with Children and Families 73\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAlison Nelson, Chrisdell McLaren, Tara Lewis and Michael K. Iwama\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 73\u003c\/p\u003e \u003cp\u003eCulture and the occupations of the child 74\u003c\/p\u003e \u003cp\u003eCulturally responsive occupational therapy 75\u003c\/p\u003e \u003cp\u003eThe child’s and family’s stories are central 76\u003c\/p\u003e \u003cp\u003eGetting connected 77\u003c\/p\u003e \u003cp\u003eBeing connected 78\u003c\/p\u003e \u003cp\u003eStaying connected 80\u003c\/p\u003e \u003cp\u003eBuilding connections 82\u003c\/p\u003e \u003cp\u003eCase studies 82\u003c\/p\u003e \u003cp\u003eMaking the invisible visible 88\u003c\/p\u003e \u003cp\u003eConclusion 88\u003c\/p\u003e \u003cp\u003eReferences 89\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Occupational Goal Setting with Children and Families 91\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eNancy Pollock, Cheryl Missiuna and Judy Jones\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 91\u003c\/p\u003e \u003cp\u003eGiving children and families a voice 92\u003c\/p\u003e \u003cp\u003eGoal setting and motivation 93\u003c\/p\u003e \u003cp\u003eGoal setting and outcomes 94\u003c\/p\u003e \u003cp\u003eTools to facilitate goal setting with children and families 94\u003c\/p\u003e \u003cp\u003eSummary 102\u003c\/p\u003e \u003cp\u003eGoal setting contributes to outcome measurement 102\u003c\/p\u003e \u003cp\u003eCase studies: Goal setting with children and parents 103\u003c\/p\u003e \u003cp\u003eConclusion 106\u003c\/p\u003e \u003cp\u003eReferences 106\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Occupational Transitions for Children and Young People 111\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eSok Mui Lim and Fiona Jones\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 111\u003c\/p\u003e \u003cp\u003eDefinition of transition using a life course perspective 112\u003c\/p\u003e \u003cp\u003eTransition from home to early childcare centres 112\u003c\/p\u003e \u003cp\u003eTransition from early childhood care to primary school 116\u003c\/p\u003e \u003cp\u003eSchool readiness 118\u003c\/p\u003e \u003cp\u003eTransition to secondary school 121\u003c\/p\u003e \u003cp\u003eTips for transition to secondary school 125\u003c\/p\u003e \u003cp\u003eTransition to post]school options 127\u003c\/p\u003e \u003cp\u003eConclusion 129\u003c\/p\u003e \u003cp\u003eReferences 129\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Assessing Children’s Occupations and Participation 133\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eChi]Wen Chien and Ted Brown\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 133\u003c\/p\u003e \u003cp\u003eBottom]up or top]down approaches to assessment? 135\u003c\/p\u003e \u003cp\u003eOccupation] and Participation]Centred Assessment with Children (OP]CAC) framework 137\u003c\/p\u003e \u003cp\u003eImplementation of Occupation] and Participation]Centred Assessment with Children (OP]CAC) framework: Assessment in action 138\u003c\/p\u003e \u003cp\u003eOccupation] and Participation]Centred Assessment with Children (OP]CAC) framework: Tools 141\u003c\/p\u003e \u003cp\u003eConclusion 159\u003c\/p\u003e \u003cp\u003eReferences 159\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Cognitive Orientation for Daily Occupational Performance (CO]OP): An Occupation]centred Intervention 165\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eSylvia Rodger and Helene Polatajko\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 165\u003c\/p\u003e \u003cp\u003eCO]OP: A brief overview 166\u003c\/p\u003e \u003cp\u003eCO]OP Approach: An occupation]centred intervention 169\u003c\/p\u003e \u003cp\u003eReview of handwriting intervention 183\u003c\/p\u003e \u003cp\u003eConclusion 183\u003c\/p\u003e \u003cp\u003eReferences 184\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Perceive, Recall, Plan and Perform (PRPP): Occupation]centred Task Analysis and Intervention System 189\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eChristine Chapparo\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 189\u003c\/p\u003e \u003cp\u003eInformation processing, cognitive strategy use and occupational performance 190\u003c\/p\u003e \u003cp\u003eThe Perceive, Recall, Plan and Perceive (PRPP) System of Task Analysis and intervention 192\u003c\/p\u003e \u003cp\u003eUsing the PRPP system of task analysis and intervention: David 196\u003c\/p\u003e \u003cp\u003e‘Perceive’: Observing and prompting sensory processing strategies during task performance 198\u003c\/p\u003e \u003cp\u003e‘Recall’: Observing strategies used for storage and retrieval of information during task performance 199\u003c\/p\u003e \u003cp\u003e‘Plan’: Processing information for organizing and problem]solving 201\u003c\/p\u003e \u003cp\u003eConclusion 205\u003c\/p\u003e \u003cp\u003eReferences 206\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Occupational Performance Coaching (OPC): Enabling Caregivers’ and Children’s Occupational Performance 209\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eFiona Graham, Sylvia Rodger and Ann Kennedy]Behr\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 209\u003c\/p\u003e \u003cp\u003eTheoretical and philosophical basis 210\u003c\/p\u003e \u003cp\u003eThree enabling domains 211\u003c\/p\u003e \u003cp\u003eResearch about OPC 228\u003c\/p\u003e \u003cp\u003eConclusion 229\u003c\/p\u003e \u003cp\u003eReferences 229\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Occupation]centred