Cover -- Contents -- Contributors -- Foreward -- Preface -- Acknowledgements -- 1 Introduction to Occupation-centred Practice with Children -- Introduction -- Re-affirming occupation: the core of occupational therapy -- External influences impacting occupational therapy practice -- The evolution of occupational therapy practice with children -- 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 with Children -- Introduction -- Theoretical underpinnings of occupational therapy with children -- Top-down and bottom-up approaches to occupational therapy practice with children -- Characteristics of occupation-centred practice for children -- Conclusion -- References -- 3 Child- and Family-centred Service Provision -- Introduction -- Defining the client: who and how many? -- Client-centred practice -- Child-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 with Children and Families -- 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 Occupational Therapy Practice -- Introduction -- Spirituality and children -- Why does spirituality matter in occupational therapy practice? -- The art of occupational therapy practice.

Children's contexts and spirituality -- Conclusion -- References -- 6 Occupational Goal Setting with Children and Families -- 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 -- 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 -- 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 -- Introduction -- Information processing and occupational performance -- The Perceive, Recall, Plan and Perceive (PRPP) System of Task Analysis and Intervention -- Using the PRPP System of Task Analysis and Intervention: David -- 'Perceive': observing and prompting sensory processing behaviours during task performance -- 'Recall': observing strategies used for storage and retrieval of information during task performance -- 'Plan': processing information for organising and problem-solving -- 'Perform': processing output and performance feedback -- Conclusion -- References -- 10 Occupational Performance Coaching: Enabling Parents' and Children's Occupational Performance -- Introduction -- Theoretical and philosophical basis -- Three enabling domains -- Structured problem-solving process -- Conclusion -- References -- 11 Occupation-centred Intervention in the School Setting.

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 educational settings -- Occupation-centred programme planning and intervention in schools -- Collaboration in service delivery -- Conclusion -- References -- 12 Enablement of Children's Leisure Participation -- 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 for Occupation-centred Practice with Children -- Introduction -- Occupation-centred practice in hospital settings: lessons from the literature -- Occupation-centred practice in hospitals: lessons from the frontline -- Challenges to occupation-centred practice in hospitals -- Strategies to foster occupation-centred practice in children's hospitals -- Examples of occupation-centred practice in children's hospital settings -- Conclusion -- Acknowledgements -- References -- 14 Enabling Children's Occupations and Participation using Assistive Technology -- 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 assistive technologies -- Utilising assistive technology for children as an occupation-centred intervention -- Specific assistive technology interventions for children -- Evaluating AT outcomes -- Conclusion -- References -- 15 Decision Making for Occupation-centred Practice with Children -- 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 and uncertainties -- Shared decision making -- Conclusion -- References -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- O -- P -- R -- S -- T -- U -- V -- W.