BOOK
Creek's Occupational Therapy and Mental Health E-Book
Wendy Bryant | Jon Fieldhouse | Katrina Bannigan
(2014)
Additional Information
Book Details
Abstract
Now in its fifth edition, this seminal textbook for occupational therapy students and practitioners has retained the comprehensive detail of previous editions with significant updates, including the recovery approach informed by a social perspective. Emerging settings for practice are explored and many more service users have been involved as authors, writing commentaries on 14 chapters.
All chapters are revised and there are also new chapters, such as mental health and wellbeing, professional accountability, intersectionality, green care and working with marginalized populations. Chapter 11 is written by two people who have received occupational therapy, examining different perspectives on the experience of using services.
This edition is divided into clear sections, exploring theory and practice issues in detail. The first section covers the historical, theoretical and philosophical basis for occupational therapy in the promotion of mental health and wellbeing. The second section examines the occupational therapy process, followed by a third section on ensuring quality in contemporary practice. The fourth section offers insights into issues arising from the changing contexts for occupational therapy including an analysis of the implications for occupational therapy education. The fifth section has eight chapters on specific occupations that can be applied across the varied settings which are covered in the sixth and final section.
Occupational Therapy and Mental Health is essential reading for students and practitioners across all areas of health and/or social care, in statutory, private or third (voluntary) sectors, and in institutional and community-based settings.
- Presents different theories and approaches
- Outlines the occupational therapy process
- Discusses the implications of a wide range of practice contexts
- Describes a broad range of techniques used by occupational therapists
- Provides many different perspectives through service user commentaries
- Coverage of trust as part of professional accountability, leadership, green care, ethical practice using a principled approach
- Additional and extended service user commentaries
- An editorial team selected and mentored by the retired editors, Jennifer Creek and Lesley Lougher
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| Creek’s Occupational Therapy and Mental Health | iii | ||
| Copyright | iv | ||
| Contents | v | ||
| Foreword | vii | ||
| Preface | x | ||
| Creating this Edition | x | ||
| Aims | x | ||
| Use of Language | xi | ||
| What’s New and What’s Not | xi | ||
| Service User Commentaries | xi | ||
| Jennifer Creek and Lesley Lougher | xi | ||
| About us | xi | ||
| List of Contributors | xiii | ||
| Section 1: Informing Philosophy and Theory | 1 | ||
| Chapter 1: A Short History of Occupational Therapy in Mental Health | 2 | ||
| Introduction | 2 | ||
| Mental Health and Therapeutic Occupation Pre-19th Century | 3 | ||
| Mental Health and Therapeutic Occupation in the 19th Century | 3 | ||
| Mental Health and Social Policy in the 20th Century | 5 | ||
| Occupational Therapy Pioneers | 6 | ||
| The Beginning of the Profession of Occupational Therapy in the USA | 6 | ||
| The Beginning of the Profession of Occupational Therapy in Scotland | 6 | ||
| The Beginning of the Profession of Occupational Therapy in England | 8 | ||
| Occupational Therapy in the 20th Century | 10 | ||
| Regulation of Occupational Therapy | 11 | ||
| Summary | 12 | ||
| References | 12 | ||
| Chapter 2: Mental Health and Wellbeing | 15 | ||
| Introduction | 15 | ||
| Health and Wellbeing | 15 | ||
| Defining Wellbeing | 16 | ||
| Wellbeing and Mental Health | 17 | ||
| Wellbeing and Social Capital | 17 | ||
| Wellbeing and Mental Capital | 18 | ||
| Implications for Occupational Therapy | 20 | ||
| An Occupational Perspective of Wellbeing | 20 | ||
| Wellbeing as a Political Priority | 22 | ||
| A ‘successful Society’ | 23 | ||
| The Political Imperative of an Occupational Perspective of Wellbeing | 23 | ||
| Measuring Wellbeing | 24 | ||
| Proxy Measurement of Wellbeing | 24 | ||
| Conclusion | 25 | ||
| References | 25 | ||
| Chapter 3: the Knowledge Base of Occupational Therapy | 27 | ||
| Introduction | 27 | ||
| Philosophical Development of the Profession | 27 | ||
| Early Influences | 28 | ||
| The Influence of Service Settings | 28 | ||
| Reassessing Our Beliefs | 29 | ||
| Philosophical Assumptions | 29 | ||
| View of Human Beings | 30 | ||
| Concern with the Whole Person | 30 | ||
| People as Initiators of Action | 30 | ||
| People as Social Beings | 30 | ||
| View of Health | 31 | ||
| Dysfunction | 31 | ||
| View of the Profession | 31 | ||
| Domain of Concern | 32 | ||
| Client-centred Practice | 32 | ||
| Occupational Therapy Theory | 33 | ||
| Epistemological Underpinnings of a Two-body Practice | 33 | ||
| Types of Theory | 34 | ||
| Occupational Therapy Concepts | 34 | ||
| Core Concepts | 35 | ||
