Private Occupational Therapy

Private Occupational Therapy As a family-run service, we understand the importance of strong family bonds. We are committed to providing high-quality, personalised care to you.

We believe in the same level of care and compassion, treating each client like a member of our own family.

15/12/2025

More support for Parent Carers of children with emotional mental health difficulties

SHARED on behalf of the Parent Peer Support Group

15/12/2025

🧠 Bridging Therapy and Education: Leeanne’s Sensory Profiling Success! 🍎

We are incredibly proud to highlight the specialised and collaborative work of our Occupational Therapist, Leeanne, with the fantastic First Steps Together Group !
Leeanne is currently focused on providing crucial support to ensure children have the best possible start and a positive experience in the classroom:
πŸ“Š Sensory Profiling Reports: Conducting detailed assessments to understand individual sensory needs, helping to explain 'why' a child might be reacting in a certain way.
πŸ‘©β€πŸ« Teacher Guidance: Providing educators with personalised insights and context derived from the sensory profiles.
πŸ’‘ Classroom Management Strategies: Developing practical, easy-to-implement strategies that help teachers modify the learning environment to better support the child's sensory and emotional regulation needs, ensuring a more focused and effective classroom experience for everyone.

This collaborative effort is vital in helping children and teachers succeed together.
Well done, Leeanne, for making such a significant impact!





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15/12/2025

πŸ€Έβ€β™€οΈ Strengthening and Smiles: OT Gaynor's Dynamic Approach! 🎾

We want to give a huge shout-out to our Occupational Therapist, Gaynor, for her fantastic work helping one of our gentlemen improve his balance and strength through fun and engaging activities!

Therapy doesn't always have to feel like work. Gaynor is masterfully incorporating therapeutic goals into activities that he genuinely enjoys:

🎾 Ball Tennis: Excellent for improving reaction time, coordination, and controlled movement, all while having a good rally!

πŸ₯Š Light Boxing: A superb way to build core stability, upper body strength, and controlled weight shifting, great for balance!

πŸšΆβ€β™‚οΈ Walking Circuit Training: Structured movement sessions that build endurance and lower body strength, essential for confident mobility.

This approach proves that with the right combination of skill, creativity, and enthusiasm, we can achieve wonderful rehabilitation outcomes.

Keep up the brilliant work, Gaynor!







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15/12/2025

As it's Christmas and I like to share my idea, here is another freebie for you,
Trauma-Informed Occupational Therapy Kit that focuses on restoration, grounded in the principles of safety, stabilisation, and reconnection to meaningful life roles.

Here is a structure to reflect a trauma-informed approach:

πŸ›‘οΈ The Trauma-Informed OT Repair Kit: Rebuilding Safety and Connection.

Trauma profoundly disrupts a person's relationship with their body, their environment, and their sense of self. The Occupational Therapy approach focuses on regaining physical safety, emotional regulation, and re-entry into meaningful life occupations.

This kit is designed to be used in consultation with a therapist, focusing on stabilisation and gradual re-engagement.

1. Establishing Internal & External Safety (The "I Am Here" Kit)
This module focuses on regulation, grounding, and making the environment feel predictable.

πŸ’šThe Personalised Sensory Regulation Toolbox:
πŸ’  Focus: Addressing hyper- or hypo-arousal by recognising the body's warning signals (Interoception).
πŸ’ͺTool: A curated list of sensory occupations (input activities) tailored to the individual (e.g., deep pressure, specific scents, slow rhythm music, visual anchors). The client actively chooses and uses these tools to move their nervous system back into the "Window of Tolerance" when dysregulated.

πŸ’š Grounding and Anchoring Routine:
πŸ’  Focus: Disorientation and dissociation are common trauma responses. This tool helps the client firmly connect to the present moment.
πŸ’ͺTool: Integrating simple, tactile, and sensory-rich steps into daily routines (Occupations). Examples include mindfully feeling the pressure of feet on the floor when standing up, or focusing on the smell and temperature of a hot drink before starting a task.