Intervention in the School Setting 233\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eElizabeth Hinder and Jill Ashburner\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eUnderstanding the occupations of the school student 235\u003c\/p\u003e \u003cp\u003eEducationally relevant occupational therapy in schools 236\u003c\/p\u003e \u003cp\u003eWays of working in schools 238\u003c\/p\u003e \u003cp\u003ePlanning educational programmes for diverse learners 238\u003c\/p\u003e \u003cp\u003eOccupation]centred information gathering in educational settings 240\u003c\/p\u003e \u003cp\u003eOccupation]centred programme planning and intervention in schools 244\u003c\/p\u003e \u003cp\u003eCollaboration in service delivery 245\u003c\/p\u003e \u003cp\u003eConclusion 249\u003c\/p\u003e \u003cp\u003eReferences 250\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Occupation]centred Practice: When the Classroom Is Your Client 257\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eKarina Dancza, Cheryl Missiuna and Nancy Pollock\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 257\u003c\/p\u003e \u003cp\u003ePracticalities of implementing occupation-centred classroom-based practice 259\u003c\/p\u003e \u003cp\u003ePartnering for Change: A description of the model 269\u003c\/p\u003e \u003cp\u003eConclusion 275\u003c\/p\u003e \u003cp\u003eAcknowledgements 275\u003c\/p\u003e \u003cp\u003eReferences 278\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Enablement of Children’s Leisure Participation 289\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAnne A. Poulsen and Jenny Ziviani\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 289\u003c\/p\u003e \u003cp\u003eOutcomes of leisure engagement 291\u003c\/p\u003e \u003cp\u003eEngaging and Coaching for Health – Child: Model of leisure coaching 292\u003c\/p\u003e \u003cp\u003eStep One: Creating successful engagements 294\u003c\/p\u003e \u003cp\u003eStep Two: Coaching to promote personal growth 298\u003c\/p\u003e \u003cp\u003eConclusion 308\u003c\/p\u003e \u003cp\u003eReferences 308\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 The Arts and Children’s Occupational Opportunities 311\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDido Green and Jenny Ziviani\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 311\u003c\/p\u003e \u003cp\u003eThe affordances of the arts 312\u003c\/p\u003e \u003cp\u003eOverview of arts in children’s health care 312\u003c\/p\u003e \u003cp\u003eRole of creativity and the performing arts within childhood play: Identity, imitation and imagination 313\u003c\/p\u003e \u003cp\u003eSkill acquisition and empowerment 316\u003c\/p\u003e \u003cp\u003eMotivation and motivationally enhanced learning 317\u003c\/p\u003e \u003cp\u003eSelf]reflection, feedback and competition 318\u003c\/p\u003e \u003cp\u003eEmerging evidence for creative performing arts in therapies for children 320\u003c\/p\u003e \u003cp\u003eConclusion 323\u003c\/p\u003e \u003cp\u003eReferences 324\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Using Animals to Support Children’s Occupational Engagement 329\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAnja Junkers and Ann Kennedy]Behr\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 329\u003c\/p\u003e \u003cp\u003eAAT as an enabler of occupational engagement 331\u003c\/p\u003e \u003cp\u003eTheory in AAT 332\u003c\/p\u003e \u003cp\u003eAttachment patterns, secure child–therapist relationships, and the effects of human–animal interaction 332\u003c\/p\u003e \u003cp\u003ePhysiological stress response 333\u003c\/p\u003e \u003cp\u003eUnderstanding the individual meaning of engagement in human–animal interaction 334\u003c\/p\u003e \u003cp\u003eMethods of AAT 335\u003c\/p\u003e \u003cp\u003eAAT to support an increase in desired social behaviours\/attention in social interaction 336\u003c\/p\u003e \u003cp\u003eUsing AAT to facilitate social interaction and positive social attention 337\u003c\/p\u003e \u003cp\u003eAssisting participation in meaningful activities 339\u003c\/p\u003e \u003cp\u003eDecision]making in AAT 341\u003c\/p\u003e \u003cp\u003eConclusion 344\u003c\/p\u003e \u003cp\u003eReferences 345\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Decision]making for Occupation]centred Practice with Children 349\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eJodie Copley, Sally Bennett and Merrill Turpin\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 349\u003c\/p\u003e \u003cp\u003eDecision]making and information sources 350\u003c\/p\u003e \u003cp\u003eInformation from clients, families and their contexts 351\u003c\/p\u003e \u003cp\u003eInformation about the practice context 356\u003c\/p\u003e \u003cp\u003eInformation from empirical research 357\u003c\/p\u003e \u003cp\u003eInformation from clinical experience 360\u003c\/p\u003e \u003cp\u003eIntegrating information given alternatives and uncertainties 361\u003c\/p\u003e \u003cp\u003eShared decision]making 365\u003c\/p\u003e \u003cp\u003eConclusion 367\u003c\/p\u003e \u003cp\u003eReferences 368\u003c\/p\u003e \u003cp\u003eAppendix 1 Assessments Referred to Throughout the Book 373\u003c\/p\u003e \u003cp\u003eIndex 377\u003c\/p\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":49406976033111,"sku":"9781119057628","price":42.7,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119057628.jpg?v=1730497759","url":"https:\/\/bookcurl.com\/products\/occupationcentred-practice-with-children-9781119057628","provider":"Book Curl","version":"1.0","type":"link"}