Occupation-centred practice with children : a practical guide for occupational therapists
Occupation-centred practice with children : a practical guide for occupational therapists
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以职业为中心的儿童实践：职业治疗师实用指南
DOI：
10.1002/9781444319699
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
S. Rodger
中科院分区：
文献类型：
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作者：
S. Rodger
贡献者。向前。前言。致谢。 1 以职业为中心的儿童实践简介（西尔维娅·罗杰）。介绍。重新肯定职业：职业治疗的核心。影响职业治疗实践的外部影响。儿童职业治疗实践的演变。改变对儿童发展和成熟的看法。关于职业发展的新观点。重新关注儿童职业治疗结论。参考。 2 与孩子一起工作时变得更加以职业为中心（西尔维娅·罗杰）。介绍。儿童职业治疗的理论基础。对儿童进行自上而下和自下而上的职业治疗实践方法。以职业为中心的儿童实践的特点。结论。参考。 3 以儿童和家庭为中心的服务提供（SylviaRodger 和 Deb Keen）。介绍。定义客户：谁以及有多少？以客户为中心的实践 46以儿童为中心的实践。以家庭为中心的实践和服务提供。成为以儿童和/或家庭为中心的从业者。发展以家庭为中心的服务。大家庭和社区。结论。参考。 4 文化影响和以职业为中心的儿童和家庭实践（艾莉森·尼尔森和迈克尔·岩间）。介绍。文化和孩子的职业。职业治疗的特权。职业治疗中的文化安全。卡瓦模型：文化安全实践的工具。适合文化的目标设定。让不可见的变得可见。关系：职业治疗的艺术。结论。参考。 5 在职业治疗实践中培养儿童的灵性（Imelda Burgman）。介绍。灵性和孩子。为什么灵性在职业治疗实践中很重要？职业治疗实践的艺术。儿童的背景和灵性。结论。参考。 6 与儿童和家庭一起制定职业目标（Nancy Pollock、Cheryl Missiuna 和 Sylvia Rodger）。介绍。给孩子们发声的机会。目标设定和动机。促进儿童设定目标的工具。目标设定有助于结果衡量。结论。参考。 7 以职业为中心的儿童评估（TedBrown 和 Chi-Wen Chien）。介绍。自下而上和自上而下的评估方法。奥委会。对儿童实施以职业为中心的评估：行动中的评估。以职业为中心的儿童评估：工具。结论。参考。 8 日常职业绩效认知取向（CO-OP）：独特的以职业为中心。为儿童创建的干预措施（Sylvia Rodger 和 Helene Polatajko）。介绍。合作社：简要概述。 CO-OP：以职业为中心的干预。结论。参考。 9 感知、回忆、计划和执行（PRPP）：以职业为中心的任务分析和干预系统（Christine Chapparo）。介绍。信息处理和职业绩效。任务分析和干预的感知、回忆、计划和感知（PRPP）系统。使用 PRPP 任务分析和干预系统：David。感知：在任务执行过程中观察和提示感觉处理行为。回忆：观察任务执行期间用于存储和检索信息的策略。计划：处理信息以进行组织和解决问题。执行：处理输出和性能反馈。结论。参考。 10 职业绩效辅导：提高父母和孩子的职业绩效（Fiona Grahamand Sylvia Rodger）。介绍。理论和哲学基础。三个赋能域。结构化的问题解决过程。结论。参考。 11 以职业为中心的学校环境干预（Elizabeth A. Hinder 和 Jill Ashburner）。了解学校学生的职业。学校中与教育相关的职业治疗。在学校工作的方式。为不同的学习者规划教育计划。在教育环境中收集以职业为中心的信息。以职业为中心的学校计划规划和干预。服务交付方面的协作。结论。参考。 12 促进儿童休闲参与（Anne Poulsen 和 Jenny Ziviani）。介绍。健康休闲参与的成果。 EACH-Child：休闲辅导模式。第一步：创造成功的互动。第二步：辅导促进个人成长。结论。参考。 13 急性医院：以职业为中心的儿童实践的挑战性环境（西尔维娅·罗杰和丽贝卡·班克斯）。介绍。医院环境中以职业为中心的实践：文献中的教训。医院以职业为中心的实践：来自前线的经验教训。医院以职业为中心的实践面临的挑战。促进儿童医院以职业为中心的实践的策略。儿童医院环境中以职业为中心的实践示例。结论。致谢。参考。 14 使用辅助技术促进儿童的活动和参与（Desleigh de Jonge 和 Rachel McDonald）。介绍。什么是辅助技术？辅助技术能为儿童和家庭提供什么？理解辅助技术的理论模型。增强和辅助技术的信息收集。利用儿童辅助技术作为以职业为中心的干预措施。针对儿童的特定辅助技术干预措施。评估 AT 结果。结论。参考。 15 以职业为中心的儿童实践决策（Jodie Copley、Sally Bennett 和 Merrill Turpin）。介绍。决策和信息来源。有关客户、家庭及其背景的信息。有关实践背景的信息。来自实证研究的信息。来自临床经验的信息。尽管存在替代方案和不确定性，但仍整合信息。共同决策。结论。参考。指数。
Contributors. Foreward. Preface. Acknowledgements. 1 Introduction to Occupation-centred Practice withChildren (Sylvia Rodger). Introduction. Re-affi rming occupation: the core of occupational therapy. External infl uences impacting occupational therapypractice. The evolution of occupational therapy practice withchildren. Changing views of child development and maturation. Emerging views about occupational development. Refocusing occupational therapy with children Conclusion. References. 2 Becoming more Occupation-centred When Working withChildren(Sylvia Rodger). Introduction. Theoretical underpinnings of occupational therapy withchildren. Top-down and bottom-up approaches to occupational therapypractice with children. Characteristics of occupation-centred practice for children. Conclusion. References. 3 Child- and Family-centred Service Provision (SylviaRodger and Deb Keen). Introduction. Defi ning the client: who and how many? Client-centred practice 46Child-centred practice. Family-centred practice and service provision. Becoming a child- and/or family-centred practitioner. Developing family-centred services. The extended family and community. Conclusion. References. 4 Cultural Influences and Occupation-centred Practice withChildren and Families(Alison Nelson and MichaelIwama). Introduction. 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. Conclusion. References. 