πŸ’šThe Safe Space Inventory:
πŸ’  Focus: Modifying the home or work environment to maximise feelings of control and safety.
πŸ’ͺ Tool: An assessment that looks at environmental factors (lighting, noise, placement of exits, proximity to windows). The OT guides the client to implement simple, practical changes that increase their perceived safety (e.g., changing a chair location, adding a lock, minimizing visual clutter).

2. Regaining Control & Choice (The "I Decide" Kit).

Trauma removes choice; recovery restores it, especially regarding one's body and time.

πŸ’šThe Micro-Choice Menu:
πŸ’ Focus: Reintroducing small, safe, consistent choices throughout the day to combat feelings of helplessness.
πŸ’ͺ Tool: A simple list of small, autonomous decisions the client can make when faced with routine (Occupations), such as: "Which music to listen to during hygiene?" "Which route to take for the walk?" "Which color pen to use for journaling?" The repeated act of choosing restores a sense of agency.

πŸ’š Pacing and Energy Protection Plan:
πŸ’  Focus: Managing chronic fatigue and hypervigilance without burning out.
πŸ’ͺ Tool: A visual schedule or activity log that emphasizes planned rest and downtime as essential, productive occupations (not as failure). It helps the client identify and grade the difficulty of their tasks to avoid the 'boom and bust' cycle common in trauma recovery.

πŸ’š Boundaries of Engagement Script:
πŸ’  Focus: Asserting needs in social and relational occupations.
πŸ’ͺ Tool: A collaborative development of simple, non-confrontational scripts for saying "No," for asking for space, or for leaving an overwhelming situation. The focus is on preserving their energy and safety, affirming that their personal limits are valid.

3. Reconnection to Meaning (The "I Am Still Me" Kit)
This module focuses on rebuilding identity and connection through valued roles and occupations.

πŸ’š Valued Roles Exploration:
πŸ’  Focus: Identifying and affirming identity outside of the trauma narrative.
πŸ’ͺTool: A reflective exercise where the client lists the roles they value (e.g., Friend, Parent, Creative, Advocate, Learner). The OT then works to incorporate one small, low-demand occupation related to that role back into the weekly schedule.

πŸ’š Adaptive Re-entry Planning:
πŸ’  Focus: Gradually and safely returning to avoided places or activities.
πŸ’ͺ Tool: Uses principles of Graded Exposure within a safe context. If the client avoids supermarkets, the plan is broken down into tiny, low-threat occupations: sitting in the car park (Week 1), walking past the entrance (Week 2), entering the quietest aisle (Week 3), etc. This is always done with a safety plan and sensory regulation tools on hand.

πŸ’š Narrative and Occupational Storytelling:
πŸ’  Focus: Integrating the trauma experience into the life story without letting it define the whole identity.
πŸ’ͺ Tool: Using a non-verbal occupation (like painting, clay work, gardening, or building) to process and express feelings that words cannot capture. This enables the client to create a new occupational narrative that is oriented toward the future.

This kit emphasizes that recovery is an active process of doing, choosing, and regulating the body, which aligns perfectly with the expertise of Occupational Therapy.







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Looks like a fantastic event πŸŽ„
15/12/2025

Looks like a fantastic event πŸŽ„

15/12/2025

Here's my free resource to Occupational therapists and their clients πŸ’ͺ

🎁 The OT Self-Esteem Repair Kit: An Activity-Based Approach.

This kit reframes self-esteem around the core OT principles of Value, Competence, and Control through engagement in meaningful daily activities
(Occupations).

1. Building a Sense of Competence (The "I Can Do It" Kit)
This module focuses on proving capability and building self-efficacy through mastery.

πŸ’šThe "Small Wins" Tracker:

πŸ’ Focus: Instead of focusing on overwhelming goals, we use Task Analysis to break down a challenging occupation (like tidying a room or calling a friend) into tiny, manageable steps.
πŸ’ Tool: The client tracks each micro-step as a successful winβ€”not just the final outcome. This visually demonstrates incremental progress and effort, which is the true foundation of competence.