| Activity and Occupation | 36 | ||
| Occupational Performance | 37 | ||
| Occupational Performance Components | 37 | ||
| Habit and Routine | 37 | ||
| Independence, Interdependence and Autonomy | 38 | ||
| Environment | 38 | ||
| Role and Participation | 39 | ||
| Motivation, Volition and Engagement | 39 | ||
| Emerging Concepts | 40 | ||
| Occupational Balance | 40 | ||
| Occupational Deprivation | 41 | ||
| Occupational Alienation | 41 | ||
| Occupational Justice | 41 | ||
| Occupational Science | 42 | ||
| Theory into Practice | 42 | ||
| Terms Used When Talking About Theory | 42 | ||
| Organizing Framework for Occupational Therapy Theory | 43 | ||
| The European Conceptual Framework for Occupational Therapy | 44 | ||
| Summary and Conclusion | 45 | ||
| References | 45 | ||
| Section 2: the Occupational Therapy Process | 49 | ||
| Chapter 4: Approaches to Practice | 50 | ||
| Introduction | 50 | ||
| Content of Practice | 51 | ||
| Goals and Outcomes | 51 | ||
| Populations Served | 51 | ||
| Statutory Services | 51 | ||
| The Social Field | 52 | ||
| Legitimate Tools | 52 | ||
| Therapeutic Use of Self | 52 | ||
| Activities as Therapy | 53 | ||
| Environment | 53 | ||
| Core Skills | 54 | ||
| Thinking Skills | 55 | ||
| Professional Artistry | 55 | ||
| Content of Practice | 56 | ||
| Referral | 56 | ||
| Information Gathering | 56 | ||
| Assessment | 57 | ||
| Problem Formulation | 57 | ||
| Goal Setting | 58 | ||
| Action Planning | 58 | ||
| Action | 58 | ||
| On-going Assessment and Revision of Action | 59 | ||
| Outcome Measurement | 59 | ||
| End of Intervention | 59 | ||
| Review | 60 | ||
| Frames of Reference | 60 | ||
| Psychodynamic Frame of Reference | 60 | ||
| Basic Assumptions About People | 61 | ||
| Knowledge Base | 61 | ||
| Function and Dysfunction | 62 | ||
| How Change Occurs | 62 | ||
| Client Group | 63 | ||
| Goals | 63 | ||
| Assessment and Intervention | 63 | ||
| Human Developmental Frame of Reference | 64 | ||
| Basic Assumptions about People | 64 | ||
| Knowledge Base | 65 | ||
| Function and Dysfunction | 65 | ||
| How Change Occurs | 66 | ||
| Client Group | 66 | ||
| Goals | 66 | ||
| Assessment and Intervention | 66 | ||
| Occupational Performance Frame of Reference | 67 | ||
| Basic Assumptions about People | 67 | ||
| Knowledge Base | 67 | ||
| Function and Dysfunction | 68 | ||
| How Change Occurs | 68 | ||
| Client Group | 68 | ||
| Goals | 68 | ||
| Assessment and Intervention | 69 | ||
| Summary | 69 | ||
| References | 69 | ||
| Chapter 5: Assessment and Outcome Measurement | 72 | ||
| Introduction | 72 | ||
| Assessment and Outcome Measurement Process | 73 | ||
| Stage 1: Initial Assessment | 73 | ||
| Stage 2: Ongoing Assessment and Evaluation | 74 | ||
| Stage 3: Final Assessment (and Outcome Review) | 74 | ||
| What is Assessed? | 74 | ||
| Occupations | 74 | ||
| Routines and Habits | 75 | ||
| Abilities, Strengths and Interests | 75 | ||
| Roles | 75 | ||
| Volition and Motivation | 76 | ||
| Aspirations and Expectations | 76 | ||
| Areas of Dysfunction | 76 | ||
| External Factors | 76 | ||
| Physical Environment | 76 | ||
| Social Environment | 77 | ||
| Risk Assessment | 77 | ||
| Methods of Assessment | 77 | ||
| Standardized Assessment | 80 | ||
| Non-standardized Assessment | 80 | ||
| Reliability | 80 | ||
| Validity | 80 | ||
| Utility | 81 | ||
| Outcome Measurement | 81 | ||
| Types of Outcome Measures | 81 | ||
| Individualized Outcome Measures | 81 | ||
| Standardized Outcome Measures | 82 | ||
| Patient-reported Outcome Measures (PREMs) | 82 | ||
| Occupational Self-assessment | 82 | ||
| Patient-reported Experience Measures (PREMs) | 82 | ||
| Clinician-Reported/Rated Outcome Measures (CLOMs also ClinROs) | 83 | ||
| Assessment of Motor and Process Skills | 83 | ||
| Selecting a Measure | 83 | ||
| A Practice Example | 83 | ||
| Use of Multiple Measures | 84 | ||
| Outcome-Based Goal-Setting | 84 | ||
| Summary | 84 | ||
| References | 84 | ||
| Chapter 6: Planning and Implementing Interventions | 86 | ||
| Introduction | 86 | ||
| Collating the Findings from the Assessment Process | 87 | ||
| Needs, Skills and Occupational Performance | 87 | ||
| Identifying Priorities and Negotiating Goals | 88 | ||
| Goal-setting | 88 | ||
| Documenting Goals | 88 | ||
| Long-term Goals | 89 | ||
| Intermediate Goals | 90 | ||
| Short-Term Goals | 90 | ||
| Strengthening the Goal-Setting Process | 91 | ||
| Planning Interventions | 91 | ||
| Designing the Programme of Therapeutic Intervention | 92 | ||
| Choice of Activity | 92 | ||
| Environment | 92 | ||
| Motivation ( Creek and Bullock 2008, p. 119) | 93 | ||
| Volition ( Creek and Bullock 2008, pp. 119–120) | 93 | ||
| Autonomy ( Creek and Bullock 2008, p. 120) | 94 | ||
| Context of the Intervention | 94 | ||
| Service User | 94 | ||
| Peer Support | 94 | ||
| Focus on Recovery | 95 | ||
| The Occupational Therapist’s Skills | 95 | ||
| Occupation-Focused Services | 96 | ||
| Team Working | 96 | ||
| Case Management and Care Coordination | 97 | ||
| Task Analysis ( Creek and Bullock 2008, p. 114) | 97 | ||
