000			07888cam a2200421 i 4500
005			20221101230711.0
008			100714s2010 enka b 001 0 eng d
010			_a 2009033619
011			_aBIB MATCHES WORLDCAT
020			_a1405184272 _qpbk. (alk. paper)
020			_a9781405184274 _qpbk. (alk. paper)
035			_a(ATU)b11724444
035			_a(OCoLC)432240632
040			_aDNLM/DLC _beng _erda _cDLC _dNLM _dYDXCP _dC#P _dBWX _dATU
042			_apcc
050	0	4	_aRJ53.O25 _bO23 2010
082	0	0	_a618.9289165 _222
245	0	0	_aOccupation-centred practice with children : _ba practical guide for occupational therapists / _cedited by Sylvia Rodger.
264		1	_aChichester, U.K. ; _aMalden, Mass. : _bWiley-Blackwell, _c2010.
300			_axix, 347 pages : _billustrations ; _c25 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references and index.
505	0	0	_g1. _tIntroduction to Occupation-centred Practice with Children / _rSylvia Rodger -- _tIntroduction -- _tRe-affirming occupation: the core of occupational therapy -- _tExternal influences impacting occupational therapy practice -- _tThe evolution of occupational therapy practice with children -- _tChanging views of child development and maturation -- _tEmerging views about occupational development -- _tRefocusing occupational therapy with children -- _tConclusion -- _tReferences -- _g2. _tBecoming more Occupation-centred When Working with Children / _rSylvia Rodger -- _tIntroduction -- _tTheoretical underpinnings of occupational therapy with children -- _tTop-down and bottom-up approaches to occupational therapy practice with children -- _tCharacteristics of occupation-centred practice for children -- _tConclusion -- _tReferences -- _g3. _tChild- and Family-centred Service Provision / _rSylvia Rodger and Deb Keen -- _tIntroduction -- _tDefining the client: who and how many? -- _tClient-centred practice 46Child-centred practice -- _tFamily-centred practice and service provision -- _tBecoming a child- and /or family-centred practitioner -- _tDeveloping family-centred services -- _tThe extended family and community -- _tConclusion -- _tReferences -- _g4. _tCultural Influences and Occupation-centred Practice with Children and Families / _rAlison Nelson and Michael Iwama -- _tIntroduction -- _tCulture and the occupations of the child -- _tThe privilege of occupational therapy -- _tCultural safety in occupational therapy -- _tThe Kawa Model: a tool for culturally safe practice -- _tCulturally appropriate goal setting -- _tMaking the invisible visible -- _tRelationship: the art of occupational therapy -- _tConclusion -- _tReferences -- _g5. _tEnabling Children's Spirituality in Occupational Therapy Practice / _rImelda Burgman -- _tIntroduction -- _tSpirituality and children -- _tWhy does spirituality matter in occupational therapy practice? -- _tThe art of occupational therapy practice -- _tChildren's contexts and spirituality -- _tConclusion -- _tReferences -- _g6. _tOccupational Goal Setting with Children and Families / _rNancy Pollock, Cheryl Missiuna, and Sylvia Rodger -- _tIntroduction -- _tGiving children a voice -- _tGoal setting and motivation -- _tTools to facilitate goal setting with children -- _tGoal setting contributes to outcome measurement -- _tConclusion -- _tReferences -- _g7. _tOccupation-centred Assessment with Children / _rTed Brown and Chi-Wen Chien -- _tIntroduction -- _tBottom-up and top-down approaches to assessment -- _tOcac -- _tImplementation of occupation-centred assessment with children: assessment in action -- _tOccupation-centred assessment with children: tools -- _tConclusion -- _tReferences -- _g8. _tCognitive Orientation for Daily Occupational Performance (CO-OP): A Uniquely Occupation-centred Intervention created for Children / _rSylvia Rodger and Helene Polatajko -- _tIntroduction -- _tCO-OP: a brief overview -- _tCO-OP: an occupation-centred intervention -- _tConclusion -- _tReferences -- _g9. _tPerceive, Recall, Plan and Perform (PRPP): Occupation-centred Task Analysis and Intervention System / _rChristine Chapparo -- _tIntroduction -- _tInformation processing and occupational performance -- _tThe Perceive, Recall, Plan and Perceive (PRPP) System of Task Analysis and Intervention -- _tUsing the PRPP System of Task Analysis and Intervention: David -- _tConclusion -- _tReferences -- _g10. _tOccupational Performance Coaching: Enabling Parents' and Children's Occupational Performance / _rFiona Graham and Sylvia Rodger -- _tIntroduction -- _tTheoretical and philosophical basis -- _tThree enabling domains -- _tStructured problem-solving process -- _tConclusion -- _tReferences -- _g11. _tOccupation-centred Intervention in the School Setting / _rElizabeth A. Hinder and Jill Ashburner -- _tUnderstanding the occupations of the school student -- _tEducationally relevant occupational therapy in schools -- _tWays of working in schools -- _tPlanning educational programmes for diverse learners -- _tOccupation-centred information gathering in educational settings -- _tOccupation-centred programme planning and intervention in schools -- _tCollaboration in service delivery -- _tConclusion -- _tReferences -- _g12. _tEnablement of Children's Leisure Participation / _rAnne Poulsen and Jenny Ziviani -- _tIntroduction -- _tOutcomes of healthy leisure engagement -- _tEACH-Child: model of leisure coaching -- _tStep one: creating successful engagements -- _tStep two: coaching to promote personal growth -- _tConclusion -- _tReferences -- _g13. _tAcute Hospitals: A Challenging Context for Occupation-centred Practice with Children / _rSylvia Rodger and Rebecca Banks -- _tIntroduction -- _tOccupation-centred practice in hospital settings: lessons from the literature -- _tOccupation-centred practice in hospitals: lessons from the frontline -- _tChallenges to occupation-centred practice in hospitals -- _tStrategies to foster occupation-centred practice in children's hospitals -- _tExamples of occupation-centred practice in children's hospital settings -- _tConclusion -- _tAcknowledgements -- _tReferences -- _g14. _tEnabling Children's Occupations and Participation using Assistive Technology / _rDesleigh de Jonge and Rachel McDonald -- _tIntroduction -- _tWhat is assistive technology? -- _tWhat can assistive technology offer children and families? -- _tA theoretical model for understanding assistive technology -- _tInformation gathering for augmentative and assistive technologies -- _tUtilising assistive technology for children as an occupation-centred intervention -- _tSpecifi c assistive technology interventions for children -- _tEvaluating AT outcomes -- _tConclusion -- _tReferences -- _g15. _tDecision Making for Occupation-centred Practice with Children / _rJodie Copley, Sally Bennett, and Merrill Turpin -- _tIntroduction -- _tDecision making and information sources -- _tInformation about clients, families and their contexts -- _tInformation about the practice context -- _tInformation from empirical research -- _tInformation from clinical experience -- _tIntegrating information despite alternatives and uncertainties -- _tShared decision making -- _tConclusion -- _tReferences.
588			_aMachine converted from AACR2 source record.
650		0	_aOccupational therapy for children _9321604
650		0	_aOccupational therapy _xMethodology _9738371
650		2	_aChild. _9362769
650		7	_aKawa whakaruruhau _2reo _9368792
700	1		_aRodger, Sylvia, _eeditor. _91058477
907			_a.b11724444 _b23-04-18 _c27-10-15
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