Occupational Performance and Social Participation of Children with Cerebral Palsy

Abstract

In this scoping review, the impact of occupational performance on the social participation of children with cerebral palsy was explored. Factors influencing occupational performance and social participation were identified, emphasizing the importance of social support and environmental factors. The study highlighted the significance of representative role of occupational therapy and suggested future research recommendations related to school type and sexuality.

Introduction

Cerebral palsy is described as a group of movement and stability difficulties that can lead to various associated symptoms affecting psychosocial outcomes. Factors such as intellectual impairment, self-esteem, and environmental support influence the daily life activities, education access, and social relationships of children with CP. Social participation is crucial for children's transition from home to community and school, with parents playing a central role in their participation. Occupational therapy focuses on enhancing quality of life through engagement in daily activities, leisure, work, and education.

Occupational Performance and Social Participation of Children with CP

Occupational performance refers to the meaningful activities, tasks, and roles individuals engage in, influenced by the relationship between the person and the environment. The Person-Environment-Occupation-Performance (PEOP) model highlights the interplay between the person's characteristics and environmental factors in achieving occupational performance. Previous research has emphasized the impact of social and emotional factors, environmental factors, and leisure activities on the participation of children with CP.

Nada Šunjerga - Occupational performance and social participation of children with cerebral palsy - Flipbook by Fleepit