Occupational therapy with children : understanding children's occupations and enabling participation

Occupational Therapy with Children draws on contemporary research to examine children's roles, their occupations and the skills which underpin their ability to participate in society. The book will develop the occupational therapist's understanding of how to optimise the participation of children in the various environments in which they are required or choose to engage. Occupational Therapy with Children maintains a developmental perspective and incorporates child-centred interventions to improve performance deficits.

Section one examines children's roles and occupations in contemporary society at a broad level. Coverage includes the child's participation in the family, at school and in the community. This section considers environmental influences on childhood activities, and highlights children's changing occupational time use and the impact this has on health and wellbeing. Section two focuses on childhood as a period of significant development and skill acquisition. This is profiled as a dynamic period for the therapist to encourage occupational mastery across the spectrum of childhood experience: in play; in self-care; as a student; and beyond the school grounds. Topical chapters evaluate participation in physical activity and consider the potential for 'healthy' leisure, along with the risk characteristics associated with certain approaches to leisure.

Occupational Therapy with Children is aimed at students and practitioners of occupational therapy. Other childhood professionals, particularly early childhood educators, will also appreciate the articulate approach this book takes towards the development of the child.

Highly illustrated with contemporary photographs, drawings and succinct tables Includes case studies; providing worked examples of therapeutic applications Draws on the World Health Organisation International Classification of Functioning, Disability and Health (ICF) to frame the concept of children's occupations and societal participation Responsive to developments in occupational science Expert contributors provide international perspectives

"[Occupational therapists] will find that this book provides a framework that makes planning effective therapy with children practical, relevant, and effective . . . [Rodger & Ziviani's] contribution to the literature has helped unleash the genie of occupation in the service of improved therapy with children."
-- From the Foreword by Professor Charles Christiansen, The University of Texas Medical Branch, Galveston

Author Notes

Sylvia Rodger is Head of Division, and Jenny Ziviani Associate Professor in Occupational Therapy, within the School of Health and Rehabilitation Sciences at the University of Queensland. Their clinical and academic activities are characterised by a keen focus in paediatric occupational therapy, as evidenced by extensive publications in the field.