| Activity Analysis ( Creek and Bullock 2008, pp. 114–115) | 98 | ||
| Activity Adaptation ( Creek and Bullock 2008, p. 115) | 99 | ||
| Engagement | 99 | ||
| Barriers to Engagement | 99 | ||
| Facilitating Engagement | 100 | ||
| Evaluating Intervention | 100 | ||
| Case Reviews | 100 | ||
| Discharge Planning | 101 | ||
| Summary | 101 | ||
| Acknowledgements | 101 | ||
| References | 101 | ||
| Section 3: Ensuring Quality | 103 | ||
| Chapter 7: Professional Accountability | 104 | ||
| Introduction | 104 | ||
| What is Professional Accountability? | 104 | ||
| National Standards | 105 | ||
| To Whom are Occupational Therapists Accountable? | 105 | ||
| Society | 106 | ||
| Employers | 106 | ||
| The Profession | 107 | ||
| Service User Welfare and Autonomy | 107 | ||
| Service Provision | 108 | ||
| Risk Management | 109 | ||
| Positive and Defensive Risk Management | 110 | ||
| Positive Risk-Taking | 110 | ||
| Record-Keeping | 110 | ||
| Confidentiality | 112 | ||
| Personal and Professional Integrity | 113 | ||
| Professional Competence and Lifelong Learning | 114 | ||
| Developing and Using the Evidence Base | 115 | ||
| Clinical Audit | 115 | ||
| Summary | 116 | ||
| References | 117 | ||
| Chapter 8: Management and Leadership | 120 | ||
| Introduction | 120 | ||
| Management | 121 | ||
| Planning | 122 | ||
| Organizing Resources | 123 | ||
| Leading | 124 | ||
| Controlling and Coordinating | 124 | ||
| Leadership | 124 | ||
| The Differences Between Leadership and Management | 124 | ||
| Leadership Styles | 125 | ||
| Power | 125 | ||
| Leadership Success | 127 | ||
| Management and Leadership in Occupational Therapy | 127 | ||
| The Historical Perspective | 128 | ||
| Management and Leadership Today | 128 | ||
| Leadership for the Future | 129 | ||
| Summary | 130 | ||
| References | 130 | ||
| Chapter 9: Research and Evidence-Based Practice | 132 | ||
| Introduction | 132 | ||
| Why Is Research Important? | 133 | ||
| Questions of Effectiveness | 133 | ||
| The Difference Between Research and Everyday Life | 134 | ||
| Theory and Research | 135 | ||
| Service User and Carer Involvement in Research | 136 | ||
| The Practicalities of Involving Service Users and Carers in Research | 137 | ||
| The Challenges Associated with Service User and Carer Involvement | 137 | ||
| Occupational Therapy and Service User and Carer Involvement | 138 | ||
| Research Governance and Ethics | 138 | ||
| Different Research Designs Address Different Research Questions | 139 | ||
| Evidence-Based Practice | 140 | ||
| The Evidence-Based Practice Process | 140 | ||
| Being an Evidence-Based Practitioner | 142 | ||
| Evidence-Based Practice in Occupational Therapy | 142 | ||
| Research and Evidence-Based Practice in Mental Health Occupational Therapy | 143 | ||
| Evidence for the Impact of Occupational Therapy on Mental Health | 143 | ||
| Systematic Reviews in Mental Health Occupational Therapy | 143 | ||
| Developing Research Capacity in Mental Health Occupational Therapy | 144 | ||
| Conclusion | 144 | ||
| References | 145 | ||
| Section 4: the Context of Occupational Therapy | 150 | ||
| Chapter 10: Ethics | 151 | ||
| Introduction | 151 | ||
| What is Ethics? | 151 | ||
| Theories about Ethics | 152 | ||
| Virtue Theory | 152 | ||
| Consequentialism (Utilitarianism) | 152 | ||
| Deontology | 152 | ||
| Ethical Principles | 152 | ||
| Being an Ethical Practitioner Using a Principled Approach | 153 | ||
| Ethical Principle: Respect for Autonomy | 153 | ||
| Consent | 153 | ||
| Securing Consent | 154 | ||
| Recording Consent | 155 | ||
| Restrictive Practice | 155 | ||
| Ethical Principles: Beneficence and Non-maleficence | 155 | ||
| Ethical Principles: Justice | 156 | ||
| Ethical Practice and Occupational Therapy | 157 | ||
| Confidentiality | 157 | ||
| Confidentiality and Information Technology | 158 | ||
| Communication, Autonomy and Occupational Therapy Practice | 158 | ||
| Occupational Therapy and Restrictive Practice | 159 | ||
| Approaches to Restraint | 159 | ||
| Frameworks to Support Ethical Decision-making | 159 | ||
| Summary | 160 | ||
| References | 161 | ||
| Chapter 11: Perspectives on Using and Providing Services | 163 | ||
| Introduction | 163 | ||
| Accessing Occupational Therapy: A Social Perspective | 164 | ||
| Organizational Barriers to Occupational Therapy | 164 | ||
| Positive Risk Management | 165 | ||
| Access to Community Occupational Therapy | 165 | ||
| Negotiating Meaning | 165 | ||
| Tuning in’ | 166 | ||
| Exploring the Purpose of Occupations | 167 | ||
| Recovery and Occupational Therapy | 167 | ||
| Survival: the Art of Staying Alive | 168 | ||
| A Moral Obligation to be Active? | 169 | ||
| Activity and Service Pressures | 169 | ||
| Long-term Issues | 170 | ||
| Occupation as Therapy Versus Occupational Therapy | 170 | ||
| Carers and Occupational Therapy | 171 | ||
| Carers and Care-giving Issues | 171 | ||
| User-Led Services | 172 | ||
| Appreciating the Experience of Occupational Therapy | 173 | ||
| Conclusion | 173 | ||
| References | 173 | ||
| Chapter 12: Developing the Student Practitioner | 176 | ||
