Occupational Therapy
Occupational therapy is a health profession concerned with promoting health and well-being through occupation. Occupation
refers to everything that people do during the course of everyday life (CAOT Position Statement on Everyday Occupations
and Health, 2003). The primary goal of occupational therapy is to enable people to participate in the occupations, which give
meaning and purpose to their lives. In the case of young children their skill development is centred on play activities, as play is a child’s work.
Occupational therapists have a broad education that provides
them with the skills and knowledge to work collaboratively with
children and their family that experience obstacles to
participation. These obstacles may result from a change in
function (thinking, doing, feeling) because of illness or
disability, and/or barriers in the social, institutional or and
physical environment. (Adapted from the World Federation of
Occupational Therapists, 2004)
Occupational therapists use a systematic approach based on
evidence and professional reasoning to enable individuals,
groups and communities to develop the means and opportunities to
identify, engage in and improve their functional skills. The
process involves assessment, intervention and evaluation of the
client related to occupational performance in self-care
(toileting, dressing, feeding), play (fine motor, gross motor,
toy interaction), art activities and productivity (drawing,
pencil grasp, printing, visual motor and perceptual skills),
social interaction (with other children and adults) and sensory
integration (sensory input strategies).
Occupational therapists may assume different roles such as
advising on health risks in the play environment, safe
transportation for child and parent, and programs to promote
mental health for child and family supports. Occupational
therapists also perform functions as manager, researcher,
program developer or educator in addition to the direct delivery
of professional services.
The Occupational Therapist works in the following areas:
- Fine Motor Skills - hand function, eye/hand coordination, pre-writing/writing skills. manual dexterity, grasp patterns
- Activities of Daily Living Skills - dressing, feeding, grooming, hygiene
- Perceptual/Cognitive Skills - design copying, matching, sequencing, color and number concepts, space and position concepts, memory
- Sensory-Motor Skills - body image, body concept, motor planning, bilateral integration, laterality, tactile sensitivity, sensations of movement
- Play Skills - age appropriate toys, social interaction, functional play
- Specialized Equipment - mobility equipment, assisting devices and technology, home modifications, accessibility
- Posture Control - positioning and posture control to increase function
- Splinting - fabricate splints for neurological or orthopedic concerns
To promote the development of functional independence in self-care, productivity (school and home), and leisure tasks.
Children aged from birth to school entry that, have questionable, delayed or impaired motor abilities.
- Assessment, consultation and intervention to promote children’s functional interdependence.
- Individual goal planning with each child and family.
- Assistance in identifying special equipment that may be beneficial and help obtaining this equipment.
- Referral to a liaison with other services as appropriate.
Children may be referred to Occupational Therapy when there are concerns with the child's occupational performance, often due to:
- Difficulties completing Activities of Daily Living: self care, productivity (play, school) and leisure
- Gross Motor/Fine Motor difficulties
- Sensory Integration and Sensory Processing difficulties
- Accessibility concerns
- Position and Mobility concerns
Services are provided in preschools, home, the Quesnel and
District Child Development Centre, and other community settings
that meet the needs of the child.
The Quesnel and District Child Development Centre has an open
referral system, any parent or professional with a concern about
a child can call the Centre to arrange for a screening. All
referrals are accepted and will go though the intake committee
where the appropriate action will be discussed.
Initial consultations will take place as soon as possible.
Children needing periods of weekly treatment may have to wait
for a vacant suitable opening in a direct treatment timeslot.
During that time the child will be referred to an appropriate
program within the Centre to provide support. The family may
also meet with the therapist on a regular basis for
consultations during that time and some children are adequately
managed by consultations only.
Policy Regarding Waitlist Management
When children are referred for services to Occupational therapy,
they are assessed and either offered services immediately or
placed on a waitlist with appropriate supports put into place.
When taking children off the waitlist, several factors are taken
into account:
- The length of time since being placed on the waitlist.
- The match between the family's expressed wishes for a particular type, time or place of service and the therapist's time slot which has become available.
- The accessibility of the child and the caregivers.
When service comes available and the family is still requesting
service. Initial consultations will take place as soon as an
individual need and caseload demands allow.
WHO
Occupational Therapy is a health care profession concerned with a student’s ability to perform daily occupations, including self-care, productive, and leisure activities. The School-Age Occupational Therapy program is available for all children age 5 – 19 who live in Quesnel and District (including Wells and Nazko), who are experiencing difficulty participating in daily occupations.
WHAT
For school-age children, these occupations may include:
- moving
- playing
- dressing
- feeding
- toileting
- bathing
- following routines
- printing
- cutting, etc.
 WHERE
Service usually takes place at the child’s school, during school hours, however service delivery may also take place at various locations in the in the community, or in the home.
WHEN
School-Age Occupational Therapy services occur as individual needs
determine, school teams request, and caseload demands allow.
Often children receive several monitor visits a year, with more
frequent support and contact provided to the school team members who
directly support the child.
WHY
School-Age Occupational Therapists work with school teams to help children
who have been challenged by developmental difficulties, injury, or
disease. The primary goal is to encourage development, function, and
participation in everyday life at school.
HOW
 The Resource Teacher is the primary link between the Occupational
Therapist and service delivery in the school.
Services are based on a consultation model, which means that
programs for children are designed by the Occupational Therapist and
carried out by the classroom teachers, resource teachers, student support
workers, and/or parents. Service may consist of: observation, formal and/or informal assessment,
support for equipment and technology, training, developing program
suggestions for school, home, and/or daycare, and attending team meetings.
Referrals
Referrals to the School-Age Occupational Therapy Program are through the
school-based team and are prioritized based on the whole needs of the
community. Children may be
discharged if they meet their individual goals, if the child’s needs are
being met by other supports in place, or if the family no longer desires
service. Once a child is discharged from School-Age Occupational
Therapy services, they may be re-referred by the school-based team at any
time.
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