Occupational Therapy in Children and Young

Children, Young People and Families Occupational Therapy Journal

Spring 2018

Research Article

Occupational Therapy in Children and Young People’s Mental Health: A UK Survey of Practice. Dr. Rob Brooks, Professor Surya Monro and Dr. Janice Jones. Abstract

Introduction

Occupational therapists have been working in children and young people’s mental health since the 1950s. Practice has been influenced by play therapy, family therapy and cognitive behavioural therapy and has been criticised for struggling to keep pace with the renaissance of occupation seen in other areas of the profession, although a comprehensive understanding of current practice has not been known.

The mental health of children and young people in the United Kingdom is of concern (Department of Health, 2015). It has been reported that 1 in 10 children and young people aged 5 to 16 years of age will be diagnosed with a mental health difficulty, including conduct, emotional, attentional and neurodevelopmental disorders. More recently it has been reported that young people experience higher levels of anxiety, depression and behaviour problems than they did 30 years ago (Collishaw. Maughan, Natarajan, & Pickles, 2010). In the United Kingdom, children and young people’s mental health services have focused on universal, targeted and specialist provision (Evans & Banovic, 2014), with a focus on early intervention and preventing hospital admission (NHS England, 2014). There has been a trend for ‘talking therapies’, such as cognitive behavioural therapy and family therapy, to be the dominant style of mental health interventions (Cottrell and Kraam, 2005). To meet increasing demand and in the context of austerity measures, youth mental health services will need to continue to adapt, with effective and evidence-based interventions a key driver in research and policy.

This study aimed to address this gap by exploring current occupational therapy practice in children and young people’s mental health in the United Kingdom. A survey of occupational therapy practice in children and young people’s mental health was conducted (n=27). The survey findings were analysed using descriptive statistics. The participants of the survey were 89% female, 49% were at a senior grade and 68% had been qualified for over 10 years. 81% worked in Child and Adolescent Mental Health Services tier 3 or 4. 52% of participants had an undergraduate degree in occupational therapy; 64% had no further specialist formal qualifications. Additional training in sensory integration therapy was reported by 34% of participants. The Model of Human Occupation was identified as the most frequently used model of practice. The Sensory Profile was the most regularly used assessment. The participants reported that their interventions commonly focused on talking-style therapies, psycho-education and group work.

Occupational therapists have been part of children and young people’s mental healthcare teams since the 1950s (Bream, 2013). Early occupational therapy literature in this field took the form of descriptive case studies and professional roles (Llorens & Young, 1960; Windup, 1973). A 1984 United Kingdom survey of occupational therapists, working in children and young people’s mental health suggested that occupational therapists were conducting therapy with foundations in play therapy and family therapy (Jeffrey, Lyne & Redfern). Further literature during the 1980s and 1990s confirmed the use of play therapy and psychotherapeutic work as the dominant practice of occupational therapists (Reade, Hunter & McMillan, 1999). More recently, there have been developments in occupational therapy research relating to attention deficit hyperactivity disorder (Cantrill, Wilkes-Gillan, Bundy, Cordier & Wilson, 2015) and anxiety (Tokolahi, Em-Chhour, Barkwill & Stanley, 2013). The specifics of occupational therapy interventions have however, been difficult to draw out of some studies. Occupational therapy research in this field has struggled to keep pace with the renaissance of occupation seen in other areas of the profession (Bendixen &

The findings report that the demography of participants remains similar to that of earlier surveys, but that there is a growth in the use of generic job titles and a lack of profession specific post-qualification training. Current occupational therapy practice is informed by the Model of Human Occupation, yet dominated by sensory integration and generic talking style interventions that lack specificity to occupational therapy; this suggests some incongruence in practice that warrants further research.

Key Words Occupational therapy, children and young people, mental health, survey.

