My Approach

What can I offer your child and your family?


The focus of my practice is to listen and respond to the needs of the children, young people and families that I work with.  I prioritise a child centred approach, allowing each child/family to feel fully understood in their day to day experiences.  I always strive to work in a collaborative manner, in partnership with families.

Assessment (1.5-2 hrs)


An initial assessment will focus on your child’s level of functioning and areas of strength and need.  My assessments and intervention focus on functional skills including developing skills for specific tasks e.g. fine motor skills for tying shoe laces, developing independence in self care skills e.g. dressing or developing regulation strategies for home or school.  


Following this initial assessment a report with detailed recommendations will be drafted with practical ideas that can be put in place immediately.

As my therapy is evidence based and respectful of the importance of context and environment, assessment or intervention may be best carried out, for example, at school, in the playground or at home.

This is especially relevant if your child is encountering particular difficulties in any of these settings.

(this will be discussed with parent/guardian if necessary).

Consultation/Intervention 

Individual sessions (50 mins)

Following assessment, 2 follow up sessions can be scheduled to provide further advice and model strategies, which can then be incorporated into the child's daily routine - providing the basis of their home/school therapy programme.

Therapy Block (50 mins)

If direct input is required, a block of sessions in clinic can be scheduled, usually 4-6 weekly sessions.

Remote Consultation (45 mins)

Follow up consultation/advice for parents/guardians or schools.  This can be accessed by families who have already had an assessment/therapy or for parents/schools who are looking for one off specific advice without assessment.

 

Therapy may be based on any or a combination of the following frameworks:

  • Cognitive orientation to occupational performance (COOP) -  research evidence shows that this is the most effective OT intervention for children with motor skills/learning difficulties including dyspraxia

  • Sensory integration based therapy and strategies – for children who may be under or over responsive to sensory input which affects their day to day functioning

  • Task adaptation and modification – adapting the task that is proving difficult.  This can include adapting the physical environment e.g. providing desk screens to reduce distraction, dynamic seating to improve posture/attention

  • Education – for children, parents and school staff.  This is especially helpful in the light of assessment findings or new diagnosis, and may include exploring this with the child/young person as well as helping the family navigate useful resources and support

  • Other interventions include specific programmes for children who are fussy eaters, have difficulty with attention and regulation based on sensory processing differences, cognitive behavioural therapy based approach to support mental health.

 

Example of goals:

Attention and listening:

  • To be able to sit and pay attention on the carpet during circle time

  • To be able to complete my homework within 1 hour, using visual timers and movement breaks 

Gross motor skills:

  • To be able to ride a bike without stabilisers

  • To be able to walk down the stairs independently holding onto the railings

Fine motor skills:

  • To be able to cut around a circle using a pair of scissors

  • To increase speed of handwriting to allow completion of work alongside peers

  • To increase speed of typing to support completion of exam paper within time allocated

Play Skills:

  • To improve imaginary play skills: by sequencing 3 sequences of play with adult support

  • To be able to play alongside one other peer for up to 5 minutes

Independence skills:

  • To be able to use an adapted spoon to self-feed

  • To be able to tie shoe laces

  • To be able to make a small meal for myself

  • To be able to use public transport independently

Organisation:

  • To be able to organise and remember all of my books for the day at school using my locker

  • To be able to get ready for school without the support of my mum/dad

Self esteem/confidence:

This is always an inherent part of each and every goal set.  It is hypothesised that as the child learns new skills and masters new tasks that are important to them, in a supportive and encouraging environment, that this will bolster and nurture their sense of self and self-confidence.

These are only a small sample of goals that I have worked on previously with children/young people.  Goals are always set at a developmentally appropriate level and are always set by the child/ family/parent/teacher, with my support.