πŸ’šGraded Mastery Checklists:

πŸ’  Focus: Directly addresses common areas of self-doubt, such as ADLs (Activities of Daily Living) and IADLs (Instrumental ADLs).
πŸ’  Tool: A simple list of daily tasks (e.g., preparing lunch, managing appointment schedules). The client rates their confidence before and after the activity. The OT then works to remove the barriers (environmental, cognitive, or skill-based) that are causing the low confidence score.

πŸ’š"Mistakes as Data" Worksheet:
πŸ’  Focus: Reframing setbacks as learning opportunities, not personal failures.
πŸ’ Tool: When an activity doesn't go as planned, the client uses this tool to analyse the situation and identify the flaw in the plan or environment, not the person. For instance, "I forgot to take my medication" becomes "I need to set a reminder and place the bottle next to my morning coffee."

2. Affirming a Sense of Value (The "I Am Worthy" Kit)
This module helps the client recognize and accept their inherent worth, identity, and inner resources.

πŸ’šPositive Qualities Inventory:

πŸ’ Focus: Connecting core values and strengths to meaningful activity.
πŸ’ Tool: A structured exercise where the client lists past roles, achievements, and qualities they admire in themselves (e.g., patience, humor, persistence).

The OT then links these values to potential future occupations, creating goals that affirm their identity (e.g., "Since you value 'Helpfulness,' let's find a small volunteer opportunity").
πŸ’š The Occupational Balance Chart:
πŸ’  Focus: Validating the importance of self-care and leisure.
πŸ’  Tool: A visual diagram or chart to assess how much time is spent in productive work, necessary self-care, and restorative leisure. The explicit act of prioritising non-productive leisure time affirms that the client's rest and enjoyment are valuable and essential for health.

πŸ’š "Affirmation in Motion" Routine:
πŸ’  Focus: Integrating positive cognitive rehearsal into daily life.
πŸ’  Tool: The client develops personal, present-tense affirmations (e.g., "I am worthy of rest"). They place physical reminders in locations associated with key transitions in their routine (e.g., on the bathroom mirror before self-care, by the door before going out) to ensure the positive message is received during a change of occupation.

3. Establishing a Sense of Control (The "I Make Choices" Kit)
This module is about empowerment, autonomy, and the ability to manage personal space and energy.

πŸ’š The Boundary Script Workbook:

πŸ’  Focus: Improving social participation and assertive communication.
πŸ’  Tool: Provides simple, step-by-step phrases and strategies for setting limits and refusing unreasonable requests in various social occupations (e.g., at work, with family, when managing appointments). This is crucial for protecting mental energy and validating their needs.

πŸ’š Stress & Sensory Regulation Plan:
πŸ’  Focus: Self-regulation and interoception (awareness of internal body state).
πŸ’ Tool: A personalised plan that helps the client identify their sensory triggers and lists specific, chosen calming or alerting occupations (e.g., using a weighted blanket, listening to certain music, deep breathing).

The client learns they have the control to deploy this plan when feeling overwhelmed.

πŸ’šDecision-Making Balance Sheet:
πŸ’ Focus: Building confidence in personal judgment and choice.
πŸ’ Tool: A structured pro/con analysis template used for major occupational choices (e.g., "Should I go back to school?" or "Should I take on a new volunteer role?"). The methodical process itself builds confidence in their ability to make sound decisions for their own life.

This kit is designed to be used collaboratively by the OT and client, selecting one small tool at a time and ensuring its successful integration into the client's daily activities.







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15/12/2025

πŸ› οΈ The Essential "Self-Esteem Repair Kit".

The demand for a practical, focused "Self-Esteem Repair Kit" is absolutely massive, and it's something we are passionate about tackling.

At Tameside Private Occupational Therapy , we believe self-esteem isn't just a feeling, it's the fuel you need to engage in life and pursue your goals. Our work focuses on giving people the tools and skills to repair and rebuild that foundation.