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Kreider, 2011), however an understanding of contemporary occupational therapy practice in the field was not known. To address this gap in knowledge this study aimed to explore current occupational therapy practice in children and young people’s mental health in the United Kingdom.

onto colleagues who may not be members of the Specialist Sections. The survey was available for eleven months between August 2011 and June 2012. A response rate for the survey cannot be established as the number of surveys distributed and the number of occupational therapists working in children and young people’s mental health is not known. The online survey was started by 36 participants; all participants gave informed consent to take part in the study. 9 surveys were removed as they were incomplete, 27 fully completed surveys were included in the data analysis.

Methods An online survey method was used for this study (Sue & Ritter, 2012). The content of the survey was informed by occupational therapists working in the field of children and young people’s mental health, the study authors clinical and academic knowledge, and relevant current theory and research. The survey was piloted in a paper format with two occupational therapists. The final version of the survey had 20 questions related to participant demography and professional practice. Construct and content validity was achieved by developing latent constructs or tangible ideas (Andres, 2012): demography was given the nominal definition of ‘the professional characteristics of occupational therapists’, professional practice the nominal definition of ‘the broad range of knowledge and skills associated with being an occupational therapist’. Reliability was established though the format of the questions themselves (Sue & Ritter, 2012). The survey was given ethical approval by the University of Huddersfield School of Human and Health Sciences Research Ethics Panel and National Research Ethics Service.

Findings Demographics and Employment Eighty-nine percent (n=24) of the participants were female and 11 percent (n=3) were male. Of the 27 participants 85 percent (n=23) had the job title Occupational Therapist. The remaining 15 percent (n=4) indicated they had another title, which was described as a Children and Young People’s Mental Health practitioner or Mental Health Specialist. The majority of the participants were employed by the NHS and were subject to Agenda for Change banding. Most participants were at band 7 (41 percent, n=11) or band 6 (30 percent, n=8). Most participants had been qualified as an occupational therapist for between 10 and 14 years (41 percent, n=11). Participants were asked which area of children and young people’s mental health they worked in; the response options given in the survey were related to the NHS Child and Adolescent Mental Health Services Tier structure. Overall, there were 31 responses, this indicated that some participants provided more than one response, the percentages reported for this question are therefore the percentage of participants that chose each option. The findings are reported in Figure 1.

Non-probability sampling was used. The Royal College of Occupational Therapists Specialist Section for Children, Young People and Families and the Specialist Section for Mental Health provided a convenience sample of member occupational therapists. An email was distributed on behalf of the researcher to all members of the Specialist Sections inviting members to participate in the online survey. Participants were encouraged to create a snowball effect to recruitment by passing the email and link

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Number of responses

10 8 6 4 2 0

Tier 2

Tier 3

Tier 4

Other

Child and Adolescent Mental Health Service Tier

10

Prefer not to answer

Figure 1: Area of Practice

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Name of training

Prefer not to answer

0%

Eye movement desensitisation and reprocessing therapy

2%

Cognitive orientation to daily occupational performance

2% 5%

Theraplay

14%

None

18%

Cognitive behavioural therapy

25%

Other

34%

Sensory intergration therapy 0

2

4

6 8 10 Number of responses

12

14

16

Figure 2: Training and Short Courses

young people’s mental health, sensory attachment, sensory integration therapy, and young people’s wellbeing.

Qualifications and Training Participants reported their occupational therapy qualification. There were 33 responses indicating that some participants provided more than one answer therefore for this question the percentages described are the percentage of participants that chose each option. An undergraduate degree in occupational therapy was the most prevalent response (52 percent, n=17). A smaller number of responses were recorded for diploma (24 percent, n=8), postgraduate diploma (12 percent, n=4) or postgraduate master’s (6 percent, n=2) qualification in occupational therapy. There were no participants who had a doctoral qualification. There were two responses (6 percent, n=2) reported in the ‘other’ option and these qualifications were reported to be a graduate diploma and a Master’s Degree but not in occupational therapy.

As well as academic qualifications the occupational therapists were asked to consider what additional training they had, such as short courses or in-house training. Participants were able to indicate as many options as were relevant for them and many gave more than one response, therefore the percentages described for this question reflect the percentage of participants that chose each option. The findings are presented in Figure 2.

