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• Cover
• Title page
• Contents
• Copyright
• Dedication
• List of Contributors
• Preface
• Acknowledgements
• 1: Introduction
• Section 1: Thinking, Judgement and Decision Skills for Practice
• 2: Judgement and Decision-Making Skills for Practice
• Overview
• Definitions
• The Early Studies1
• The Value of Experience
• Cognitive Continuum Theory
• Dual-Process Theories of Thinking
• Heuristics and Biases
• Applying Judgement and Decision-Making Skills in Practice
• Summary
• Reflective Learning
• 3: Shared Decision-Making Skills in Practice
• Background
• Decision-Making Models
• Shared Decision-Making Interventions
• Measuring Shared Decision Making in Practice
• Summary
• 4: Doing Reflective Practice: Being a Reflective and Resilient Practitioner
• Overview
• Introduction
• Defining Reflection
• Why is Reflection Important?
• Multiple Voices Reflecting on Doing Practice
• An Overview of Reflective Practice
• The Influence of Schön
• Types of Reflection
• Models of Reflection
• Preparation
• Experience
• The Strands of Reflection Model
• Other Methods for Promoting Reflection
• Telling Stories
• Exploring Critical Incidents
• Signs of Reflections
• Outcomes of Reflection
• Summary
• Section 2: Professional Skills for Practice
• 5: Assessment Skills for Practice
• Overview
• What is Assessment and why Assess?
• How to Select an Assessment?
• Standardised and Nonstandardised Assessments
• Summary
• 6: Activity Analysis
• Overview
• Overview of Activity Analysis
• Towards a Definition of Theory-Driven Activity Analysis
• The Process of Theory-Driven Activity Analysis
• Summary
• 7: Goal Setting in Occupational Therapy: A Client-Centred Perspective
• Introduction
• Approaches to Goal-Setting Practice
• Support People With Communication Difficulties in the Goal Setting Process
• Implications for Occupational Therapy Practice
• Summary
• Reflective Learning
• 8: Therapeutic Use of Self: A Model of the Intentional Relationship
• Introduction
• Historical Overview
• Rationale for a Model of Use of Self
• The Intentional Relationship Model
• Case Example
• Summary
• Reflective Learning
• 9: Problem Solving
• Introduction
• Problem Solving as a Theoretical Approach in Practice
• Using Problem Solving as a Therapeutic Intervention
• The Problem-Solving Process
• Generate Possible Solutions to Meet Goals
• Summary
• Reflective Learning
• 10: Group Skills for Practice in Occupational Therapy
• Overview
• Historical Context
• Leadership Functions and Skills
• Summary
• Reflective Learning
• Acknowledgment
• 11: Record and Report Writing
• Introduction
• What are Records?
• Purpose of Records
• Content and Quality of Records
• Format of Case Records
• Recording and Reporting the Occupational Therapy Process
• Ensuring Standards of Recordkeeping
• Legal Issues in Documenting and Report Writing
• Summary
• Reflective Learning
• Section 3: Evidence-Based and Research Skills for Practice
• 12: Finding and Appraising the Evidence
• Overview
• A Brief Historical Context on the Use of Evidence in Occupational Therapy
• The Stages of Evidence-Informed Occupational Therapy
• Summary
• Reflective Learning
• 13: Implementation Science
• Overview
• It’s Trickier Than we Initially Thought
• What is Implementation Science?
• Implementation Science and Occupational Therapy
• Summary
• Reflective Learning
• Section 4: Leadership, Supervision and Management Skills for Practice
• 14: Improvement Science in Practice
• What is Improvement Science?
• Defining Quality
• Improvement Versus Research
• Quality Improvement and Improvement Science
• Origins of Improvement Science
• The System of Profound Knowledge
• Kotter Eight-Step Change Model
• Human Factors and Ergonomics for Improvement
• Improvement Science and the Connection With Occupational Therapy
• Improvement Journey
• Cost Effectiveness/Value Management
• Project Management
• Coaching for Improvement
• Summary
• Reflective Learning
• 15: Developing Research Skills in Practice
• Introduction
• Why Conduct Research?
• What to Research?
• How to Research?
• Summary
• Reflective Learning
• 16: Presentation and Publication Skills
• Introduction
• Writing an Abstract
• Creating Written Presentations
• Oral Presentations
• Writing for Presentation
• Summary
• Reflective Learning
• 17: Self-Care and Self-Management
• Overview
• The Challenges of Working Lives Today
• Self-Care
• Self-Management
• Challenges to Well-Being in the Workplace
• Developing Resilience
• Summary
• Reflective Learning
• 18: Leadership Skills
• Overview
• Evolutionary and Historical Context
• Why Leadership?
• Strategies and Resources for Leadership Development
• Summary
• Reflective Learning
• 19: Practice Education—Skills for Students and Educators
• Introduction
• What is Practice Education?
• Standards That Guide Practice Education
• Types of Placements
• What is Supervision?
• Assessment
• Setting up Practice Education Placements for Success
• Preparation
• Setting Expectations
• Summary
• Reflective Learning
• 20: Clinical Supervision Skills
• Introduction
• Supervision Models
• Best Practices in Clinical Supervision
• Situations That May Arise in Supervision
• Summary
• Reflective Learning
• 21: Professional Use of Social Media
• Introduction
• The Benefits of Social Media
• Professional and Ethical Considerations for Engaging in Social Media
• Key Concepts and Rules for Engaging in Social Media
• Summary
• Reflective Learning
• Index