BOOK
Occupational Therapy for People with Learning Disabilities E-Book
Jane Goodman | Jenni Hurst | Christine Locke
(2008)
Additional Information
Book Details
Abstract
This book is aimed primarily at occupational therapy undergraduate students, but will be of use to new practitioners working in the field of learning disability and other students studying topics related to learning disabilities. It meets perceived learning needs in line with theory and practice outcomes and provides an understanding of the current issues in health and social care for people with a learning disability. It provides a basis for further learning and the depth reflects present curricula demands and expectations in line with professional practice. There are also contributions and comments from service users with a learning disability.
This book is aimed primarily at occupational therapy undergraduate students, but will be of use to new practitioners working in the field of learning disability and other students studying topics related to learning disabilities. It meets learning needs in line with theory and practice outcomes and provides an understanding of the current issues in health and social care for people with a learning disability. It provides a basis for further learning and the depth reflects present curricula demands and expectations in line with professional practice. There are also contributions and comments from service users with a learning disability.
- Informative text supported by reflective activities
- Reflects changes in service provision subsequent to "A Strategy for the 21st Century"
- Case scenarios and self assessment tasks
- Advises on further reading
- Offers occupational therapy focus on issues that are also relevant to other health professionals
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| Occupational Therapy for People with Learning Disabilities: A Practical Guide | iii | ||
| Copyright Page | iv | ||
| Contents | v | ||
| Contributors | vii | ||
| Foreword | ix | ||
| Preface | xi | ||
| Acknowledgements | xiii | ||
| Introduction | 1 | ||
| Overview | 1 | ||
| Why this book is needed | 1 | ||
| Purpose | 1 | ||
| Style of the book | 2 | ||
| People with learning disabilities | 2 | ||
| Occupational therapy for people with learning disabilities | 4 | ||
| Looking to the future | 5 | ||
| Summary | 6 | ||
| Section 1 | 7 | ||
| Chapter 1 Perspectives on occupational needs of people with learning disability | 9 | ||
| Overview | 9 | ||
| Learning Outcomes | 9 | ||
| The service users’ voice | 10 | ||
| Occupation as a primary human need | 12 | ||
| Occupation in context | 13 | ||
| Occupational science and learning disabilities | 13 | ||
| Choosing purposeful, meaningful and valued occupations | 14 | ||
| Summary | 17 | ||
| Appendix 1.1 Case illustration: Penny, possible answers | 20 | ||
| Chapter 2 Historical perspectives: The lives of people with learning disabilities and the influence of occupational therapy | 21 | ||
| Overview | 21 | ||
| Learning Outcomes | 22 | ||
| Individual perspectives | 22 | ||
| Key historical perspectives | 24 | ||
| Philosophical perspectives | 28 | ||
| Service responses to the new ideology | 29 | ||
| Learning disability – occupational therapy philosophy and practice | 32 | ||
| Learning from history | 36 | ||
| Summary | 37 | ||
| Appendix 2.1 Case illustration: Den, possible answers | 40 | ||
| Appendix 2.2 Legislation and policies | 42 | ||
| Chapter 3 Occupations and the occupational therapy process | 43 | ||
| Overview | 43 | ||
| Learning Outcomes | 43 | ||
| Occupational therapy process | 43 | ||
| Occupation and occupational therapy for learning disabilities | 44 | ||
| Working within the occupational therapy process | 47 | ||
| Summary | 62 | ||
| Appendix 3.1 Defining learning disabilities | 65 | ||
| Appendix 3.2 Case illustration: Freda, possible answers | 67 | ||
| Chapter 4 The interface between communication and community living | 69 | ||
| Overview | 69 | ||
| Learning Objectives | 69 | ||
| Historical and current background | 69 | ||
| Barriers to communication | 70 | ||
| Levels of understanding | 73 | ||
| Methods of communication/communication strategies | 76 | ||
| Summary | 80 | ||
| Appendix 4.1 Case illustration: Alan, possible answers | 83 | ||
| Chapter 5 Occupation and health promotion | 85 | ||
| Overview | 85 | ||
| Learning Outcomes | 86 | ||
| Factors that influence a healthy lifestyle | 86 | ||
| The health action plan | 88 | ||
| Promoting health through occupation | 89 | ||
| Occupation and activities of daily living/self care (ADL) | 89 | ||
| Occupation and productivity | 91 | ||
| Occupation and leisure | 92 | ||
| Occupational disruption | 92 | ||
| Occupation, health and wellness in context | 93 | ||
| Changing behaviours that risk health | 93 | ||
| Summary | 94 | ||
| Appendix 5.1 Case illustration: Susan, possible answers | 97 | ||
| Section 2 | 99 | ||