| Introduction | 176 | ||
| What are Pre-Registration Students Preparing for? | 176 | ||
| A Changing World | 177 | ||
| The Political Context | 177 | ||
| The Professional Context | 178 | ||
| Emerging Roles | 178 | ||
| The Educational Context | 178 | ||
| The Tuning Process | 179 | ||
| Meeting Requirements | 179 | ||
| Preparation for Practice | 180 | ||
| Developing Competence | 180 | ||
| Competence in Performance and Behaviours | 181 | ||
| Competence in Using Knowledge and Skills by Thinking and Reasoning | 181 | ||
| The Art of Being a Competent Practitioner | 182 | ||
| Situated Learning and the Significance of Placement Learning | 182 | ||
| Encountering Risk | 182 | ||
| Exposing Students to Risk; from the Known to the Unknown, the Predictable to the Unpredictable | 183 | ||
| Managing the Risk and Facilitating Professional Development | 184 | ||
| Summary | 185 | ||
| References | 186 | ||
| Chapter 13: An Intersectional Approach to Inequity | 188 | ||
| Introduction | 188 | ||
| Occupational Therapy and Mental Health Practice | 189 | ||
| Political Contexts | 189 | ||
| The Social and Structural Determinants of Mental Health | 190 | ||
| Relevant Literature | 190 | ||
| A Social Determinants Paradigm | 191 | ||
| Stigma and Access to Services | 191 | ||
| Critical and Feminist Analyses | 191 | ||
| Power and Explanatory Paradigms | 192 | ||
| Intersectionality and Mental Health | 192 | ||
| Origins of Intersectionality | 193 | ||
| A Critical Tool for Theory and Practice | 193 | ||
| Challenging Simple Categories | 194 | ||
| Mental Health Reforms and the Complex Practice Environment | 194 | ||
| From the Institution to the Community and the Changing Nature of Occupation | 194 | ||
| Occupational Apartheid | 195 | ||
| Social Model of Disability | 195 | ||
| Neoliberalism | 195 | ||
| Changes to Health and Welfare Programmes | 195 | ||
| Occupational Justice as a Critical Response | 197 | ||
| Activism | 197 | ||
| Recurrent Themes from Lived Experience of Mental Health Service Use | 197 | ||
| User Involvement | 198 | ||
| International Approaches | 198 | ||
| Enabling Occupation | 199 | ||
| Social Enterprises | 199 | ||
| Implications and Summary | 200 | ||
| References | 200 | ||
| Section 5: Occupations | 204 | ||
| Chapter 14: Physical Activity for Mental Health and Wellbeing | 205 | ||
| Introduction | 205 | ||
| Physical Health and Mental Health Promotion | 206 | ||
| Physical Activity and Mental Health | 206 | ||
| The Nature of Physical Activity | 206 | ||
| The Health Benefits of Physical Activity | 208 | ||
| Depression | 208 | ||
| Anxiety | 209 | ||
| Low Self-esteem | 210 | ||
| Cognitive Problems and Dementia | 210 | ||
| Schizophrenia | 210 | ||
| Substance Misuse | 211 | ||
| Physical Health Problems | 211 | ||
| Using and Generating Research-Based Evidence | 212 | ||
| Physical Activity and Mental Wellbeing | 212 | ||
| Psychosocial Influences | 212 | ||
| Environmental Influences | 213 | ||
| Adopting and Maintaining Physically Active Behaviours | 213 | ||
| Motivating Factors | 214 | ||
| Behaviour Change Perspectives | 214 | ||
| Enabling Physical Activity: Differentiating Between Participation and Engagement | 214 | ||
| A Lifestyle Approach to Participation in Physical Activity | 215 | ||
| An Occupational Approach to Engagement in Physical Activity | 216 | ||
| Considerations for Using Physical Activity in Group-based Programmes | 218 | ||
| Sustaining Engagement | 218 | ||
| Types of Physical Activities | 218 | ||
| Repetitive and Rhythmic Activities | 218 | ||
| Weight Training | 218 | ||
| Walking | 219 | ||
| Risk Assessment | 219 | ||
| Fitness Levels | 219 | ||
| Mental Health Considerations | 219 | ||
| Summary | 219 | ||
| References | 220 | ||
| Chapter 15: Cognitive Approaches to Intervention | 224 | ||
| Introduction | 224 | ||
| Cognitive Impairment | 225 | ||
| Organic Brain Syndrome | 225 | ||
| Mental Health Problems | 225 | ||
| Affective Spectrum Disorder | 225 | ||
| Autistic Spectrum Disorder | 225 | ||
| Dementia | 226 | ||
| Psychosis | 226 | ||
| Cognitive Approaches | 226 | ||
| Cognitive Behavioural Therapy | 226 | ||
| Dialectical Behaviour Therapy | 227 | ||
| Acceptance and Commitment Therapy | 227 | ||
| Mindfulness-Based Approaches | 227 | ||
| Schema Therapy | 228 | ||
| An Overview of the Theoretical Framework of Cognitive Behavioural Therapy | 228 | ||
| General Characteristics of Cognitive Behavioural Therapy | 229 | ||
| The Cognitive Behavioural Frame of Reference in Occupational Therapy | 230 | ||
| Occupational Therapy and Cognitive Functioning | 230 | ||
| Assessing Cognitive Functioning: The Role of the Occupational Therapist | 231 | ||
| Assessment Tools | 231 | ||
| Application of the Occupational Therapy Process | 233 | ||
| Reasoning and Formulation | 233 | ||
| Case Studies | 233 | ||
| Discussion | 237 | ||
| Summary | 238 | ||
| References | 238 | ||
| Chapter 16: Client-Centred Groups | 241 | ||
| Introduction | 241 | ||
| Theories Supporting Occupational Therapy Groups | 242 | ||
| The ‘Social Cure’ | 242 | ||
