Occupational Therapy in Dubai
Occupational therapists recognize that a mental health problem can have a pervasive impact on an individual, their family, and the community network. As experts in occupation, they work proactively to prevent the onset of mental health problems, ensure that people’s occupational needs and potential are met through engagement in meaningful and purposeful activity.
They facilitate people’s participation and engagement in everyday living by using a holistic, biopsychosocial, person-centered approach that encourages individuals to use their existing capabilities and strengths. The practice is focused on enabling individuals to change aspects of the person, the occupation, the environment, or some combination of these to enhance occupational participation.
Occupational therapists‘ expertise in relationship building and the therapeutic use of self are essential tools in determining meaningful activities that motivate and provide incentives for psychosocial rehabilitation and recovery. They therefore enable people to be active and productive in their community by using evidence-based individual and group-based approach interventions including skills training, education, group work, self-management, and strategies to encourage community inclusion and participation.
Camali Clinic is one of the most reputable occupational therapy clinics in Dubai having qualified and experienced therapists on board. They also have expertise in pediatric occupational therapy.
Our Clinicians
ADAM GRIFFIN
ELIJAH OKALL
OCCUPATIONAL THERAPY
Specific Intervention Areas
- Self-Care Interventions:
- Determining whether activities need to be modified, if assistance is needed, or if they should be eliminated.
- Recommending adaptive strategies, and provide/train in the safe use of AE (Assistive Equipment) and AT (Assistive Technology).
- Training in activity performance at appropriate times in real environments.
- Providing cues/prompts as needed (verbal, nonverbal (written, physical), hand over hand, visual supervision.
- Using thematic and topical groups to develop the required skills.
- Teaching energy conservation, work simplification, joint protection, and proper body mechanics.
- Educating and training caregivers to provide cues, physical assistance, and/or supervision; teach organization strategies and task .
- Analysis/Gradation/Simplification/Adaptation skills.
- Educating on personal care attendant training.
- Modifying the environment to maximize performance and safety.
- Leisure Interventions:
- Identify leisure activities that are valued, meaningful, and enjoyable to the person. Advice on adaptation, modification, and/or simplification.
- Provide/train in the use of AE and AT to compensate for functional impairments.
- Use thematic and topical groups to develop needed skills.
- Teach energy conservation, work simplification, joint protection, and proper body mechanics.
- Refer to relevant community and national resources.
- Advice on Architectural Barriers:
- This includes wheelchair dimensions, railings, and door opening.
- Advice on Functional Mobility Aids and Transfer Types
- Environmental Modifications for Cognitive/Sensory Deficits
- Mood Disorders
- Activity engagement, education on symptom management.
- Anxiety Disorders
- Skills training, relaxation techniques, stress management, graded activities.
- Eating Disorders
- Identify non-food related interests and develop healthy use of leisure time.
- Biomechanical Interventions
- Increasing PROM-movement produced by an external force (non-contractile structures).
- Increasing AROM- movement produced by one's muscles (contractile structures).
- Increasing strength- high resistance, low repetitions.
- Increasing endurance- low resistance, high repetitions.
- Sensory training-desensitization (massage, textures, vibration), sensory re-ed, compensation.
- Coordination training- gross to excellent motor activities.
- Energy conservation/Work simplification training/education.
- Joint protection techniques.
- Sensory Processing Intervention
- Home Management Interventions:
- Assessing home management expectations and demands of the individual's current and expected environments.
- Assessing whether the home management activity should be modified to enable independent performance, self-directed performance with external assistance, or eliminated.
- Recommending adaptive strategies and provide/train in the safe use of AE and AT.
- Providing cues/prompts as needed.
- Using thematic and topical groups to develop the required skills.
- Teaching energy conservation, work simplification, joint protection, and proper body mechanics.
- Training in activity performance at appropriate times in real environments.
- Educating and training caregivers to provide cues, physical assistance, and/or supervision; teach organization strategies and task.
- Analysis/gradation/simplification/adaptation skills.
- Modifying the environment to maximize performance and safety.
- Work Assessments and Work Interventions:
- Functional capacity evaluation - evaluates capabilities with one of several dimensions.
- Physical capacity evaluation - physical demands of a job.
- Critical demands of a specific job.
- Work capacity evaluation - uses real or simulated work activities to assess one's ability to return to work.
- Job site analysis - evaluate job site expectations, supports, ergonomics, essential functions of the job, marginal functions of the job, and the potential reasonable accommodations.
- Advice on Wheelchair Seating, Positioning and Wheelchair Use Training
- Advice on Assistive Technology Devices and Electronic Aids to Daily Living
- Psychiatric Illness and/or Cognitive Disorders
- Advising on normalizing the environment, maintenance/development of skills, teaching structure/organizational skills.
- Substance-Abuse Related Disorders
- Identify reasons for abuse, develop coping skills, develop skills for a drug-free lifestyle.
- Cognitive Disorders/Cognitive Perceptual Functional Impairments
- Symptom management, maintenance of QOL (Quality of Life) through adaptations/modifications, family education.
- Pervasive Developmental Disorders (Autism Spectrum Disorder)
- Develop sensorimotor/social interaction/vocational readiness/community integration skills, provide SI intervention, train in AAC, provide adaptive and positioning equipment, collaborate with family.
- Intellectual Disorder/Mental Retardationers
- Levels of MR- mild (IQ 55-69) focus on social and vocational skills.
- Mod (IQ 40-54) focus on independence in routine daily skills/skills needed for a sheltered workshop.
- Severe (IQ 25-39) focus on acquiring communication skills and some essential health habits, profound (IQ <25) focus on necessary survival skills with assistance and supervision.
- Attention Deficit Hyperactivity Disorder
- Environmental adaptations, social skills/self - management training, promote sensory modulation.
