<![CDATA[RED ROBIN THERAPY - Blog]]>Sun, 25 Aug 2019 00:16:07 +0100Weebly<![CDATA[How your classroom displays may contribute to sensory overload]]>Mon, 13 Aug 2018 10:30:06 GMThttp://redrobintherapy.com/blog/how-your-classroom-displays-may-contribute-to-sensory-overload
It's the standard in every classroom -  brightly coloured, diverse and interesting displays of children's work on each wall. I know...my mum was a teacher, and she spent ages planning topics, updating and refreshing her displays.
Nothing much seems to have changed since my mum's day...every classroom I've been in recently has been the same. One was particularly well-decorated. The curtains over huge windows had large geometric shapes on them, there were things suspended from the ceiling, and I couldn't even find the door handle, there was so much stuck to the door! 
While such dedication to children's development is to be commended, as are the celebrations of their abilities, teachers, please spare a thought for the impact of your displays on your students with sensory processing difficulties. 
Sensory processing is something we all have to do in order to function. In a busy classroom, little brains have to filter out the background or unimportant sounds, sights and touch to be able to focus and get on with their work effectively. Sit for a minute yourself and listen for background sounds - the clock ticking, tapping of pencils, rattle of pipes, voices in the distance, hum of lights, and so on. Did you notice them before you actively paid attention to them? Probably not. Your brain has learned to filter them out so you can concentrate. But, imagine NOT being able to do that? Imagine hearing every sound at the same volume? How would you know what to pay attention to, or what's important?
The same goes for visual sensory stimulation - some people like to work at a tidy desk, and some can cope with clutter. If you need to work in a clear space but are bombarded with brightly coloured visual images no matter where you look, your brain has no choice but to work extra hard to filter them out. 
This leads to fatigue, poor concentration, distractability, which in turn, contributes to poor behaviour and performance. 
So, what can you do about it? Well, there are several things you can do to maximise your students' chances of coping in a busy sensory environment:
  1. Keep students who are easily distracted near the front, and facing the front - you probably do this anyway to keep an eye on them. But it does more than that - it keeps many of the visual distractions behind them.
  2. Place your desk over to one side - children coming up to get work marked or checked will be just as big a distraction. 
  3. Keep the wall facing them clear. Yes, you really should leave a wall blank. It will help, I promise.
  4. If your budget runs to it, use mobile display boards and keep one side empty - you can turn them round when you need concentration. 
  5. Try to get gaudy curtains replaced, and if you are having a repaint, avoid yellow. It's one of the most visually stimulating colours. 
Sometimes the pressure comes from external sources - one teacher I know was criticised during an inspection for not having enough on display. Clearly the inspector had no understanding of the sensory challenges facing those children. 
And it's not always possible to implement big changes, particularly if space is difficult to use flexibly and budgets are increasingly tight. But a few small changes can make a big difference to a child who struggles with sensory processing. 
If you'd like to understand more about sensory processing challenges and how to help, Red Robin Therapy can provide training. 
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<![CDATA[Technology and play...why we need a balance]]>Tue, 10 Jul 2018 11:23:08 GMThttp://redrobintherapy.com/blog/technology-and-playwhy-we-need-a-balance
It's the summer holidays and our focus this month is play. But what do we mean by play? And why is a a balance of play activities needed?
Play allows children to have fun, learn, explore, problem solve, and build social relationships. Increasingly children's 'play' consists of a high level of electronic devices and/or computer games. While I'm not knocking this (in moderation), i do believe that too much electronic time erodes into the rich variety of play opportunities that children need to become rounded, competent individuals. 
This article by Cris Rowan (OT) is probably more one-sided than my personal view (I think there are ​some benefits to technology-based play), but her strong views are interesting, and she presents the impact on sensory processing clearly. She also provides the references, so we can investigate further, should we choose to.
 Whatever your views on technology and play, I do agree that "movement, touch and connection to other humans" are essential to healthy development. I also think that moderation with technology is key.
Let me know your views!
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<![CDATA[Red Robin Therapy...one year on in pictures]]>Tue, 12 Jun 2018 11:00:00 GMThttp://redrobintherapy.com/blog/red-robin-therapy-one-year-on-in-pictures
It's really hard to believe that Red Robin Therapy has been going for a WHOLE year! It'd definitely true that time flies when you're having fun. Here's my year in pictures showing my significant moments, personally and professionally.