| The Complex Nature of Groups | 242 | ||
| Professional Reasoning in Groups | 242 | ||
| What are Client-Centred Groups? | 243 | ||
| An Overview of Client-Centred Principles and Updates | 243 | ||
| Cole’s Seven Steps | 244 | ||
| Step 1: Introduction | 244 | ||
| Step 2: Activity | 245 | ||
| Step 3: Sharing | 245 | ||
| Step 4: Processing | 245 | ||
| Step 5: Generalizing | 246 | ||
| Step 6: Application | 246 | ||
| Step 7: Summary | 246 | ||
| Principles of Group Leadership | 246 | ||
| Three Styles of Occupational Therapy Group Leadership | 246 | ||
| Group Leadership Skills | 248 | ||
| Understanding Group Dynamics | 248 | ||
| Group Dynamics Defined | 249 | ||
| Group Process | 249 | ||
| Group Culture (Norms) | 250 | ||
| Group Roles | 250 | ||
| Problem Behaviours of Members | 251 | ||
| Group Development | 251 | ||
| Poole’s Multiple Sequence Model | 251 | ||
| Gersick’s Time and Transition Model | 251 | ||
| Ending Groups Therapeutically | 252 | ||
| Designing Group Interventions | 252 | ||
| Needs Assessment, Focus Groups | 253 | ||
| Member Selection | 253 | ||
| Group Goal-setting | 253 | ||
| Theory-Based Groups | 253 | ||
| Group Logistics: Size, Timing and Setting | 253 | ||
| Session Outlines | 254 | ||
| Supplies and Cost | 254 | ||
| Outcome Criteria | 254 | ||
| Group Effectiveness: the Evidence | 254 | ||
| Self-efficacy in Groups | 255 | ||
| Occupational Therapy Group Evidence | 255 | ||
| Summary | 255 | ||
| References | 256 | ||
| Chapter 17: Creative Activities | 260 | ||
| Introduction | 260 | ||
| Defining Parameters | 260 | ||
| What is Creativity? | 260 | ||
| Activity, Occupation, Meaningfulness and Creative Media | 261 | ||
| A Historical and Cultural Context | 261 | ||
| Social and Cultural Capital | 261 | ||
| The Digital Age | 261 | ||
| The Cultural Re-Booting of Creative Activities | 262 | ||
| Who Else Uses Creative Activities as Therapy? | 262 | ||
| The Arts Therapies | 262 | ||
| Arts in Health and Arts on Prescription | 262 | ||
| The Medical Humanities Movement | 262 | ||
| Theoretical Underpinning for Creative Activities as Therapy | 263 | ||
| Researching Creativity | 263 | ||
| Creativity and Occupational Therapy | 263 | ||
| Research Evidence for Creative Activities as Therapy | 263 | ||
| Theoretical Materials Relevant to Creative Activities | 264 | ||
| The Theory of Creative Ability | 264 | ||
| Levels of Creative Ability | 264 | ||
| Progression, Regression and Recovery of Creative Ability | 265 | ||
| The Creative Process: Response, Participation, Product | 265 | ||
| Growth in Creative Ability | 266 | ||
| Intervention: The Creativity of the Occupational Therapist | 266 | ||
| Flow Theory | 266 | ||
| Narrative | 267 | ||
| Case Studies | 267 | ||
| Summary | 273 | ||
| Further Reading/Additional Resources | 273 | ||
| Creativity and Health-Related Journals | 273 | ||
| Animation | 273 | ||
| Theory of Creative Ability | 274 | ||
| Digital Storytelling | 274 | ||
| References | 274 | ||
| Chapter 18: Play | 277 | ||
| Introduction | 277 | ||
| Environment and Play | 278 | ||
| Culture and Play | 279 | ||
| Theoretical Understandings of Play | 280 | ||
| Classical Play Theories | 280 | ||
| Contemporary Play Theories | 280 | ||
| Occupational Therapy and Play | 280 | ||
| Play and Leisure as Occupations | 281 | ||
| Developing as a Player | 281 | ||
| Occupational Play Theories | 282 | ||
| Playfulness Theory | 282 | ||
| Development of Play Occupations | 282 | ||
| Occupational Development in Children and Young People | 283 | ||
| Infancy (Birth–2 Years) | 286 | ||
| Early Childhood (2–5 Years) | 287 | ||
| Middle Childhood (6–10 Years) | 287 | ||
| Adolescence and Adulthood | 287 | ||
| Assessment and Intervention | 288 | ||
| Play Assessments | 288 | ||
| Child-initiated Pretend Play Assessment | 288 | ||
| Test of Playfulness | 289 | ||
| Play Skills Self-Report Questionnaire | 289 | ||
| Play Interventions | 289 | ||
| The Learn to Play Programme | 290 | ||
| Cognitive Orientation to Daily Occupational Performance | 290 | ||
| Play and Attention Deficit Hyperactivity Disorder | 290 | ||
| Summary | 291 | ||
| References | 291 | ||
| Chapter 19: Life Skills | 294 | ||
| Introduction | 294 | ||
| What are Life Skills? | 294 | ||
| Life Skills, Roles and Belonging | 295 | ||
| Categorizing Life Skills | 295 | ||
| Individual Needs | 296 | ||
| Culture and Religion | 297 | ||
| Assessing Life Skills | 298 | ||
| Non-standardized Assessment Tools | 299 | ||
| Assessing Activities of Daily Living | 299 | ||
| Assessing Instrumental Activities of Daily Living | 300 | ||
| Interventions for Developing Life Skills | 300 | ||
| Basic Requirements for Life Skills Interventions | 300 | ||
| Environment | 300 | ||
| Teaching Methods | 301 | ||
| Teaching Life Skills | 302 | ||
| Occupational Therapy Approaches | 302 | ||
| Life Skills Training | 303 | ||
| The Effectiveness of Life Skills Programmes | 303 | ||
| Physical Fitness and Activity | 304 | ||
| Service Users’ Perspectives on Life Skills | 306 | ||
| Summary | 306 | ||
| References | 307 | ||
| Chapter 20: Green Care and Occupational Therapy | 309 | ||
