Occupation

Abstracts
Posters
and develop. The role of the Occupational Therapist has been
established as aiming to maximise potential for functioning
across the occupational performance areas both during and
following a client’s experience of crisis.
A number of tools and processes have been developed in
order to assess and understand occupational dysfunction that
children and young people may be experiencing. The Explore My
Occupational Functioning (EMOF) tool, taking influence from the
Canadian Model of Occupational Performance and Engagement
(Townsend and Polatajko, 2007), facilitates discussion and selfappraisal,
supporting a young person to explore their strengths
and difficulties across the occupational performance areas within
their unique environmental context.
The EMOF model and its role in promoting and enhancing
Occupational Therapy within ICTS will be presented via poster.
The aim is to illustrate how the EMOF model gas been used
to facilitate collaborative exploration of a young person’s
occupational performance and both internal and external factors
that may be influencing this. The model’s key role in exploring
and establishing goals for home based treatment will also be
displayed.
References
Kurtz, A. (2009) The Evidence Based Guide to Development of
Tier 4 CAMHS. Department of Health. Retrieved from http://
www.scie-socialcareonline.org.uk/the-evidence-base-to-guidedevelopment-of-tier-4-camhs/r/a11G00000017xihIAA
Accessed
14.09.2015
McDougall, T., Worrall-Davies, A., Hewson, L., Richardson,
G., Cotgrove, A. (2008) ‘Tier 4 Child and Adolescent Mental
Health Services (CAMHS) – Inpatient Care, Day Services and
Alternatives: An Overview of Tier 4 CAMHS Provision in the UK’
Child and Adolescent Mental Health. Vol 13, No 4. Pp 173–180
Townsend, E.A., Polatajko, H.J. (2007) Enabling Occupation II:
Advancing an Occupational Therapy Vision for Health, Wellbeing
and Justice through Occupation. Ottawa, ON. Canadian
Association of Occupational Therapists
Keywords
Children and families, Practice development, Innovative practice,
NHS
Contact E-mail Addresses
hannah.baker@ntw.nhs.uk
Author Biographies
Hannah Baker is an Occupational Therapist working in an
Intensive Community Treatment Service within child and
adolescent mental health services in the Northumberland area.
P26
OTs lived experience of effective occupational
therapy with children & young people
Quinn M, McAnelly S, Northumbria University
An interpretive phenomenological methodology was used which
sought to understand the essence(s) (Glendinning, 2006) of
effective Occupational Therapy with children and young people
(C&YP). This professional doctoral study, explored how everyday
experience shows itself as embodied and lived in time and space
– and in relation to others (Van Manen, 1997).
Data gathering and analysis were aligned under the umbrella
of an Heideggerian interpretive phenomenological approach
and sought to increase understanding through narrative and
metaphor (Ricoeur and Thompson, 1981).
In depth interviews were carried out with eight experienced OTs
working in specialist children’s mental health/learning disability
community and in-patient services, in NHS England. Data
analysis of transcribed interviews utilised a Life World approach
(Ashworth, 2003) to identify and describe the essence(s) of
effective OT. In addition participants were invited to summarise
effective OT, through the use of a metaphor.
A relational centred research approach (Finlay and Evans,
2009) was used to explicitly examine the researcher-participant
relationship, where subjectivity is celebrated and understandings
are co-created and embodied.
Early findings will be shared to illustrate the in-depth analysis
of Life World fractions (Ashworth, 2013): temporal, self-hood,
embodied, project, discourse, sociality and spacial. This analysis
captures an existential underpinning to OT practice and the
essence of effective occupational therapy with C&YP.
References
ASHWORTH, P. 2003. An Approach to Phenomenological
Psychology: The Contingencies of the Lifeworld. Journal of
Phenomenological Psychology, 34, 145–156.
FINLAY, L. & EVANS, K. 2009. Relational-centred research for
psychotherapists: exploring meanings and experience, Malden,
MA, J. Wiley.
GLENDINNING, S. 2006. In the name of phenomenology/Simon
Glendinning, London, Routledge.
RICOEUR, P. & THOMPSON, J. B. 1981. Hermeneutics and the
human sciences: essays on language, action and interpretation,
Cambridge, Cambridge University Press.
VAN MANEN, M. 1997. Researching lived experience: human
science for an action sensitive pedagogy, London, Ont, Althouse.
Keywords
Children and families, Research, Practice – present and future,
NHS
Contact E-mail Addresses
Maria.Quinn@ntw.nhs.uk
Author Biographies
Maria Quinn is Clinical Director of Allied Health Professional
Services at Northumberland Tyne & Wear NHS Foundation Trust
and has had many years of AHP and OT leadership experience
and was a Health Foundation Leadership Fellow from 2007/9.
As Chair of the BAOT English Board, Maria served on Council
as Company Director of BAOT and Trustee of COT 2006/7 and
English Board member for BAOT Northern & Yorkshire 2003/7.
Maria set up the first OT service in Child Mental Health in
Northumberland in 1993 and went on to complete her Master’s
Degree in Clinical reasoning in OT Child Mental Health.
Su McAnelly is Doctoral Supervisor at Northumbria University
and Director of International Practice Development Programmes
in the Department of Healthcare.
P27
Can staff education reduce the occupational
deprivation of people with dementia?
Harvey S, Canterbury Christ Church University
Introduction: In recent years dementia care has been on the crest
of Government agenda in the United Kingdom (UK)(Great Britain
Department of Health, 2013). Just this week the Regulation
and Quality Improvement Authority, Northern Ireland, called for
new standards to provide activity in care homes (Miller, 2015).
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