July 2017
Andrew at Just Active Gym listened to my arguments for a dedicated group for children with co-ordination disorder or ASD, and Active Robins began. One year on, we still have some of the original group attending!

August 2017
I worked with LEDCom and completed my business plan, got flyers and business cards made, my website and social media pages were up and running. I was talking to lots of people...it was really happening!

September 2018
My crazy friend Denise dragged me to the top of Slieve Donard, wheezing and gasping! Meanwhile my daughter travelled to Malaysia for the F1 for Schools World Finals where they finished 16th. Proud mum time.

October 2017
My grandchildren continue to be a big part of my life, and I look after them most weeks. They both oozed cuteness in these photos! Our first term-time Active Robins groups finished, and storm Ophelia battered us all.

November 2017
I did my first seating assessment as an independent OT, and loved being hands-on in this way again. My mum was extremely poorly with pneumonia and sepsis (this is her x-ray), but eventually made a full recovery.

December 2017
We had our first snow, and went sledding. The following week, this little lady ended up in hospital, but got out just in time for Christmas. It wasn't all bad - Santa and his reindeer made a visit to the hospital!

January 2018
January saw me talking to the OTs of the future at Ulster University about running my own business and entrepreneurship. It was lovely to be back at UU, and to meet some of the new kids on the block!

February 2018
You just never know what a day will bring in our house. This little guy was born overnight in the freezing cold. Found barely alive, I did nursemaid to get him warmed up - thankfully he survived!

March 2018
March saw the end of a 12-week fitness programme with my friend Julie, under the watchful eye of her brother Phil, our PT. One of the most challenging, yet rewarding endeavours I've ever undertaken. 


April 2018
I used the Easter break to catch up on First Aid and Child Protection training. We also remembered my dad who passed away a year ago - I'm sad that he never got to see RRT in action, but I know he'd have been proud.

May 2018
Active Robins was runner up in the Best Community or Social Enterprise in Larne Business Awards, and we attended the black tie dinner at Ballygally Castle. It was good to get the glad rags on for a change!