How does OT contribute to the kit?
πŸ’š Building Competence Through Action: We help clients identify and achieve realistic "small wins." By mastering a simple daily task or completing a meaningful activity (even a small one!), you generate proof of capability, which is the strongest antidote to self-doubt.
πŸ’š Developing Healthy Boundaries: We work on communication and assertiveness. Knowing how to set and maintain boundaries is key to self-respect and protects your energy, validating your worth.
πŸ’š Challenging the Inner Critic: We use cognitive strategies to identify those harsh, all-or-nothing thought patterns and replace them with compassionate, evidence-based self-talk.
πŸ’š Routine & Structure: Creating predictable, nurturing daily routines gives people back a sense of control and stability, which are cornerstones of confidence.

What essential ingredient would YOU add to a universal "Self-Esteem Repair Kit"?

Share your thoughts below! πŸ‘‡

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To all our past, current and those to be clients πŸŽ„πŸŽ…β›„β„οΈπŸŽ„we hope you all have a wonderful Christmas πŸŽ„
15/12/2025

To all our past, current and those to be clients πŸŽ„πŸŽ…β›„β„οΈπŸŽ„we hope you all have a wonderful Christmas πŸŽ„

12/12/2025

Our Christmas charity walk with our children's group. πŸŽ„πŸŽ…β›„β„οΈ
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Get in touch for a free consultation. DM us for a chat about how we can support you or a loved one. 07419 291231
12/12/2025

Get in touch for a free consultation.
DM us for a chat about how we can support you or a loved one. 07419 291231

10/12/2025

πŸ’‘ Empowering Educators: OT Gaynor and First Steps Together Tackle Classroom Management for Neurodiversity.

It was a fantastic session with the First Steps Together Group today, where our Occupational Therapist, Gaynor, shared invaluable strategies for managing classrooms and providing tailored support for students with ADHD and Autism Spectrum Disorder (ASD).

We know that creating an inclusive and effective learning environment requires a nuanced approach, and Gaynor's guidance focused on practical, evidence-based methods that educators can implement right away.

🧠 Understanding the Needs
The first step is always understanding the unique presentation of ADHD and Autism in the school environment.

For students with ADHD, challenges often revolve around attention, impulsivity, and hyperactivity. This can manifest as difficulty staying seated, frequent interruptions, or trouble completing tasks.

For students with Autism, needs often center on social communication, sensory regulation, and predictability. This might look like difficulty with transitions, sensory overload, or challenges in peer interactions.

πŸ› οΈ Key Strategies for Classroom Management
Gaynor provided several actionable strategies to make the classroom a place where all students can thrive:
1. Enhancing Structure and Predictability
Students with Autism and ADHD benefit immensely from clear routines and structure, which reduce anxiety and help them anticipate what comes next.

Visual Timetables and Schedules: Use clear, visual cues to display the day's events. This is especially helpful for students with ASD who rely on predictability.

Clear Expectations: Post and explicitly teach classroom rules and expectations. Keep instructions short and to the point.

"First/Then" Boards: A simple visual tool that encourages compliance by pairing a non-preferred task ("First, do your math work") with a preferred reward ("Then, you can have 5 minutes of free time").

2. Supporting Attention and Focus (ADHD)
To help students with ADHD maintain focus, the environment and instruction delivery are key:

Strategic Seating: Seat students near the teacher, away from high-traffic areas or distracting windows.

Movement Breaks: Integrate short, purposeful movement breaks. A quick stretch or a trip to hand out papers can help regulate energy.

Fidget Tools: Provide acceptable fidget tools (e.g., stress balls, resistance bands) to help channel excess energy and improve concentration without distracting others.

3. Managing Sensory Needs (Autism)
A well-regulated sensory system is crucial for learning. Small changes can make a big difference:

Sensory Check-ins: Be aware of potential sensory triggers (loud noises, fluorescent lights, strong smells).

Designated "Calm Zones": A small, quiet area in the classroom where a student can retreat to self-regulate when feeling overwhelmed. This area should include sensory tools like weighted blankets or noise-canceling headphones.

Environmental Modifications: Consider using dimmer switches, tennis balls on chair legs to reduce noise, or providing alternative seating options (e.g., wiggle cushions).

The collaboration between OT Gaynor and the First Steps Together Group highlights the powerful role of occupational therapy in supporting education. By implementing these strategies, educators can transform their classrooms into more inclusive, understanding, and successful spaces for every student.
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