| Chapter 6 Activities of daily living for individuals with a learning disability: using a sensory integrative approach | 101 | ||
| Overview | 101 | ||
| Learning Outcomes | 101 | ||
| ADL and development of SI | 102 | ||
| Classifications of SI systems | 102 | ||
| How the SI approach is applicable to individuals with a learning disability | 104 | ||
| How sensory processing dysfunction may present during ADL | 106 | ||
| Intervention for an individual suspected of having a SI dysfunction | 111 | ||
| Other specific SI dysfunctions and intervention | 112 | ||
| Summary | 113 | ||
| Appendix 6.1 Case illustration: Simon, possible answers | 115 | ||
| Chapter 7 Occupational choices – choosing employment | 117 | ||
| Overview | 117 | ||
| Learning Outcomes | 118 | ||
| Getting a Job | 118 | ||
| ‘I want to work’ – an occupational choice? | 119 | ||
| Work as an option for people with a learning disability | 120 | ||
| Occupational therapy and the supported employment model | 123 | ||
| Developing a job | 127 | ||
| Summary | 130 | ||
| Appendix 7.1 Case illustration: Lee, possible answers | 133 | ||
| Chapter 8 Leisure | 135 | ||
| Overview | 135 | ||
| Learning Outcomes | 135 | ||
| Defining leisure | 135 | ||
| Leisure opportunity and barriers for people with a learning disability | 137 | ||
| Summary | 142 | ||
| Appendix 8.1 Case illustration: Andy, possible answers | 145 | ||
| Section 3 | 147 | ||
| Chapter 9 The challenges of maintaining occupation at times of transition | 149 | ||
| Overview | 149 | ||
| Learning Outcomes | 150 | ||
| Being a family member with a learning disability | 150 | ||
| The contribution of attachment to developing occupation | 151 | ||
| Leaving school: transferring occupational performance | 152 | ||
| Leaving home | 155 | ||
| Summary | 158 | ||
| Chapter 10 Working with parents with learning disabilities | 161 | ||
| Overview | 161 | ||
| Learning Outcomes | 162 | ||
| What are the issues? | 162 | ||
| The occupational therapy role | 166 | ||
| Summary | 169 | ||
| Appendix 10.1 Case illustration: Laura, possible answers | 172 | ||
| Chapter 11 Loss and bereavement | 173 | ||
| Overview | 173 | ||
| Learning Outcomes | 174 | ||
| Overview of key concepts | 174 | ||
| Understanding the grieving process | 175 | ||
| Coping with grief | 176 | ||
| Engaging in occupation | 178 | ||
| Helping people with a learning disability understand the process of death and dying | 178 | ||
| Summary | 180 | ||
| Appendix 11.1 Case illustration: Joe, possible answers | 182 | ||
| Chapter 12 The older adult and life changes | 183 | ||
| Overview | 183 | ||
| Learning Outcomes | 183 | ||
| The implications of growing older with a learning disability | 183 | ||
| Maintaining occupation through physical changes | 184 | ||
| Down’s syndrome and dementia | 186 | ||
| Summary | 189 | ||
| Appendix 12.1 Case illustration: Arthur, possible answers | 192 | ||
| Section 4 | 195 | ||
| Chapter 13 More than having a say – user participation in learning disability services | 197 | ||
| Overview | 197 | ||
| Learning Outcomes | 197 | ||
| User participation – definition of terms | 198 | ||
| Person-centred planning and action | 201 | ||
| User participation in research | 210 | ||
| Summary | 217 | ||
| Appendix 13.1 Case illustration: service users' participation, possible answers | 222 | ||
| Chapter 14 Working with people with learning disabilities and their networks | 225 | ||
| Overview | 225 | ||
| Learning Outcomes | 225 | ||
| People who may be part of the network of a person with learning disabilities | 225 | ||
| Occupational therapy roles in working with the support network | 226 | ||
| Clarifying referral, allocation, assessment and intervention processes | 230 | ||
| Clarifying the role of the occupational therapist | 231 | ||
| Assessment process | 235 | ||
| Interventions | 237 | ||
| Risk management processes | 238 | ||
| Considerations for closing involvement | 240 | ||
| Summary | 241 | ||
| Appendix 14.1 Initial contact questions | 244 | ||
| Appendix 14.2 Case illustration: Mary, possible answers | 245 | ||
| Chapter 15 And finally … a personal comment | 247 | ||
| Overview | 247 | ||
| The past | 247 | ||
| The process of change | 248 | ||
| Present-day occupational therapy | 248 | ||
| The future? | 249 | ||
| Glossary | 251 | ||
| A | 251 | ||
| B | 251 | ||
| C | 251 | ||
| D | 251 | ||
| E | 252 | ||
| F | 252 | ||
| G | 252 | ||
| H | 252 | ||
| I | 252 | ||
| K | 252 | ||
| L | 252 | ||
| M | 252 | ||
| N | 252 | ||
| O | 253 | ||
| P | 253 | ||
| S | 253 | ||
| T | 254 | ||
| V | 254 | ||
| Index | 255 | ||
| A | 255 | ||
| B | 256 | ||
| C | 256 | ||
| D | 257 | ||
| E | 257 | ||
| F | 258 | ||
| G | 258 | ||
| H | 258 | ||
| I | 259 | ||
| J | 259 | ||
| K | 259 | ||
| L | 259 | ||
| M | 260 | ||
| N | 260 | ||
| O | 261 | ||
| P | 261 | ||
| Q | 262 | ||
| R | 262 | ||
| S | 263 | ||
| T | 264 | ||
| U | 264 | ||
| V | 265 | ||
| W | 265 |