June 2018
So far, June has been wall-to-wall sunshine and everyone is looking forward to the summer holidays. RRT's routine will change a little too, but I'm looking forward to the new opportunities that will bring!
So, that's been my RRT year. There have been many more people (children and their families), organisations and events who/which have played a role in shaping things for me, so to them, and for them, I am truly grateful.
But none so much as my family!
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<![CDATA[Fine motor skills...and why we may need to work on gross motor skills first]]>Tue, 15 May 2018 19:30:00 GMThttp://redrobintherapy.com/blog/fine-motor-skillsand-why-we-may-need-to-work-on-gross-motor-skills-first
So, your child writes like a spider has crawled across the page, they complain of a sore hand, fiddle for ages with buttons or zips, and think that excessive force compensates for anything requiring careful construction - that's before losing patience and destroying everything they've made so far. Sound familiar? It's a common issue for children with co-ordination difficulties. Time to work on those fine motor skills, right? Well, maybe not so fast.
The quality of our fine motor skills are dependent on the quality of our gross motor (large movement) skills, and if we haven't achieved a good enough foundation, or are using the wrong muscles to support our fine movements, it's natural that we will struggle, get tired quickly and want to give up. Practice won't necessarily help unless we're practising the right things. We all do it - you may remember that I do a bit of weightlifting. A while back, I developed tennis elbow - inflammation of a tendon at the elbow joint - and it was sore. I couldn't lift the kettle, never mind anything else. Turned out I'd been over-using my smaller arm muscles. They eventually got fed up with this liberty and complained the only way they knew how. I had to lower the weight and retrain the larger muscles in my upper arms and back to do their job properly. It took a bit of time, but it worked. And kids with co-ordination issues are no different. If there's a weakness, their bodies try to find ways to compensate - this works for a while, but eventually school work increases, and the hand fatigue and pain becomes more regular. 
The answer (after assessment to determine the underlying reasons) is often to work on core stability, both at the pelvic girdle and at the shoulder girdle. This strengthens the foundations for ALL controlled movement, including the movements needed for fine motor skills.
While planks, push ups and balance boards are effective ways to work on core stability, they're sometimes just a bit too 'therapeutic' (boring) to keep doing with any consistency for any length of time. The good news is that there are LOADS of things you can do to make working on core stability fun. 
It's all about the tools you choose. An exercise ball is a simple, but really great way to build up core strength and balance. Adding in games or toys makes it fun. You can do just about anything, and activities that need two hands become extra challenging. Make it easier by propping up a tablet to watch a movie. During floor play, get your child leaning on their elbows. It's these anti-gravity positions which work the core muscles and build strength. 
Have you found any similar activities which have worked well for your child? And have you noticed a difference in their fine motor skills as a result? I'd love to hear what worked for you. ​If you'd like an assessment or any other information about your child with co-ordination difficulties, get in touch with Red Robin Therapy.
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<![CDATA[Are you a pain in the butt?]]>Tue, 10 Apr 2018 21:30:00 GMThttp://redrobintherapy.com/blog/are-you-a-pain-in-the-butt
I'm pretty sure that all OTs set out on their career paths full of ambition and desire to do the absolute best for those  in their care. They believe they can make a difference to quality of life, independence and participation -  regardless of the client group they ultimately specialise with. This is certainly true for me, working with children and their families.
For most of us however, at some point along the way we come to realise that doing the absolute best for our clients costs money, and most of the organisations we work within cannot meet all of the costs all of the time. Systems are in place to manage budgets - eligibility criteria, bulk procurement, recycling, reduction of non-essential spend, reduction of regular spend, freeze on spend (perhaps depending on the time of year). I'm not criticising organisations who impose these financial restraints by the way - this is a necessary evil to ensure that (in theory) resources are used fairly and wisely. ​But it does mean that it leaves the the OT facing a client or family with the demoralising and difficult task of having to say 'no' fairly regularly. 
However, what I am critical of is when statutory financial restrictions are accompanied by a lack of empowering families to source alternative means of provision for themselves. Or worse still, when families are actively blocked in their path to other solutions. I recently heard of two separate cases where managers prevented OTs from supporting families' charity applications for equipment for their child (it was considered outside their remit), although the OTs involved felt the equipment was both clinically appropriate and beneficial (very much within their remit). This makes my blood boil, if I'm honest. Not being able to access a particular item or service of choice is not something that generally happens in the absence of disability. And, it's one thing not to be able to access statutory provision - the vast majority of parents understand that resources are limited - but to be actively prevented from investigating solutions elsewhere is a disgraceful double whammy and one which is at complete odds with my core values as an OT. It's not just managers though. I've seen and heard of individual therapists who are rude, condescending or obstructive to families. 
There is no need for this. At all. It serves to alienate families from our services, it creates unnecessary stress, but mainly, it's really difficult for me to understand. I don't believe that supporting families to achieve their goals raises their expectations of having costly statutory provision further down the line - although that seems to be one of the fears which drives these decisions. Most families fully understand their child's capabilities in the context of their family's needs, and also learn the limits of statutory provision very quickly. Supporting them here and now in whatever way possible surely should always be our goal? Yes, it might be a pain in our busy butts to investigate wider options, but is that not what we're supposed to do?

​This is why we need to become pains in butts - for the right reasons.
We need to be the champions of children and their families - they may not have anyone else to help in our area of expertise. We need to work closely with them, and encourage them to run new ideas past us first - this will help us identify the clinical appropriateness. If a solution happens to be inappropriate, we need to assist in finding a suitable alternative. To be pro-active and positive on behalf of families, we need to find unconventional ways to act as advocates - which might include encouraging families to complain. I'm not stirring here (I'm really not). These sort of complaints should be seen as indicators of unmet need, and should be looked at seriously by the purse-string holders. We need to provide evidence for commissioners and managers so that saying 'no' becomes much more difficult. And for us, saying no is not an option - at worst, we should be saying 'we can't do it that way, what about this way.'