| Introduction | 309 | ||
| Green Care and Occupational Therapy | 310 | ||
| Chapter Aims and Structure | 310 | ||
| Green Care Interventions | 310 | ||
| Horticulture-Based Approaches | 310 | ||
| Care Farming | 312 | ||
| Animal-Assisted Interventions | 312 | ||
| Facilitated Green Exercise | 312 | ||
| Wilderness Therapy | 312 | ||
| Ecotherapy | 312 | ||
| Green Care Constructs and Theories | 313 | ||
| Psycho-Evolutionary Perspectives | 313 | ||
| The Biophilia Hypothesis | 313 | ||
| An Overload and Arousal Perspective | 313 | ||
| Attention Restoration Theory | 314 | ||
| The Human Relationship with the Natural World | 314 | ||
| Sensory Processing | 315 | ||
| Temporality | 316 | ||
| Personal Narrative | 316 | ||
| Spirituality | 316 | ||
| Flow | 316 | ||
| Production | 317 | ||
| The Human Relationship with Plants and/or Animals | 318 | ||
| A Totality of Experience | 318 | ||
| Grounding Green Care Principles Within Occupational Therapy | 318 | ||
| A Shared History | 318 | ||
| Occupational Science and Green Care | 319 | ||
| Practice Partnerships | 319 | ||
| Applying Occupational Therapy Models of Practice to Green Care | 319 | ||
| Therapeutic Approaches Applicable in Green Care | 320 | ||
| A Cognitive-Behavioural Approach | 321 | ||
| A Humanistic Approach | 321 | ||
| A Psychodynamic Approach | 321 | ||
| Group Work in Green Care | 321 | ||
| The Growing Evidence Base for Green Care | 321 | ||
| Summary | 323 | ||
| Useful Resources | 324 | ||
| References | 324 | ||
| Chapter 21: Work and Vocational Pursuits | 328 | ||
| Introduction | 328 | ||
| Work and Productivity | 329 | ||
| Unemployment, Employment Barriers and Mental Ill-health | 330 | ||
| Barriers to Vocational Options and Employment | 331 | ||
| Access, Opportunities and Supports to Find and Sustain Employment | 332 | ||
| Employment Support | 333 | ||
| Supported Education | 333 | ||
| Creating New Employment Options | 333 | ||
| Volunteering | 334 | ||
| Bringing a Vocational Focus to Mental Health Practice | 334 | ||
| Practice as a Vocational Specialist | 337 | ||
| Creating Relationships with Individuals | 337 | ||
| Creating Relationships with Other Mental Health Workers and Supporters | 338 | ||
| Creating Relationships with Other Agencies/Services | 338 | ||
| Creating Relationships with Employers and Workplaces | 341 | ||
| Supporting Mental Health | 341 | ||
| Summary | 342 | ||
| References | 342 | ||
| Section 6: People and Settings | 345 | ||
| Chapter 22: the Acute Setting | 346 | ||
| Introduction | 346 | ||
| An Acute Episode | 347 | ||
| The Environment | 347 | ||
| Maintaining Dignity and Privacy | 347 | ||
| Changing Nature of Acute Services | 347 | ||
| More Acuity | 347 | ||
| More Substance Misuse | 347 | ||
| Shorter Admissions/Community Support | 348 | ||
| The Broader Context for Acute Services | 348 | ||
| Promoting Discharge | 348 | ||
| Service User and Carer Involvement | 348 | ||
| Star Wards | 349 | ||
| Care Pathways | 349 | ||
| Staffing | 349 | ||
| Multidisciplinary Team Working for Therapy Service Provision | 349 | ||
| Support and Supervision | 350 | ||
| Volunteers, Peer Support Workers and Advocates | 350 | ||
| Legislation | 350 | ||
| The Mental Health Act 2007 | 350 | ||
| Mental Capacity Act 2005 | 350 | ||
| Safeguarding Vulnerable Groups Act 2006 | 351 | ||
| The Occupational Therapy Process: Admission and Assessment | 351 | ||
| Referral and Information Gathering | 351 | ||
| Rapport Building | 351 | ||
| Risk Assessment | 351 | ||
| Occupational Therapy Assessment | 352 | ||
| Functional Assessments | 352 | ||
| Physical Health Assessments | 352 | ||
| Communication | 352 | ||
| The Occupational Therapy Process: Intervention | 353 | ||
| Occupation | 353 | ||
| Relapse Prevention | 353 | ||
| Recovery and Social Inclusion | 354 | ||
| Evaluation | 354 | ||
| Psychiatric Intensive Care Unit | 354 | ||
| Occupational Therapy Role Within a PICU | 354 | ||
| Case Studies | 354 | ||
| Summary | 356 | ||
| References | 356 | ||
| Chapter 23: Community Practice | 359 | ||
| Introduction | 359 | ||
| Severe and Enduring Mental Health Problems | 360 | ||
| Drivers | 360 | ||
| Supporting Models and Approaches | 361 | ||
| Recovery-Orientated Practice | 361 | ||
| Strengths-Based Approach | 362 | ||
| Cycle of Change | 362 | ||
| Pre-Contemplation | 362 | ||
| Contemplation | 362 | ||
| Preparation | 362 | ||
| Action | 362 | ||
| Maintenance | 362 | ||
| Relapse | 362 | ||
| Stress Vulnerability | 363 | ||
| Team Working and Coordinated Care | 363 | ||
| The Care Programme Approach | 363 | ||
| The Care Coordinator | 363 | ||
| Generic Versus Specialist Working | 364 | ||
| Partnership Working | 364 | ||
| Risk | 365 | ||
| Clinical Risk Assessment | 365 | ||
| Lone Working | 365 | ||
| Working in Varied Environments | 365 | ||
| Positive Risk Management | 366 | ||
| Personalization | 366 | ||
| Key Terms in the Personalization Agenda | 366 | ||
| Medication | 367 | ||
| Medication Management | 367 | ||
| Medication and Occupational Performance | 368 | ||
| Service Settings | 368 | ||
