Start with what you want to be different.
You don't need to know which type of occupational therapy you need. Start with what you want to be able to do, what isn't working, or what you'd like everyday life to look like instead.
OT doesn't have to look like “therapy”.
Sometimes it means practising a skill. Sometimes it means changing an environment, routine or expectation. Sometimes we need to understand why something that looks simple from the outside is actually difficult.
And sometimes the most useful therapy is working together on something the person genuinely wants to do.
The point isn't to do OT activities. The point is to make everyday life work better.
What could we work on?
There's no requirement for your situation to fit neatly into one category. These are some of the areas I commonly work with.
01. SCHOOL-AGE & EVERYDAY PARTICIPATION
For children and adolescents when school, routines, friendships, transitions or everyday expectations are harder than they need to be.
The work might happen directly with the young person, through changes to their environment, or alongside the adults supporting them.
02. INDEPENDENCE & EVERYDAY LIFE
For adolescents and adults who want to build greater independence in everyday life.
This might involve routines, technology, transport, community participation, preparing for work, household responsibilities, decision-making or learning to do more without someone else stepping in.
03. PROJECTS & PRACTICAL GOALS
Sometimes the best way to build skills is to work on something you actually want to do.
That could mean organising a room, making a short film, using technology, preparing for work, planning an outing, developing a hobby, creating something or tackling a real project that's been difficult to get moving.
Along the way, we can work on planning, sequencing, persistence, problem-solving, communication, decision-making and independence — without turning every session into an exercise.
When knowing what to do isn't the problem.
Sometimes a person understands perfectly well what they're meant to do — and still can't get themselves to do it.
Rather than assuming the answer is more reminders, more motivation or another strategy sheet, I want to understand what's actually getting in the way. Then we can work on the environment, the skill, the task itself — or a combination of all three.
Where we can work.
AT SCHOOL
Individual occupational therapy can take place during the school day, where appropriate and with school agreement. As well as working in the environment where school difficulties actually occur, it can mean one less appointment to fit in after school — when children are tired and families are juggling sport, siblings, work and other commitments.
TELEHEALTH
Available for adolescents and adults, and for work with parents or other people supporting a client, when being in the same room isn't necessary for the work.
HOME & COMMUNITY
Available selectively when working in the person's actual environment adds something useful to the therapy.
The setting should serve the goal — not the other way around.