​And there's another reason why we should be in families' corners. Increasingly, families are using the internet to find solutions; talking to each other via social media; and generally fast becoming super-informed, knowledgeable carers. Heads-up - we don't hold all the power any more - and if we're not there to help, families will do it without us. But they shouldn't have to - life is stressful enough for the family of a child with additional needs. Plus, we lose our hard-earned professional value if we're content to take this approach - and being a devalued health professional is not what I want for me or my profession. So, let's be pains in the butt for the right reasons - reminding commissioners, directors, managers and colleagues that we are here to do the best for these families. Budget restrictions are one thing, but withholding support for access to alternatives is not ever acceptable. 
When we become a pain in the butt for advocating on families' behalf, we can say we are doing a good job!
I'll hop off the old soapbox for now...but I'm interested in your views. If you're an OT, are you a pain in the butt (for the right reasons)? Families, what has been your experience? If you're a manager, what are the challenges you face?
By the way, the two families I spoke of earlier got round their blockage. One pain-in-the-butt OT wrote a letter of support on blank paper outside of work; and one pain-in-the-butt charity agreed to accept the family's application without support from a therapist. How terribly sad that it came to that. But well done to both for being pains in the butts and putting the needs of families first. 
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<![CDATA[Painkillers, pregnancy and CP]]>Tue, 13 Mar 2018 13:00:00 GMThttp://redrobintherapy.com/blog/painkillers-pregnancy-and-cp
A few weeks ago, I came across a report about research into the use of painkillers in pregnancy and an association with cerebral palsy. I said I would try to get my hands on the research article and give my take on it. So, here it is.
​Background
CP affects approximately two in every 1000 children and is the most common condition causing movement difficulties. The inference is (and rightly so) that any knowledge which might reduce or eradicate CP has to be a good thing. 
Previous research
The authors of this study acknowledge that no research study is perfect in design, but they point out that previous research into a possible relationship between painkillers and CP has focused on premature babies who are already at higher risk of developing CP.  In addition, some studies collected the information after children were already diagnosed with CP, meaning that the accuracy of memories may have been an issue (recall bias). Finally, the underlying conditions of mothers who required painkillers were not fully accounted for, which clouded the picture (confounding variables).
This study
This study examined over 185,000 mums and babies from Denmark and Norway. This is a large study, and larger numbers usually mean more trustworthy results - the greater the sample, the more representative of a population any results should be. The information was collected as they went along (prospectively, thus reducing recall bias), and it was taken from the general population of mums and babies (a normative sample). Plus, they accounted for any underlying conditions that mums might have had, and they didn't include other things which might have skewed results - for example, twins, a non-surviving pregnancy, or where mums missed the first data collection. So, having dealt with the methodological issues from previous research, it seems that the authors put this study together as robustly as possible.
How did the researchers do it?
The methods used were slightly different in each country. In Denmark, mothers who agreed to take part were interviewed by telephone call twice during their pregnancy, while in Norway, they completed a self-administered questionnaire. As a result, the two data sets aren't completely comparable, and the researchers handled missing data (questions left blank) by making certain assumptions, which could leave the Danish responses over-reported, and the Norwegian responses under-reported. 
The authors then went on to analyse the results using complex probability statistics (marginal structural models with stabilised inverse probability weights, to be precise). In the absence of a statistician to verify this was an appropriate way to look at the results let's, for the sake of argument, assume it was.
What did the researchers find?
They found that out of all the combined data (Denmark and Norway) that almost half of mums (49%) reported using paracetamol during pregnancy, while 3% reported taking aspirin and 4% reported taking ibuprofen. They found that when children were exposed to paracetamol in the middle trimester, there was an associated increased risk of spastic CP affecting one side of the body (hemiplegia), Children who were exposed to aspirin had an associated increased risk of bilateral CP affecting both sides of the body (diplegia or quadriplegia). 
So, does taking painkillers cause CP?
No. The authors are very clear that although these results show correlation, this does not mean causation. Think of a parallel example - we know smoking increases the risk of cancer (cause and effect), but smoking is also correlated with alcoholism - the two may happen together but alcoholism is not caused by smoking. Cause and effect is harder to demonstrate, and while the authors of this study speculate on the nervous system pathways which might make cause and effect biologically feasible, the results don't fully support the theories, and it is a long way off being known as fact. 
In addition...
​We should remember that this is a Scandinavian study, and cultural differences may not make the results applicable to us here in the UK/Ireland - we may have different patterns of prescribing and/or views on taking painkillers during pregnancy. In addition, those taking part were answering questions about use of painkillers during pregnancy, while they were pregnant. They may not have answered truthfully or they may have changed their behaviour (not taken painkillers when they otherwise might have done) just because they were in a research study (Hawthorne effect). Finally, the authors aren't 100% sure that they managed to eliminate all potential confounding variables.
So, what should we take out of this?
It's simply this. There appears to be an association between paracetamol and aspirin use and CP. Much, MUCH more work is needed to understand the mechanisms of nervous system development, and the study needs to be copied in similarly large numbers in other countries. 
Where can I find the original article?
Copyright legislation means that I can't upload the original article here, but for anyone who's interested, here's the reference:

Petersen TG, Liew Z, Andersen A-M N, Andersen GL, Andersen PK, Martinussen T, Olsen J, Rebordosa C, Tollanes MC, Uldall P, Wilcox AJ, Strandberg-Larsen K. Use of paracetamol, ibuprofen, or aspirin in pregnancy and risk of cerebral palsy in the child. international Journal of Epidemiology, 2017, 1-10. doi: 10.1093/ije/dyx235
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<![CDATA[The weightlifting granny...]]>Tue, 13 Feb 2018 11:30:00 GMThttp://redrobintherapy.com/blog/the-weightlifting-granny
This still makes me laugh. Me? Lifting weights?! Well, yes, it's true. I started in June 2016. But I had an absolute fear of the gym - what if I can't do it? What if people laugh? What if I hurt myself? After all, starting out as a 40-something granny I was no spring chicken! But neither was I totally decrepit, so I went along to Argos and bought a set of weights, a bar and dumbbells, and after about four weeks of being afraid to start, I eventually got stuck in to Joe Wicks' 12 week Shift, Shape and Sustain programme in my garage, living room or wherever no-one was likely to see me. I had to YouTube each exercise several times to make sure I was doing it half right. And I never knew pain like it...walking lunges were perhaps my worst - we were supposed to do them with weights and 50 for each leg. I couldn't do 50 in total with just body weight when I started!!


But, very gradually I started to get better. And fitter. And leaner. I felt fab, and had to buy smaller clothes. 

What I didn't expect was the negative comments about getting too thin, but I knew my shape was changing  based in a healthy framework, and when people realised the HUGE amount I was eating, they knew I wasn't starving myself!

And, very surprisingly to me, I kept going. Literally from strength to strength. Then I outgrew the Argos weights, and had to face it. I needed a gym. Terrified, I dragged my teenage daughter along with me for a personal training session. But it was great - so I continued and she didn't! I've never really looked back - of course life throws its challenges at you. When my dad passed away last year, I struggled to get back on track, but eventually got there. 

​Now I eat 'clean' and train four times a week. I'm dead-lifting more than my body weight, and have goals for squats (my new nemesis). 

Most importantly, the process has taught me:
  • 'Can't' is in my mind. At worst, it's just 'not yet'.
  • Taking the first step is always the hardest.
  • I learn from others and am inspired by them, but my biggest competition is me.
  • I set goals and work towards them - and the discipline of doing so makes me feel awesome!
And actually, when I think about it, those are pretty good things to bear in mind for me as an OT, and for my life in general. My current training goal time-frame is the end of March, so I'll share an update with you in my April blog!!
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<![CDATA[From OT to animals...]]>Tue, 16 Jan 2018 19:50:27 GMThttp://redrobintherapy.com/blog/from-ot-to-animals
How's your donkeys these days? A question asked of me reasonably frequently, particularly by those who knew me before my 'farm days', and still find it hilarious!

Here are my donkeys - I took this picture of Bea (short for Beatrice, in the distance) and Georgie (short for Georgina, who's ears we are looking through) and while I'd like to take credit for this artistic shot, the truth is, I had no choice in the matter!  When Georgie sees me coming, she races over for a cuddle, and leans heavily against me. Bea keeps her distance, getting closer on her own terms.