| Crisis Resolution and Home Treatment Teams | 368 | ||
| Early Intervention in Psychosis | 369 | ||
| Community Mental Health Teams | 369 | ||
| Day Services | 369 | ||
| Assertive Outreach | 370 | ||
| Housing | 370 | ||
| Personality Disorder Services | 371 | ||
| Military Personnel and Veteran Mental Health Services | 371 | ||
| Liaison Psychiatry | 371 | ||
| Conclusion | 371 | ||
| References | 372 | ||
| Chapter 24: Older People | 374 | ||
| Introduction | 374 | ||
| Occupation for Mental Health and Wellbeing in Old Age | 375 | ||
| The Well Elderly Study | 376 | ||
| Lifestyle Redesign® | 376 | ||
| Lifestyle Matters | 376 | ||
| Late Life Depression | 376 | ||
| Prevalence | 377 | ||
| Risk Factors | 377 | ||
| Presentation | 377 | ||
| Alcohol Abuse in Older People | 377 | ||
| Diagnosis | 377 | ||
| Intervention | 378 | ||
| Impact on Occupational Performance | 378 | ||
| Occupational Therapy | 378 | ||
| Dementia | 378 | ||
| Causes | 378 | ||
| Prevalence | 379 | ||
| Impact on Occupational Performance | 379 | ||
| Diagnosis | 379 | ||
| Person-centred Care | 380 | ||
| Interventions | 380 | ||
| Cognitive Stimulation Therapy | 380 | ||
| Multisensory Stimulation | 380 | ||
| Life Story Work | 381 | ||
| Occupational Therapy and Older People | 381 | ||
| Occupational Therapy Assessment of Older People | 381 | ||
| Occupational Therapy Assessment Tools | 382 | ||
| Occupational Therapy and People with Dementia | 383 | ||
| Developmental Model of Dementia | 383 | ||
| Community Occupational Therapy in Dementia | 383 | ||
| Occupational Therapy in Care Homes | 384 | ||
| Occupational Therapy Practice | 384 | ||
| Mental Capacity | 385 | ||
| Assessing and Managing Risk | 385 | ||
| Assistive Technology | 386 | ||
| Working with Carers | 386 | ||
| Summary | 386 | ||
| References | 387 | ||
| Chapter 25: Emotional Health and Wellbeing of Children and Young People | 389 | ||
| Introduction | 389 | ||
| An Introduction to Children and Young Peoples’ Mental Health | 390 | ||
| Key Drivers of Service Development in the UK | 390 | ||
| Every Child Matters (ECM) ( DfES 2004) | 391 | ||
| Healthy Minds: Promoting Emotional Health and Wellbeing in Schools (Ofsted 2005) | 391 | ||
| You’re Welcome Quality Criteria (DH 2007) and You’re Welcome: Quality Criteria for Young People Friendly Health Services ... | 391 | ||
| National Camhs Review: Children and Young People in Mind (DH 2008a) | 391 | ||
| The Children and Young Persons’ Act (2008) | 391 | ||
| The Targeting Mental Health in Schools (TaMHS) Programme (DCSF 2008–2011) | 392 | ||
| Healthy Lives, Brighter Futures: the Strategy for Children and Young People’s Health (DH 2009a) | 392 | ||
| Think Family Toolkit (DCSF 2009a) | 392 | ||
| The Evidence Base to Guide Development of Tier 4 Camhs. K. Kurtz Report (DH 2009b) | 392 | ||
| Better Outcomes, New Delivery (BOND) (DfE 2012) | 392 | ||
| Models of Service Delivery | 392 | ||
| Universal Services | 392 | ||
| Targeted Services | 393 | ||
| Specialist Services | 393 | ||
| Tiered and Targeted Services | 393 | ||
| Tier 1 | 393 | ||
| Tier 2 | 393 | ||
| Tier 3 | 394 | ||
| Tier 4 | 394 | ||
| Children’s and Young People’s Emotional Health and Wellbeing | 394 | ||
| Risk and Resilience | 394 | ||
| Common Presentations of Mental Health Problems in Camhs | 394 | ||
| Occupational Therapy in Camhs | 397 | ||
| Occupational Therapy Assessments and Outcome Measures | 397 | ||
| The Child Occupational Self-assessment (COSA) | 397 | ||
| Short Child Occupational Profile (SCOPE) | 397 | ||
| The Children’s Assessment of Participation and Enjoyment (CAPE) and the Preferences for Activities of Children (PAC) | 397 | ||
| The Sensory Integration and Praxis Test (SIPT) | 397 | ||
| Assessment of Motor and Process Skills (AMPS) | 397 | ||
| The Adolescent/adult Sensory Profile | 397 | ||
| The Assessment of Communication and Interaction Skills (ACIS) | 398 | ||
| The Canadian Occupational Performance Measure (COPM) | 398 | ||
| Case Studies | 398 | ||
| Conclusion | 403 | ||
| Further Reading | 403 | ||
| Useful Resources | 403 | ||
| References | 404 | ||
| Chapter 26: Learning Disabilities | 406 | ||
| Introduction | 406 | ||
| An Overview of Learning Disability Practice in the UK | 406 | ||
| Defining Terms | 407 | ||
| Causes of Learning Disabilities | 408 | ||
| Caring for People with Learning Disabilities | 408 | ||
| A Historical Perspective | 408 | ||
| Institutional Care | 409 | ||
| Resettlement and Community Care | 410 | ||
| Community Learning Disability Teams | 410 | ||
| Changes in Philosophy | 410 | ||
| The Contemporary Practice Context | 411 | ||
| Person-Centred Planning | 411 | ||
| Occupational Therapy and Learning Disability | 412 | ||
| Referral | 412 | ||
| Consent | 413 | ||
| Risk Assessment and Risk Management | 413 | ||
| Assessment | 413 | ||
| Formal Assessment | 414 | ||
| Planning | 415 | ||
| Intervention | 415 | ||
| Evaluation/Outcome Measures | 416 | ||
| Discharge | 416 | ||
| Specialist Areas of Intervention | 416 | ||
| Mental Health and Learning Disabilities: ‘Dual Diagnosis’ | 416 | ||
