Private Occupational Therapists in Oxfordshire.
Private OT (Occupational Therapy) Treatment is offered by the Owl Centre's specialist therapists in Oxfordshire.
The Occupational Therapists at The Owl Centre in Oxfordshire combine expertise and experience with a friendly and sympathetic approach to the children and parents they see. They also have links with the NHS to ensure a seamless continuity for clients who have received NHS assessments or therapy.
Stephanie Kucan BSc., Master (OT), MBA, British Association of Occupational Therapists, HPC registered.
Stephanie is a paediatric OT who trained in Sydney, Australia. She specialises in working with children who have sensory processing / sensory integration difficulties as part of developmental disorders such as Autism, Dyspraxia (DCD) or Attention Deficit.
Stephanie's particular interest is in how sensory and social elements interact, and she combines play and sensory integration therapy to help children engage in a more meaningful way with the world around them. By reducing the sensory processing difficulties a child has, a child is more able to calm and focus on fuller, more meaningful interactions.
Stephanie is familiar with the diagnosis process and has good links with NHS clinicians. She has run workshops and delivered seminars for parents and teachers. She provides one-on-one and group therapy at nurseries, schools and homes to help children achieve functional goals. She also has three lively children of her own!
Susanne Eiseman, BSc Psychology, Diploma in Occupational Therapy
I hold a BSc in Psychology and a Diploma in Occupational Therapy. In 1998, I started working within a multi-disciplinary paediatric team in a private practice at The Portland Hospital for Children in London. In 2002, I established Hopscotch Children’s Therapy Centre in Harley Street London. The Centre provided services for children with Sensory Integration and other disorders such as Autism. At the NHS in Kent, I helped establish an Occupational Therapy service for children with learning difficulties. I have extensive experience with children with Sensory- Processing Disorders, learning difficulties, cerebral palsy and other developmental delays. I have also helped set up satellite clinics in schools for children in need of these services. I am qualified in Integrated Listening Systems and Interactive Metronome as a supplementary therapy. I hold post-graduate qualifications in Sensory Integration training from the Sensory Integration Network in the United Kingdom and Mentorship training at The Star Institute in Denver CO.
I have most recently worked with children and teenagers at The STAR Institute in Denver Colorado. This is a centre for the research and treatment of children with Sensory Processing Disorder. The centre practices an intensive model of treatment, and evaluates children all over the world. I recently assisted in the setting up of an Adult program at STAR
My aim is to improve the quality of life for children and adolescents with SPD, and their families, by providing:
- Comprehensive assessment and effective intervention for Sensory Processing Disorder
- Education and coaching for parents, caregivers and professionals
- Advocacy for recognition of SPD world-wide
I also hold a one year professional training in the DIR Floortime model. I am trained to assess the social-emotional development of infants, children and adults, and to coach parents and children.
Agnès Nemytov, Bachelor Sc-OT, Master Sc-OT, HPC registered
Agnès is a Paediatrics Occupational Therapist who trained and initially worked in Montreal, Canada. She is dedicated to the well-being of children and their families, and has a special interest in the role that Sensory Processing and Relationships play in helping children develop a healthy sense of self, in order to explore their environment and learn from successful interactions with the world around them and with others. Agnès has been working with children with a wide range of diagnoses and difficulties, developing and delivering Occupational Therapy within clinic, school, and home settings, through a range of group and individual therapy.
Her interest in play-based and relationship-based interventions, parents’ critical role in the therapy process, and the respect of the child’s unique strengths and individual differences led her to complete advanced training in the DIR-Floortime model. She strongly believes in using an integrative and interdisciplinary approach to therapy, and participates in an international multidisciplinary group mentored by leading therapists in the field. Her eagerness to learn and advance her professional knowledge has also led her to complete advance training in Sensory Integration at the University of Southern California.
Jessamy Chanel, BSc (Hons) (Oxford Brookes University)
Jessamy has experience in working with children and young people with sensory processing and motor disorders across primary and secondary schools, at home and on a number of residential activity holidays.
Jessamy has direct experience of working within a special school which applied a Transdiciplinary approach within a Conductive Educational framework, and therefore understands how the complexity of a child's sensory, physical, communicative, social and medical needs impact on their access to learning. Jessamy understands how to provide therapy programmes which offer a range of functional and challenging tasks and activities to maximise a child's learning opportunities, promote independence and increase their confidence.
A special area of interest within Jessamy's current independent practice is in the use of Yoga for Sensory Processing Disorder, and as a daily sensory behavioural strategy as part of a sensory diet. Jessamy is currently incorporating Yoga poses and breathing exercises into physical programmes for children with motor and developmental disorders to provide essential sensory experiences, develop motor skills, encourage positive self-image and confidence, and to provide a coping strategy for anxiety and sleep problems. Jessamy has a Foundation level training in Sensory Processing Yoga (Mel Cambell, Occupational Therapist, Dip COT, PG Dip SI, Yoga Teacher, Course Tutor) and regularly practises Hatha and Vinyasa Flow both at a local Yoga centre and at home with her young children.