We've grown pretty comfortable with each other. But it's a long way from where I started. When Bea first arrived, I had no experience or knowledge of anything equine, and was petrified of this big animal who was as jittery around me as I was around her. Gradually, I learned to handle them both, grooming, worming, helping the farrier with hoof trimming, and working in close proximity to them to muck out. It's been quite a transformation!
Until one has loved an animal, a part of one's soul remains unawakened.
Anatole France
I recently read an article about social farming which described how the charity FarmAbility enables people with autism and learning disabilities to participate in meaningful activities (a core tenet of OT) on farms. ​The OTnews article, and my own experience with my four-hoofed girls, led me to reflect on some of the values that working with animals can teach:
  1. Patience. You need buckets of it to get large, intelligent animals to do what you want. 
  2. Kindness. The importance of consistently kind actions to care for living creatures.
  3. Silence. Words are sometimes unnecessary. Listening and observing are more important. .
  4. Trust and respect. They're two-way processes that need worked towards.
  5. Love and loss. It's unconditional love, and totally heartrending to lose an animal. 
​I can totally see how a farm environment would be a therapeutic environment for those who might have communication, learning or social difficulties. It's certainly a therapeutic environment for me, and as my granddaughters accompany me during my farm tasks, I know that they are learning these important values too!
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<![CDATA[New beginnings...]]>Wed, 06 Dec 2017 08:00:00 GMThttp://redrobintherapy.com/blog/december-06th-2017
People often ask why would an occupational therapist with an established role in a reputable company, a worry-free regular income, a pension, private health care insurance, and many travel opportunities, up sticks and start her own business? And actually, when put like that, it does seem crazy - my practical self still gives off to me!
The truth is, I'd always thought I'd like to run my own business, but for many years, I didn't really feel confident enough - my critical self told me I hadn't enough OT experience, practical resources, or business acumen - and I believed it.
I'm not sure what changed, or when. But gradually, I realised I had two (mostly) grown-up daughters; I was granny to two beautiful granddaughters, I had racked up over 20 years of OT experience, and had worked in a business setting for 12 years. I asked myself if I still didn't feel ready, when would I consider myself able for it? The answer was now, or most probably, never. 
The best way to predict your future is to create it.
Abraham Lincoln
And so, Red Robin Therapy began. When I was researching all things robin-related for my business name, I found this about my favourite little birds:

​The robin redbreast is a bird of Spring, a time of new growth and new beginnings. It flies into our lives on the winds of change asking us to weed our personal gardens and plant new seeds for our future. Rebirth and renewal require changes in all areas of life that have become stagnant and outdated. The robin redbreast teaches us to how to make these changes with joy in our hearts. Its song is a happy one reminding us to let go of our personal drama and learn to laugh with life. If this medicine is underdeveloped those with this totem are continually challenged by the prospects of change. Difficulties arise and emotional discord can surface. Learning how to release our attachments to the old is one of the life lessons the redbreast helps us master. ​​​

How perfect!
So, as 2017 nears its end and I reflect on a year of tremendous personal and professional change, I am grateful and proud.
I'm grateful for the opportunity to learn new things - blogging to name just one topic! I'm grateful for the incredible number of new connections I've made in a relatively short space of time, and for the number of 'old' connections who have lent a helping hand, voice or ear when I have needed it. 
Mainly though, I am proud to have met the most incredible children and families.
I can't wait to see what 2018 brings.
​In the meantime, have the happiest of Christmases, and the most peaceful of New Years!
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<![CDATA[I am an occupational therapist]]>Thu, 09 Nov 2017 01:30:00 GMThttp://redrobintherapy.com/blog/i-am-an-occupational-therapist
So, here I am at Red Robin HQ (does that make it the Robin's Nest?), writing my first blog, and apparently stating the obvious. To explain, November 6-12 2017 is OT week, and these words are this year's theme. The challenge is for each OT to introduce themselves to those they work with, and highlight the unique benefits of the profession. Who wouldn't blog about that?!
I've been an OT for nearly 24 years, and have worked with children for 23 of those. To be honest, I didn't intend to work with children, but had poorly researched a job I applied for (I got better at research as the years went on - I even got a Master's degree in it, but that's by the way). Anyway, one unexpected school for children with learning disabilities later, and a lifelong passion for paediatrics was born. The rest, as they say, is history..
So, what does an OT do? Well, it's all about independence - being able to do daily activities, like washing, dressing, toileting, bathing, and feeding.  It's also about whatever is meaningful in terms of work and leisure - things which make rounded individuals, give purpose and add quality to lives. When someone has difficulty due to illness, disability or injury, the OT's role is to help the person gain as much independence as possible by enabling them to regain skills or teaching them new ways of doing things.
Q: How many OTs does it take to change a light bulb? 
A: None, it has to do it by itself...
With children, the principles are the same. But as the main learning routes for children are play and school, the focus is on developing play skills, and/or helping children cope at school. But the end result is the same - as much independence as possible. For OT week, the Royal College of OT got Miffy to explain OT for children. I love it, Miffy was my favourite when I was little!
(You can see the full poster here: 
www.rcot.co.uk/promoting-occupational-therapy/otweek). 
Would I change being an OT?
​Absolutely not. I decided I wanted to be an OT when I was 17, and I haven't looked back once! 
If you have any questions about OT or how it can help your child, just use the Contact Us link.
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