| Challenging Behaviour | 417 | ||
| Sensory Processing Needs | 418 | ||
| Older People | 418 | ||
| Emerging Areas of Practice | 419 | ||
| Summary | 420 | ||
| References | 420 | ||
| Further Reading | 422 | ||
| Useful Resources | 422 | ||
| Chapter 27: Forensic and Prison Services | 424 | ||
| Introduction | 424 | ||
| What are Forensic and Prison Services? | 424 | ||
| Why are Forensic and Prison Services Needed? | 425 | ||
| Labelling and Stigma | 425 | ||
| The Settings for Forensic Mental Services | 426 | ||
| Referral to Forensic and Prison Services | 426 | ||
| Low-secure Units | 426 | ||
| Regional Secure Hospitals (Medium-Secure) | 427 | ||
| Special Hospitals (High-Security Hospitals) | 428 | ||
| Dangerous and Severe Personality Disorder (DSPD) Units | 428 | ||
| Prison Services | 429 | ||
| Working in Secure Settings | 429 | ||
| Risk Assessment | 430 | ||
| Team Working | 430 | ||
| Occupational Therapy Interventions | 431 | ||
| The Model of Human Occupation | 431 | ||
| Occupational Therapists’ Use of Occupation-focused Practice in Secure Hospitals | 432 | ||
| Black and Minority Ethnic Groups | 432 | ||
| Offence-Specific Interventions | 432 | ||
| Challenges Associated with Working in Forensic and Prison Services | 435 | ||
| The Therapeutic Environment | 437 | ||
| Burnout | 437 | ||
| Summary | 437 | ||
| References | 438 | ||
| Chapter 28: Substance Misuse | 439 | ||
| Introduction | 439 | ||
| Definitions of Substance Misuse | 440 | ||
| Historical and Cultural Context | 440 | ||
| Dual Diagnosis | 441 | ||
| Substance Misuse | 441 | ||
| National Policies and Guidance | 442 | ||
| What are Drugs? | 442 | ||
| Drug Action | 442 | ||
| Legality | 442 | ||
| Why do People Use Substances? | 443 | ||
| Substance Use: An Occupational Perspective | 443 | ||
| When does Drug Use go Wrong? | 443 | ||
| Treatment of Substance Misuse | 443 | ||
| A Model of Change | 443 | ||
| Stages of Change | 444 | ||
| Substance Misuse Treatment in Context | 444 | ||
| Triggers to Treatment Entry | 444 | ||
| Referral | 445 | ||
| Referral Via the Criminal Justice System | 445 | ||
| Multidisciplinary Assessments | 445 | ||
| Screening Assessments | 445 | ||
| Structured Comprehensive Assessments and Interviews | 445 | ||
| Occupational Therapy Assessment | 446 | ||
| Performance Patterns | 446 | ||
| Performance Skills and Client Factors | 446 | ||
| Context, Environment and Activity Demands | 446 | ||
| Occupational Therapy Assessment Tools | 446 | ||
| Interventions | 446 | ||
| Engagement and Principles of Intervention | 446 | ||
| Treatment Options | 447 | ||
| Alcohol Misuse | 447 | ||
| Drug Misuse | 447 | ||
| Contingency Management | 447 | ||
| Approaches to Intervention | 448 | ||
| Mutual Aid – Self-help Approaches | 448 | ||
| Relapse Prevention | 448 | ||
| A Note on the Language of Recovery | 449 | ||
| Occupational Therapy and Substance Misuse | 449 | ||
| Leisure | 450 | ||
| Work/productivity | 451 | ||
| Work-based Substance Use | 451 | ||
| Substance-based Productivity | 451 | ||
| Vocational Interventions | 452 | ||
| Self-maintenance | 452 | ||
| Evaluation of Outcomes | 452 | ||
| Summary | 452 | ||
| Useful Contacts | 453 | ||
| References | 453 | ||
| Chapter 29: Working on the Margins: Occupational Therapy and Social Inclusion | 457 | ||
| Introduction | 457 | ||
| Why Margins Matter: Challenges in Global Mental Health | 458 | ||
| Different Worlds | 458 | ||
| Local Circumstances | 458 | ||
| Risks Across the Life Course | 459 | ||
| System-wide Approaches | 459 | ||
| Environmental Influences | 459 | ||
| Multi-pronged Solutions | 459 | ||
| Understanding the Margins | 460 | ||
| What are Margins? | 460 | ||
| Social Exclusion | 460 | ||
| Human Differences | 460 | ||
| Assumptions | 460 | ||
| Why do Margins Exist? | 460 | ||
| Exploitation | 461 | ||
| Marginalization | 461 | ||
| Powerlessness | 461 | ||
| Cultural Imperialism | 462 | ||
| Violence | 462 | ||
| How are Margins Experienced? | 462 | ||
| Essentializing | 462 | ||
| Intersectionality | 462 | ||
| Oppression | 463 | ||
| Why do Margins Persist, Change or Expand? | 463 | ||
| Volatile Systems | 463 | ||
| Development Surge | 463 | ||
| Global Trends | 464 | ||
| How do People on the Margins Respond? | 464 | ||
| Agency | 464 | ||
| Resilience | 464 | ||
| Resistance | 464 | ||
| Occupation on the Margins | 464 | ||
| Occupational Injustice | 465 | ||
| Intergenerational Transfer of Occupations | 465 | ||
| Inequity of Opportunity to Access Preferred Occupations | 465 | ||
| Inequity of Occupational Choice | 465 | ||
| Biography on the Margins (Case Study 29-1) | 466 | ||
| Recapitulating Occupation | 467 | ||
| Values and Beliefs | 467 | ||
| Support Systems | 467 | ||
| Access to Mental Health Services | 467 | ||
| Direction Finding on the Margins | 467 | ||
| Sociological Imagination | 468 | ||
| Reflexivity | 468 | ||
| Values | 469 | ||
| Partnership | 469 | ||
| Theory | 470 | ||
| Policy | 470 | ||
| Occupation | 470 | ||
| Summary | 471 | ||
| References | 471 | ||
| Glossary | 474 | ||
| References | 485 | ||
| Index | 489 |