Strategies for Collaborating With Children

Dr. Clare Curtin has been an occupational therapist for 36 years. Her degree specialties include social work, occupational therapy, rehabilitation counseling, and educational psychology. Over the years, she has helped children in hospitals, psychiatric units, day treatment programs, and preschools and elementary schools. She has also worked in an outpatient pediatric oncology clinic. In the 1990s, she designed and completed the first in-depth study of the occupational therapy collaboration process to highlight children’s perspectives. Her research incorporated child-friendly, original, and playful participatory methods. Dr. Curtin has lectured extensively at the local, state, national, and international levels, emphasizing client-centered and strengths-based therapy. She has had intensive training in mediation, allowing her to provide expertise on resolving conflict. Throughout her career, she has advocated for children to have a voice in therapy and research. In her free time, she enjoys writing, photography, gardening, and traveling.

Dedication Acknowledgments About the Author Introduction 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 Index