Jessamy is delighted to be a new member of The Owl Centre Team, and is available for in-house sessions in Oxford and outreach sessions in parts of Oxfordshire and Buckinghamshire.
How can Occupational Therapy help you?
Occupational therapy helps children to develop the underlying skills necessary for learning and performing specific tasks, but it also addresses social and behavioural skills, and can help with a child’s self-confidence.
Occupational therapists not only work directly with the child, but also (indirectly) with the family, parents, caregivers and teachers in order to educate and reinforce specific skills and behaviours which will be used to improve and facilitate the child’s performance and functioning.
Which difficulties can be helped by Occupational Therapy?
Children diagnosed with conditions such as Autism, Aspergers, Attention Deficit Hyperactivity Disorder (ADHD), Learning Disabilities, Developmental and Co-ordination Disorder, Sensory Integration Disorder, Dyspraxia and specific learning difficulties benefit greatly from the combined approach of speech and language therapy and children's OT.
Addressing sensory processing skills prior to and / or during sessions can help your child with everyday living skills.
Occupational Therapy (OT) can also be taken without Speech and Language Therapy at the Owl Centre. It can help with:
- Poor fine-motor skills / control and organisation (grasping, cutting, shoe-tying, utensil use)
- Poor playground skills (fear of climbing, low muscle tone, core weakness)
- Visual Perceptual problems
- Poor handwriting skills
- Problems with eye-hand co-ordination
- Dependence with daily living skills (bathing, tooth-brushing, dressing, self-feeding)
- Poor sensory processing and sensory modulation (reaction to stimulus)
- Cognitive or thinking skills, such as problem solving
- Body awareness (proprioceptive sense)
- Co-ordination of movements between the two sides of the body (“crossing the midline”)
- Motor planning
- Motor movements and co-ordination
- Gross motor coordination
- Ocular motor skills
All of these issues could be a result of:
- Learning disability
- Physical disability
- Neurodevelopmental disorders
- Sensory and auditory processing disorders
- Motor co-ordination disorders
How can an OT help children with specific diagnoses?
An occupational therapist helps children with ADHD improve certain skills such as organization, physical co-ordination, and efficiency in everyday tasks.
An occupational therapist can help children with daily living skills, such as toilet training, dressing, brushing teeth, and other grooming skills. She can help develop fine motor skills required for holding objects while handwriting or cutting with scissors; and gross motor skills used for walking, climbing stairs, or riding a bike. Sitting, posture, or perceptual skills - such as telling the difference between colours, shapes and sizes – can all benefit from OT intervention. So, too, can visual skills, and a whole range of problem-solving, communication and social skills. By working on these skills during occupational therapy, a child with autism may be able to develop peer and adult relationships; learn how to focus on tasks; learn how to delay gratification; express feelings in more appropriate ways; engage in play with peers; and learn how to self-regulate.
An occupational therapist will watch your child in different settings to identify when he or she experiences problems. For example, your child may have difficulty dressing themselves; walking to the bus stop; using a knife and fork; riding a bike; or writing. Your child’s occupational therapist can then work out ways around the problem; for example, by breaking down the action into small steps and practising individual movements.
Addressing sensory processing skills prior to and / or during feeding and communication sessions can help by increasing attention and the ability to maintain focus in an appropriate seated position; improving body awareness and motor planning (which includes the muscles of the face and mouth) for increased ability to imitate actions, sequences, and sounds; improving the ability to tolerate a variety of touches, textures, tastes and smells to help learning; increasing or decreasing arousal levels to put a child in a more optimal state for learning; providing movements (vestibular and proprioceptive input) to increase sound production; providing vestibular, proprioceptive and tactile sensory input to enhance muscle tone and strength across the entire body; and providing appropriate oral motor stimulation to help prepare for better feeding and communication.
Sensory Processing Disorder (SPD)
Is the result of neurological disorganization – when a child’s nervous system has difficulty with sensory integration. A child with sensory processing disorder has difficulty with processing and acting on information received through the senses, which creates challenges in function, such as delays or difficulties with motor development, social development, and behavioral and emotional responses. Whether a child is biting into a hamburger, riding a bicycle, engaging in play activities with peers or reading a book, her successful completion of the activity requires processing sensation or “sensory integration”. Occupational therapy can help children with SPD to make sense of the world more effectively and to act and react accordingly.
Profiles of the other Owl Centre therapists to follow soon.
Please click here to find more information about the private OT (Occupational Therapy) services provided by our Occupational Therapists in Oxfordshire.