Our Therapy Remit

Live & Love it supports children and their families

We can help if a child or family would like support to improve their occupational participation (joining in) or occupational performance (skill level) in any of the following areas.

A child does not require a diagnosis to access the services offered by Live & Love it.

Our practice is guided by the Person, Environment, Occupation (PEO) model. We will consider how the environment and the activity set up (occupation) facilitates or hinders participation in addition to considering the child’s individual strengths and needs profile. Recommendations and therapy support will address all three areas to work towards the child and families therapy goals.

Our team is experienced working with children who attend school, are home schooled and those who experience Emotionally Based School Avoidance (EBSA).

  • Dressing
  • Fastening zips, buttons, shoelaces
  • Using cutlery
  • Participating in family mealtimes
  • Eating a preferred and nutritional diet
  • Opening packages in a lunch box
  • Preparing a drink, snack or meal
  • Toileting
  • Bathing / showering
  • Hair care; brushing, washing, shaving, styling, cutting
  • Brushing teeth
  • Nail cutting
  • Menstrual care
  • Handwriting (pencil grip, letter formation, sizing and spacing etc.)
  • Scissors skills
  • Reading (e.g. trouble keeping their place on the page, missing lines or fatigue)
  • Organising resources; desk space, bag, locker, bedroom
  • Being able to take in (attend to) information in class.
  • Being able to complete learning tasks.
  • Sitting comfortably 
  • Participating in PE lessons
  • Using playground equipment; slides, swings, climbing frames, monkey bars and roundabouts
  • Ball skills; throwing, catching, football and racquet sports.
  • Socialising with peers / having fulfilling social interactions.
  • Participating in activities relating to special interests.
  • Extra-curricular activities; gymnastics, dance, judo, swimming, cubs, brownies, science, choir, animation and story-telling etc.
  • Accessing the community; shops, leisure centres etc.
  • Using public transport, 
  • Adjusting arousal state relevant to the activity that you are participating in.
  • Co-regulation with your child; returning the child to a just right arousal state with the support of a regulated adult.
  • Interoceptive awareness; understanding body signals relating to bodily functions (hunger, thirst, full bladder) and emotions.
  • Attention and Concentration.
  • Self-regulation; recognising and responding to changes in arousal state. 
  • Understanding emotions.
  • Regulating responses to sensory input (hyper/hypo reactivity to sensory input).
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