Theoretical Models/Frameworks Participants were asked to indicate the frames of reference, models and theories that they used to guide their practice. Participants were able to select as many responses as were relevant for them, therefore the results presented show a frequency count. The findings are presented in Figure 3. In addition to selecting from the pre-selected list of models ten participants also selected the ‘other’ option and provided details of other models that they used. The ‘other’ responses included: narrative, brief solution focused therapy, occupational adaptation model, attachment, mentalisation, outreach model and the Model of Creative Ability.

In addition to their occupational therapy qualification participants were asked a further question to indicate if they had any specialist qualifications, such as a post-graduate certificate or diploma. There were 28 responses to this question, therefore percentages have been calculated to show the percentage of participants that chose each option for this question. Eighteen participants (64 percent) indicated that they had no specialist qualifications in addition to their occupational therapy qualification. One participant (7 percent) reported having a family therapy qualification and one participant (7 percent) had a qualification in cognitive behavioural therapy. Eight participants (29 percent) selected the ‘other’ option and all of these participants provided further details which included group work, children and

Assessments and Interventions Participants were asked to comment on which assessments they used in practice from a list of thirteen commonly used in children and young people’s mental health. Participants had to select for each 11

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Model of human occupation Generic child and adolescent mental health Sensory integration Cognitive-behavioural

Model//Frame of Reference/Theory

Neurodevelopmental Other Psychodynamic Canadian model of occupational performance and engagement Occupational performance model Rehabilitation I do not use any Person-environment-occupation performance model Kawa Lifestyle performance model 0

5

10 15 Frequency of Response

assessment whether they used it never, occasionally, regularly or select other and provide further information. Participants were also able to list any other assessments they used that were not in the pre-assigned list. As all participants had to indicate a response to each assessment tool and could only select one frequency of use for each tool, the data can be described as a percentage of the sample (n=27) for that assessment tool. The most ‘regularly’ used assessment tools were the Children’s Goal Attainment Scale (44 percent), Sensory Profile 2 (52 percent), and Strengths and Difficulties Questionnaire (41 percent). The most ‘occasionally’ used assessment tools were the Becks Depression Inventory II (44 percent), Child Occupational Self-Assessment (44 percent) and Sensory Profile 2 (26 percent). The most ‘not used’ assessments were the Child Initiated Pretend Play Assessment (96 percent), Vineland Adaptive Behaviour Scales (92 percent), and the Perceived Efficacy and Goal Setting System (89 percent). Participants who selected ‘other’ provided details of a variety of other assessments that they used. The most frequent other assessment used was the Model of Human Occupation Screening Tool as well as other locally developed non-standardised tools.

20

25

Figure 3: Theories/ Models of Practice

had to select for each intervention whether they used it never, occasionally, regularly or select other and provide further information. Participants were able to select as many interventions as were relevant for them and did not have to respond to each question. The occupational therapist participants reported that the most ‘regularly’ used interventions were psycho-educational, talking therapy and group work. The most frequently ‘occasionally’ used interventions were relaxation and cognitive behavioural therapy. Participants frequently ‘did not use’ eye movement desensitisation reprocessing, play therapy or cognitive orientation to daily occupational performance. Participants provided detail of other interventions that they used and these included family work (as opposed to formal family therapy), behaviour management and parenting, solution-focused therapy and Theraplay.

Discussion of Findings The gender of occupational therapists in children and young people’s mental health in this study was predominantly female; this was representative of the wider profession and reflective of previous similar studies (Hardaker et al., 2011; Jeffrey et al., 1984). Whilst the title ‘occupational therapist’ was most commonly reported by participants, the use of the title ‘children and young people’s mental health worker’ was reported by 15

Participants were asked to report on the interventions that they used with children and young people from a list of 13 commonly used in child mental health. Participants 12

Children, Young People and Families Occupational Therapy Journal percent of respondents. A similar finding was uncovered in Australia (Hardaker et al., 2011) and may reflect the creation of healthcare posts with generic titles, which has been reported to be on the increase in other areas of mental health (Reeves & Mann, 2004). The decline in professional title use may suggests a potential decrease in occupational therapy specific posts.

