The Use of Play in Occupational Therapy for Children: Normal Play Development

Bracegirdle, Hazel

doi:10.1177/030802269205500405

Cited by 5 publications

(3 citation statements)

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“…There is a paucity of practice-based evidence for CAMHS occupational therapy (Harrison 2001). Existing research has focused largely upon the therapeutic use of play (Bracegirdle 1992a,b, Telford and Ainscough 1995, Bundy 1997. Although this is an important research/practice development, it excludes the other occupational areas within the occupational therapy professional domain.…”

Section: Lack Of Evidence Basementioning

confidence: 99%

Developing a Vision for Therapists Working within Child and Adolescent Mental Health Services: Poised or Paused for Action?

Harrison¹,

Forsyth²

2005

British Journal of Occupational Therapy

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This opinion piece invites a professional debate on the organisation of Child and Adolescent Mental Health Services (CAMHS) occupational therapy in order to deliver the modernisation agenda while sustaining its excellent record for practice development and innovation. In the face of such challenges, there needs to be reflection on whether CAMHS occupational therapy is ‘poised’ or ‘paused’ for action and what strategies would tackle existing challenges and support its growth. The piece puts forward a potential vision involving occupation-focused theory and developing academic and practice partnerships in order to ensure that children with mental health difficulties access occupation-focused, theory-driven and evidence-based occupational therapy services.

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Section: Lack Of Evidence Basementioning

confidence: 99%

Developing a Vision for Therapists Working within Child and Adolescent Mental Health Services: Poised or Paused for Action?

Harrison¹,

Forsyth²

2005

British Journal of Occupational Therapy

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“…1, a child' s motor skills and sensory skills are listed as capacities that support pretend play because these skills enable a child to manipulate and explore objects. However, the manipulation and exploration of objects is a primary form of play that occurs during the first 18 months of life (Bracegirdle 1992b, Pierce 1997. This is often referred to as the sensorimotor period.…”

Section: The Capacities (Skills) Required For Pretend Playmentioning

confidence: 99%

The Importance of Pretend Play in Child Development: An Occupational Therapy Perspective

Stagnitti¹,

Unsworth²

2000

British Journal of Occupational Therapy

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Play is a complex behaviour and is defined as being more internally than externally motivated, transcending reality as well as reflecting reality, controlled by the player, involving more attention to process than product, safe, usually fun, unpredictable, pleasurable and spontaneous and involving non-obligatory active engagement (Bundy 1997, Stewart et al 1991). Pretend play, which occurs between the ages of 18 months and 6 years, reflects these qualities of play. Using the World Health Organisation's classification of body functions and structures, activities and participation (ICIDH-2, WHO 1999), this paper outlines the skills that are essential for pretend play ability and asserts that if there are any impairments in these skills the child experiences a reduced ability to pretend play. This leads to possible participation restrictions in the child's life, such as difficulties in fulfilling usual social roles. Cognitive, social and emotional skills are presented as having the biggest impact on pretend play development, while the motor and sensorimotor skills that enable the child to manipulate objects in the environment are presented as being of secondary importance. Two models are offered which illustrate the importance of pretend play to child development and the sequence of play development. The paper concludes by recommending that occupational therapists address and reduce the participation restrictions that some children experience in learning and social situations by enabling a child to increase activity in pretend play.

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“…Treatment articles were concerned with outcomes of specific interventions. Examples include play development (Bracegirdle, 1992a,b), splinting of people with Rhett’s syndrome (Kubas, 1992; Sharpe, 1992) and sensory stimulation programmes (Dave, 1992; Zissermann, 1992; Nommensen & Maas, 1993; Ashby et al , 1995). General disability articles covered a broad field, including rights (Llewellyn, 1991a; Schelly et al , 1992; Gregory, 1994), frames of reference (Jones, 1995), goals of intervention (Anderson et al , 1991; Llewellyn, 1991b), practitioners’ perspectives on therapy practice (Llewellyn, 1991c; Niehues et al , 1991) and service delivery (Rodger et al , 1993; Springfield et al , 1993; Cullen‐Erickson, 1994).…”

Section: Introductionmentioning

confidence: 99%

Beyond good practice: Issues in working with people with intellectual disability and high support needs

Tannous

Lehmann-Monck

Magoffin

et al. 1999

Aus Occup Therapy J

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Many more people with an intellectual disability now live in the community as a result of de‐institutionalization. Occupational therapy is one service that assists people with intellectual disabilities to participate as fully as possible in their local communities. Despite the potential benefits of occupational therapy, there is little written about the types of interventions used and the effectiveness of their outcomes with people with intellectual disabilities. The present interview study about current occupational therapy practice with people with intellectual disabilities and high support needs was conducted with experienced Australian clinicians. Positive outcomes for clients with high support needs were achieved in two ways: (i) by what therapists do; and (ii) by the features of the therapy relationship. In addition, interventions that indirectly empowered clients and changed others’ perceptions were seen to have the most positive effect. The findings are discussed with regard to current occupational therapy literature and implications for occupational practice and education are presented.

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The Use of Play in Occupational Therapy for Children: Normal Play Development

Cited by 5 publications

References 0 publications

Developing a Vision for Therapists Working within Child and Adolescent Mental Health Services: Poised or Paused for Action?

Developing a Vision for Therapists Working within Child and Adolescent Mental Health Services: Poised or Paused for Action?

The Importance of Pretend Play in Child Development: An Occupational Therapy Perspective

Beyond good practice: Issues in working with people with intellectual disability and high support needs

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