Occupation

Abstracts
University ethics guidelines prohibit undergraduate students
from accessing vulnerable groups, therefore a Literature Review
was chosen as the most appropriate methodology. CASP critical
appraisal tools were used to assess the quality of 9 key articles.
Thematic analysis followed and 3 main themes were identified:
school attendance, occupational disruption and adaptation.
Results indicated that during times of conflict school enrolment
and attendance rates decline. The destruction of school buildings
and regular curfews meant children were unable to attend
school, preventing them from engaging in the student role and
causing significant occupational disruption (Netland 2012).
Overcoming these adversities by creating home-based schools
highlighted a degree of occupational adaptation. For some,
engaging in politically motivated activities became a normal part
of the school day, providing further evidence of the occupational
adaptation resulting from the context in which they were living
(Ommering 2011).
Whilst generalisability of the results is limited to the context of
armed conflict, the large population of children living in these
circumstances means this study still holds value and adds to a
growing body of knowledge about global conditions said to
present barriers to participation in occupations (WFOT 2010).
Occupational therapists have a responsibility to raise awareness
of these issues and support those who face challenges to
engaging in meaningful occupations and roles.
References
Case-Smith J (2010) Development of childhood occupations.
In: J Case-Smith and J O’Brien, eds. Occupational therapy for
children, 6th ed. Maryland Heights, Missouri: Mosby/Elsevier,
56–83.
Netland M (2012) Exploring ‘lost childhood’: A study of the
narratives of Palestinians who grew up during the first Intifada.
Childhood, 20(1), 82–97.
Ommering E V (2011) Schooling in conflict: An ethnographic
study from Lebanon. International Journal of Sociology and
Social Policy, 31(9/10), 543–554.
United Nations (2014) Millennium Development Goals Report
2014. United Nations [online]. Available at: http://www.un.org/
millenniumgoals/2014%20MDG%20report/MDG%202014%20
English%20web.pdf Accessed on 09.09.14
World Federation of Occupational Therapists (2010) Position
statement on human rights. WFOT [online]. Available at: http://
www.wfot.org/wfot2010/docs/WI_04_Elizabeth%20Townsend.
pdf Accessed on 15.09.14
Keywords
Children and families, Research, New or emerging roles
Contact E-mail Addresses
michelle_franklin@hotmail.com
Author Biographies
Michelle Franklin qualified as an OT in July 2015 and is currently
working for the NHS in a rotational band 5 position. This
research was completed as her undergraduate dissertation.
Pat Harding is a senior lecturer at the University of Northampton
and was the dissertation supervisor for this piece of work.
P19
The use of sensory attachment intervention – a
single case study
Posters
Eadie J, The Pace Centre
This poster was created after participating in the Sensory
Attachment Intervention course with Eadaoin Bhreathnach
(Occupational Therapist and Attachment Counsellor), in order
to explore the use of this intervention in facilitating beneficial
changes in sensory behaviours and the relationship between
child and parent. 6 OT-SAI sessions were provided within a
therapy setting over 2 months. Both mother and child were
present for all sessions. Both standardised assessments and
clinical observations were used. The therapist was mindful of
Ayres’ Sensory Integrative Processes (Ayres A.J. 2005, 1979)
and adhered to the core elements of the sensory integration
intervention process (Parham, L.D et al 2007). Integral to this
was Mum taking on a lead role.
Results observed during sessions: Increased eye contact,
increased playfulness, willingness to challenge his gross motor
abilities and increased communication. Parents also fed back
that he consistently now seeks comfort from them, he engages
in turn taking play and is more interested in novel toys.
Limitations of this single subject outcome study include: no
independent video analysis and lack of robust standardised data.
The case report demonstrates the provision of Sensory
Attachment Intervention appears to have provided a safe and
facilitating environment to promote the mother-child relationship
and allowed the mother to become more aware and sensitive
to her child’s sensory needs. While working to promote early
intervention therapists need to be more aware of the impact of
attachment and sensory issues.
References
Ayres A.J (2005, 1979) Sensory Integration and the Child. Los
Angeles: Western Psychological Services
Bhreathnach E (2014) Sensory Attachment Intervention © ‘SAI’
Manual. Sensory Attachment Intervention Consultancy, Northern
Ireland
Lyons-Ruth K, Zeanah C. (1993) The family context of infant
mental health Part I: Affective development in the primary
caregiving relationship. In: Zeanah C, editor. Handbook of infant
mental health. New York: Guilford
Parham, L.D et al. (2007) Fidelity in Sensory Integration
Intervention Research. American Journal of Occupational
Therapy March/April, Volume 61, Number 2
Richter, E., Oetter, P. (1990). Environmental Matrices for
Sensory Integrative Treatment. In S. C. Merill (Ed.), Environment
implications for Occupational Therapy practice – a sensory
integrative perspective. Rockville, MD: American Occupational
Therapy Association, Inc
Williamson, G.G. & Anzalone, M. (2001). Sensory integration
and self-regulation in infants and toddlers: helping very
young children interact with their environment. Zero to Three:
Washington, D.C.
Keywords
Children and families, Practice development, Innovative practice,
Voluntary/third sector services
Contact E-mail Addresses
julia.eadie@thepacecentre.org
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