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& Freeth, 2010). The use of sensory integration theory was also reported to be high and this was mirrored in the use of sensory integration assessment tools. The Model of Human Occupation and sensory integration could be described as theoretically divergent; the Model of Human Occupation is an occupation-focused theory while sensory integration addresses body structures and functions. The reported use of both theories may suggest a diverse role for occupational therapists in children and young people’s mental health. This study has reported that the use of psycho-education, talking therapy and group work were the most frequently used interventions by occupational therapists. The broad nature of the questions in the survey limited the ability to further explore what specific strategies were used during these interventions. Hardaker et al. (2011) found that communicating and counselling were the most frequently used occupational therapy tasks during interventions.

The overall seniority of occupational therapists that took part in the study was high. In 1984 Jeffrey et al. reported 81 percent of posts being at a senior grade, this study reported 79 percent at this level. This could suggest that this clinical area is seen by healthcare providers and clinicians as being specialist, or that the small number of reported lower grade posts reflected a lack of entry level or development posts, or it could be that there are more senior occupational therapists who are members of a Royal College of Occupational Therapists specialist section. The seniority of the therapists was echoed in the number of years qualified which, on average, was 10 to 14 years. These findings contrast with those reported by Hardaker et al. (2011) who found that their participants were generally less experienced; this could be due to a professional culture difference between the United Kingdom and Australia.

In summary, this study aimed to explore current occupational therapy practice in children and young people’s mental health in the United Kingdom. The survey has offered a snap shot of practice in this field. The demography of participants remains similar to that reported by Jeffery et al. in 1984, although the creation of generic titled posts is now being reported. The possible absence of entry level posts in the United Kingdom has the potential to impact on the future recruitment of appropriately skilled occupational therapists into this clinical area and should be considered by healthcare managers. Post qualification training continues to be limited and lacking a focus on occupational therapy; it is recommended that training providers could address this gap. This survey reported on the use of models of practice, assessments and interventions for the first time; the use of the Model of Human Occupation and its assessments is encouraging, although the use of sensory integration theory and sensory integration therapy also appears to dominate practice. Overall, there appeared to be some possible incongruence reported in the survey, between the models that informed practice and the types of assessments and interventions that were delivered. Interventions that may be associated with other professions, such as cognitive behavioural therapy and family work, are being used by occupational therapists together with other generic style therapies, such as talking therapy, but these currently lack specificity to occupation. Further research to understand and develop occupational therapy interventions in this field is recommended.

Most participants were qualified to degree level; this is likely to reflect the overall picture of the occupational therapy profession. The majority of occupational therapists did not have formal additional qualifications; this is consistent with the findings of Jeffrey et al. (1984) and Hardaker et al. (2011). Moreover, it was reported in this survey that the additional qualifications of occupational therapists were related to children and young people’s mental health, but not specifically occupational therapy, for example a postgraduate diploma in mental health. This survey did not include the discovery of the reasons for such a low number with a postgraduate qualification; the absence of qualifications specific to occupational therapy and children and young people’s mental health could be a contributing factor. Attendance at short courses and training was reported in the survey to vary widely; this again was similar to previous findings (Jeffrey et al., 1984). Training in sensory integration therapy was frequent, as well as other training related to children and young people’s mental health, but not specific to occupational therapy. Jeffrey et al. (1984) reported that their study participants had an interest in play therapy training; this finding is not replicated in this study. The use of theories or models in practice was overwhelmingly reported in this study, with the Model of Human Occupation most frequently used. The use of a range of Model of Human Occupation assessment tools was also reported. The frequent use of the Model of Human Occupation theory and its assessments reflected the findings of other studies of occupational therapy practice in adult mental health (Lee et al., 2012; Melton, Forsyth

Study Limitations The main limitations of the survey were in the design of some of the question and the low number of responses. The design of some of the survey questions allowed participants to select more than one answer, resulting in difficulties calculating accurate descriptive statistics. It 13

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was not possible to establish the number of occupational therapists working in the arena of children and young people’s mental health in the United Kingdom, therefore the representativeness of the sample is not known. The findings of this survey have therefore to be considered with caution and can only be representative of the participants.