5 Enabling Children s Spirituality in OccupationalTherapy Practice(Imelda Burgman). Introduction. Spirituality and children. Why does spirituality matter in occupational therapypractice? The art of occupational therapy practice. Children s contexts and spirituality. Conclusion. References. 6 Occupational Goal Setting with Children andFamilies(Nancy Pollock, Cheryl Missiuna, and SylviaRodger). Introduction. Giving children a voice. Goal setting and motivation. Tools to facilitate goal setting with children. Goal setting contributes to outcome measurement. Conclusion. References. 7 Occupation-centred Assessment with Children (TedBrown and Chi-Wen Chien). Introduction. Bottom-up and top-down approaches to assessment. OCAC. Implementation of occupation-centred assessment with children:assessment in action. Occupation-centred assessment with children: tools. Conclusion. References. 8 Cognitive Orientation for Daily Occupational Performance(CO-OP): A Uniquely Occupation-centred. Intervention created for Children(Sylvia Rodger andHelene Polatajko). Introduction. CO-OP: a brief overview. CO-OP: an occupation-centred intervention. Conclusion. References. 9 Perceive, Recall, Plan and Perform (PRPP):Occupation-centred Task Analysis and Intervention System(Christine Chapparo). Introduction. Information processing and occupational performance. The Perceive, Recall, Plan and Perceive (PRPP) System of TaskAnalysis and Intervention. Using the PRPP System of Task Analysis and Intervention:David. Perceive : observing and prompting sensoryprocessing behaviours during task performance. Recall : observing strategies used for storage andretrieval of information during task performance. Plan : processing information for organisingandproblem solving. Perform : processing output and performancefeedback. Conclusion. References. 10 Occupational Performance Coaching: Enabling Parents and Children s Occupational Performance(Fiona Grahamand Sylvia Rodger). Introduction. Theoretical and philosophical basis. Three enabling domains. Structured problem-solving process . Conclusion. References. 11 Occupation-centred Intervention in the SchoolSetting(Elizabeth A. Hinder and Jill Ashburner). 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-centred information gathering in educationalsettings. Occupation-centred programme planning and intervention inschools. Collaboration in service delivery. Conclusion. References. 12 Enablement of Children s LeisureParticipation(Anne Poulsen and Jenny Ziviani). Introduction. Outcomes of healthy leisure engagement. EACH-Child: model of leisure coaching. Step one: creating successful engagements. Step two: coaching to promote personal growth. Conclusion. References. 13 Acute Hospitals: A Challenging Context forOccupation-centred Practice with Children(Sylvia Rodger andRebecca Banks). Introduction. Occupation-centred practice in hospital settings: lessons fromthe literature. Occupation-centred practice in hospitals: lessons from thefrontline. Challenges to occupation-centred practice in hospitals. Strategies to foster occupation-centred practice inchildren s hospitals. Examples of occupation-centred practice in children shospital settings. Conclusion. Acknowledgements. References. 14 Enabling Children s Occupations and Participationusing Assistive Technology(Desleigh de Jonge and RachelMcDonald). Introduction. What is assistive technology? What can assistive technology offer children and families? A theoretical model for understanding assistive technology. Information gathering for augmentative and assistivetechnologies. Utilising assistive technology for children as anoccupation-centred intervention. Specifi c assistive technology interventions for children. Evaluating AT outcomes. Conclusion. References. 15 Decision Making for Occupation-centred Practice withChildren(Jodie Copley, Sally Bennett, and MerrillTurpin). Introduction. 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 anduncertainties. Shared decision making. Conclusion. References. Index.