About the Author
Section I History, Theories, and Context of Collaboration With Children
Chapter 1 Historical Review of Collaboration in Occupational Therapy
Description of changes in collaboration during occupational therapy’s history and influences of
the disability rights movement.
Chapter 2 Theoretical Underpinnings of a Model of Collaboration
Description of a conceptual model of collaboration and the incorporation of client-centered and
strengths-based theories in occupational therapy with children and adults.
Chapter 3 An Ecological Approach to Enhancing Children’s Competencies and Participation
Description of (1) changes in the views of children, childhood, and development; (2) establishment
of children’s rights and childhood studies; and (3) collaborative consultation and system change.
Section II Putting Collaboration Into Practice
Chapter 4 Introduce Yourself and Explain Therapy
Ways to match children’s desired level of interaction, describe therapy, and start conversations.
Chapter 5 Establish a Collaborative Frame
Development of a collaborative frame by (1) creating a safe place, (2) establishing a partnership,
(3) using a strengths-based approach, and (4) co-creating educational experiences.
Chapter 6 Learn About Children and Their Worlds Through Interviews
Ways to create meaningful conversations through interviews with children.
Chapter 7 Observe and Promote Stress-Free Testing
Considerations for conducting observations and methods for making testing pleasant and successful.
Chapter 8 Collaborate to Determine the Purpose of Therapy
Ways to conduct child-friendly, client-centered, and strengths-based treatment planning with
children in addition to collaborating with caregivers and educational staff.
Chapter 9 Teach Children Self-Advocacy
Methods to (1) foster self-advocacy, including assertiveness; (2) involve children in decision making
and respect their right to say no; and (3) teach them to let adults know if and when they want help.
Chapter 10 Become Partners With You as a Guide
Ways to promote therapeutic use of self and assume the role of a guide.
Chapter 11 Set Respectful Limits
Methods to (1) maintain a positive relationship while keeping children safe, helping them learn
from their actions, and allowing them to save face; and (2) get a group to settle down.
Chapter 12 Teach Children to Regulate Their Emotions, Thoughts, and Bodies
Ways to assist children with their feelings and teach strategies for calming and conflict resolution.
Chapter 13 Avoid Power Struggles
Creative approaches for preventing, circumventing, and getting out of power struggles.
Chapter 14 Co-Create Educational Experiences That Are Challenging and Fun
Methods to (1) create therapeutic learning experiences by incorporating challenge and fun factors
and (2) use child-friendly approaches for giving directions and helping children get started.
Chapter 15 Help Children Face Challenges
Ways to (1) help hesitant children start and continue; (2) teach them how to handle mistakes and
deal with losing; and (3) allow them to save face while getting assistance.
Chapter 16 Create Smooth Transitions
Methods to create routines, prepare for changes, have seamless transitions, and make therapy flow.
Chapter 17 Promote Therapeutic Endings
Ways to (1) prepare children before ending a session; (2) make clean up easy and fun;
(3) review progress; and (4) achieve closure at the end of therapy.
Chapter 18 Methods to Enhance Children’s Participation in Research
Descriptions of (1) how to elicit children’s knowledge and involve them in the research process from
the beginning to the end; (2) the use of verbal, visual, and activity-based participatory research methods; and (3) adaptations for obtaining the voices of children with disabilities and increasing their participation.
Chapter 19 Take the Road Less Traveled: One Last Story and Parting Thoughts
Appendix: Answers to the Review Questions