Department of Health (2015) Future in mind – promoting, protecting and improving our children and young people’s mental health London: HMSO. Evans S, Banovic J (2014) Emotional health and wellbeing of children and young people. In Bryant W, Fieldhouse J, Bannigan K (eds) Creek’s occupational therapy in mental health (5th edition) Edinburgh: Churchill Livingstone Elsevier, pp. 389–405. Hardaker L, Halcomb E, Griffiths R, Bolzan N, Arblaster K (2011) A survey of 63 Australian occupational therapists working in youth mental health. Occupational Therapy in Mental Health 27(2):140–154.

Conclusion This study has reported that the general demography of occupational therapists in children and young people’s mental health is female, graduate educated, without post-graduate qualifications, experienced, and of a senior grade. These findings are broadly similar to previous survey findings. This study has reported the use of models of practice, assessments and interventions by occupational therapists in children and young people’s mental health for the first time. The findings suggest an incongruence between practice informed by the Model of Human Occupation and assessments and interventions that are sensory-based, generic or associated with other professions. Further research is recommended to critically explore practice and to develop profession-specific interventions.

Jeffrey LIH, Lyne SC, Redfern F (1984) Child and adolescent psychiatry- survey 1984. Occupational Therapy December:370–372. Lee SW, Kielhofner G, Morley M, Heasman D, Garnham M, Willis S, et al. (2012) Impact of using the Model of Human Occupation: A survey of occupational therapy mental health practitioners. Scandinavian Journal of Occupational Therapy 19(5):450–456. Llorens L, Young GG (1960) Finger painting for the hostile child. American Journal of Occupational Therapy 14:306–307. Melton J, Forsyth K, Freeth D (2010) A practice development programme to promote the use of the Model of Human Occupation: Contexts, influential mechanisms and levels of engagement amongst occupational therapists. British Journal of Occupational Therapy 73 (11):549–558. NHS England (2014) Child and adolescent mental health services (Child and Adolescent Mental Health Services) Tier 4 report. London: HMSO. Reade S, Hunter H, McMillan IR (1999) Just playing … is it time wasted? British Journal of Occupational Therapy 62(4):157–162.

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Tokolahi E, Em-Chhour C, Barkwill L, Stanley S (2013) An occupation-based group for children with anxiety. British Journal of Occupational Therapy 76(1):31–36.

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Widdup JM (1973) Occupational therapy staffing ad facilities for a child psychiatry unit. Occupational Therapy August:438–446.

Bream S (2013) The history of occupational therapy in adolescent mental health practice. OT Practice 18(5):1–8.

Dr Rob Brooks

Cantrill A, Wilkes-Gillan S, Bundy A, Cordier J, Wilson N (2015) An eighteen-month follow-up of a pilot parent delivered playbased intervention to improve the social play skills of children with attention deficit hyperactivity disorder and their playmates. Australian Occupational Therapy Journal 62(3):197–207.

Course Director Occupational Therapy, Leeds Beckett University. Professor Surya Monro Director of the Centre for Research in the Social Sciences, University of Huddersfield

Collishaw S, Maughan B, Natarajan L, Pickles A (2010) Trends in adolescent emotional problems in England: a comparison of two national cohorts twenty years apart. Journal of Child Psychology and Psychiatry 51(8):885–894.

Dr Janice Jones

Cottrell D, Kraam A (2005) Growing up? A history of Child and Adolescent Mental Health Services (1987–2005). Children and Young People’s Mental Health 10(3):111–117.

Senior Lecturer and Course Director, School of Health and Social Care, London South Bank University

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