Foreword	p. ix
Preface	p. xii
Acknowledgements	p. xiii
About the editors	p. xiv
Contributors	p. xv
Section 1 Children's Roles, Occupations and Participation in Contemporary Society
1 Children, their environments, roles and occupations in contemporary society	p. 3
Children in contemporary society	p. 3
Social environment	p. 4
Physical environment	p. 5
Cultural environment	p. 5
Technological environment	p. 6
International classification of function framework	p. 7
ICF structure	p. 8
Reactions to the ICF	p. 10
Children's roles and occupations	p. 11
Types of roles	p. 12
Occupational roles during childhood	p. 13
Roles, socialization and learning	p. 15
Role dysfunction and role competence	p. 16
Summary	p. 18
2 Families and children's occupational performance	p. 22
Families in contemporary society	p. 22
Changes in family formation and functioning	p. 23
Diversity of family types	p. 23
Children in families	p. 24
Role of society in supporting children	p. 26
Impact of families on children's roles and occupations	p. 28
Lien	p. 29
Working in partnership with families	p. 30
Family-centred practice	p. 30
Collaborative parent and service provider partnerships	p. 32
Family occupations	p. 32
The role of childhood professionals in advocacy	p. 34
Advocating for clients	p. 35
Class advocacy	p. 36
Advocacy skills	p. 37
Summary	p. 37
3 Environmental influences on children's participation	p. 41
The nature of children's environments	p. 42
Home environments	p. 44
Neighbourhood environments	p. 44
Community environments	p. 47
Virtual environments	p. 48
Evaluating children's environments	p. 50
Geographic information systems	p. 51
Evaluating specific environments	p. 52
Collaborative environmental design and advocacy	p. 53
Children as collaborators	p. 56
Children's playgrounds	p. 57
Designing for difference	p. 59
Summary	p. 61
4 Participation of children in school and community	p. 67
Participation	p. 67
Classification of participation	p. 68
Participation: relationship to health, wellbeing and development	p. 70
Participation: relationship to occupation and occupational performance	p. 72
Participation in school	p. 72
Political agenda	p. 73
Physical environment	p. 74
Social environment	p. 75
Participation in community	p. 75
Physical environment	p. 75
Social and cultural environment	p. 76
Economic environment	p. 78
Occupational therapists and participation	p. 79
An ecological approach to facilitating children's participation	p. 80
Enabling participation: a multi-method, multi-level approach	p. 81
Adopting a strengths based approach	p. 82
Advocacy and community building	p. 82
Maximizing person-environment-occupation fit	p. 82
Matthew	p. 83
Research	p. 84
Summary	p. 86
5 Children's occupational time use	p. 91
The division of time	p. 91
Activities of daily living	p. 92
Work	p. 93
Leisure	p. 93
The personal and contextual factors impacting on time use	p. 94
Personal factors	p. 94
Contextual factors	p. 95
The effect of time use on wellbeing	p. 96
Wellbeing	p. 96
Is there occupational balance?	p. 100
How is occupational balance affected by family and societal change?	p. 102
How is occupational balance affected by technological change?	p. 103
How is occupational balance affected by disability?	p. 105
The occupational therapist's role in the quest for balance	p. 105
Intervention at the individual level	p. 106
Intervention at the family level	p. 106
Intervention at the community and political level	p. 107
Summary	p. 107
Section 2 Mastering Occupations, Roles and Enabling Children's Participation
6 Doing, being and becoming: their importance for children	p. 115
The importance of doing, being and becoming	p. 116
Outcomes of occupational engagement	p. 117
Consequences of not being able to do	p. 119
Approaches to enable doing	p. 122
Motor learning approaches	p. 122
Evidence based practice	p. 123
Client centred practice	p. 123
International classification of functioning, disability and health (ICF)	p. 123
Matthew	p. 124
Let's not forget being	p. 125
Children and spirituality	p. 127
Palliative care and being	p. 130
Occupational balance	p. 131
Summary	p. 132
7 The occupational development of children	p. 136
Occupational development defined	p. 137
Occupational development: situated among and distinct from other forms of development	p. 138
Micro-occupational development: developing occupational competence	p. 139
Meso-occupational development: developing an occupational life course	p. 141
The interactional model of occupational development (IMOD)	p. 141
The principles of interactionism	p. 143
Staged continuity	p. 143
Multiple determinicity	p. 144
Multiple patternicity	p. 150
Macro-occupational development: the evolution of human occupations	p. 151
Implications for practice	p. 153
Summary	p. 154
8 Communication and social skills for occupational engagement	p. 158
Acquisition of communication skills	p. 159
Some definitions	p. 159
Social interactional perspective	p. 160
Stages of communication	p. 161
Development of socio-dramatic play	p. 163
Communication skills of the school-age child	p. 164
Social competence and social skills: inter-professional management	p. 165
Defining social competence and social skills	p. 165
Friendships	p. 166
Children with social skills deficits	p. 167
Ethan	p. 167
Hannah	p. 167
Social skills assessment	p. 167
Social skills intervention	p. 168
Summary	p. 173
9 Developing as a player	p. 177
Definitions of play	p. 178
Valuing play: the functions of play	p. 180
The occupational role of player	p. 181
Henry	p. 181
Enabling goodness of child-play-environment fit: optimizing participation	p. 182
Using assessment to guide intervention	p. 184
Suzie: assessing development through play	p. 184
Kaisa: assessing and enabling playfulness	p. 186
Ensuring the right conditions for play: assessing barriers and supports	p. 189
Enabling optimal child-environment-play fit	p. 190
Summary	p. 195
10 I can do it: developing, promoting and managing children's self-care needs	p. 200
Children's self-care skills	p. 201
Managing ADL challenges: optimizing children's self-care participation	p. 202
Application of ICF model to paediatric self-care issues	p. 211
Maria	p. 214
The importance of self-care skills	p. 219
Summary	p. 219
11 The transition to school	p. 222
Occupational therapy and preparing children for school	p. 223
Understanding childhood transitions	p. 224
Making the transition to primary school	p. 225
Models of transition	p. 227
The skills only model of transition	p. 227
Developmental model of transition	p. 232
Assisting children to make optimal transitions	p. 232
Goodness of fit	p. 233
Occupational therapy assessment	p. 234
Occupational therapy intervention	p. 234
Summary	p. 236
12 Student participation in the classroom	p. 241
Occupational role of student	p. 242
The student	p. 243
The learning environment	p. 244
The curriculum	p. 249
Occupational therapy to support children's education	p. 250
Occupational therapy evaluation in the schools	p. 251
Occupational therapy intervention in the schools	p. 252
Summary	p. 256
13 Children's participation in physical activity at school	p. 261
Physical activity: definitions, benefits and determinants	p. 261
Definitions	p. 261
Benefits	p. 262
Determinants	p. 262
Current dilemmas surrounding children and physical activity	p. 263
Physical activity within the school curriculum	p. 264
Place and structure of school sport	p. 265
Physical activity: making friends and enemies within the curriculum	p. 266
Physical activity beyond the school curriculum	p. 268
Recess	p. 268
Transport to and from school	p. 269
Remedial activity and occupational therapy	p. 271
Summary	p. 273
14 Children's participation beyond the school grounds	p. 280
Defining participation beyond the school grounds	p. 281
Distribution of out of school time	p. 281
Balance	p. 284
Leisure	p. 284
A multidimensional model of time use: the SCOPE-IT model	p. 288
Healthy leisure	p. 290
Psychosocial benefits	p. 290
Protective spread of activities	p. 290
Competence enlargement	p. 291
At-risk leisure	p. 292
Negative outcomes	p. 292
Over-committed children	p. 292
Television viewing	p. 293
Computer use	p. 294
Summary	p. 294
Index	p. 299

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