Occupational Therapy in Childhood by Chia Hong, Lynne Howard

By Chia Hong, Lynne Howard

The perform of OT remains to be stimulated via larger wisdom of the wishes of youngsters with disabilities, growth of the idea and perform of psychology, clinical technology and occupational treatment, and the impression of 20th century expertise at the analysis, care and remedy of kids. This booklet has been written to provide present ideas and perform underlying Occupational remedy intervention with childrens. it's designed to be used by means of scholars and newly-qualified occupational therapists. even if, different pros in schooling and social care, and oldsters, can also locate it of worth to realize an figuring out of the position of Occupational treatment with kids.

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G. boredom could be measured only subjectively but verbal abuse, self-harm or falling asleep (which may be symptomatic of boredom) can be seen/perceived, measured and described more objectively. g. manual dexterity, eating and drinking, or dressing. Behavioural approaches (or acquisitional frame of reference) 21 Assessment and intervention techniques The environment The environment in which the intervention takes place is crucial to the success of this approach, and behaviours must always be considered in the context of the environments in which they occur.

The importance of the child’s active participation in meaningful occupation has become a central focus of treatment. The way that many of the tools of treatment are applied in practice has evolved to reflect advances in theoretical thinking, as well as the changes seen in clinical practice with client groups. Yet, in essence, the Bobath concept continues to be a ‘way of thinking’ based on a problemsolving approach. It is an approach to the treatment and management of children with cerebral palsy (CP) and allied neurological conditions, which equally emphasises the importance of the therapist’s skills of observation and analysis (Bryce, 1991; Mayston, 1992), the importance of working towards functional goals, the importance of the child’s parents and caregivers in intervention (Bobath Centre, 1997), and the importance of the contexts that enfold each individual child’s life (Mayston, 2001).

Relationship between the application model and occupational therapy Early papers commented on the close relationship between the behavioural approach and the teaching role of occupational therapy. As Ethridge (1970) commented, this can often make therapists complacent, thinking that they already know enough about the behavioural approach to be expertly carrying it out in their routine practice, whereas in reality they have just enough knowledge to apply the approach only in general terms. Such over-confidence can lead to very poorly applied teaching methodologies and poor outcomes, and inevitably to a poor evaluation of the value of the behavioural approach.

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