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A senior OT with an international background in both training and professional experience. Her particular interest lies with occupational therapy practice with children, young people and families, which has shaped her current and past research endeavours. Andrea completed specialised training relevant to conducting research with children.
Andrea is currently completing her PhD through the graduate school at Bournemouth University. Her research focuses on school-based occupational therapy. The mixed methods study investigates the usefulness and effects of a School-based Occupational Therapy Practice Framework which was developed as part of her Masters. As part of her PhD research, Andrea is completing a Cochrane systematic review, as well as exploring effective methods and tools of measuring meaningful outcomes in school-based occupational therapy practice and research. Andrea is also involved in a role emerging practice project focusing on a smooth transition from early childhood education to primary school for all children through integrated, multi-tiered occupational therapy...
Andrea’s professional experience includes: home-based early intervention, private practice, special schools, kindergarten and mainstream schools. Most recently with the Ministry of Education, Special Education in New Zealand she supported the inclusion of children with a wide range of disabilities and health conditions. Service provision in educational settings and services for individuals on the autistic spectrum are particular interests.
After completing the SI training offered through the German OT Association, Andrea pursued further postgraduate training through the University of Southern California (Advanced SI Theory & Practice, SIPT accreditation). She also obtained qualifications in other relevant therapy approaches, including paediatric Bobath/ NDT certification (Australian Bobath/ NDT Association), CO-OP training. Andrea is School AMPS accredited.more
- Hutton, E., Tuppeny, S. and Hasselbusch, A., 2016. Making a case for universal and targeted children's occupational therapy in the United Kingdom. BRITISH JOURNAL OF OCCUPATIONAL THERAPY, 79 (7), 450-453.
- Baumgarten, A. and Hasselbusch, A., 2014. Authors' reply to Jens Bockmühl-Schmiedel's letter to the editor. Ergotherapie und Rehabilitation, 53 (2), 7-8.
- Hasselbusch, A. and Baumgarten, A., 2014. Including children with autism in everyday life. Ergotherapie und Rehabilitation, 53 (1), 14-18.
- Zillhardt, C. and Hasselbusch, A., 2014. Adventure school. Ergotherapie und Rehabilitation, 53 (1), 25-31.
- Baumgarten, A. and Hasselbusch, A., 2013. Making participation in everyday life possible for children with autism. Part 1: Everyday life and activity oriented environmental counseling in the reference framework of the SI. Ergotherapie und Rehabilitation, 52 (12), 11-15.
- Hasselbusch, A. and Schuh, D., 2013. Conclusion and outlook: The reference framework sensory integration: Then, today and in the future. Ergotherapie und Rehabilitation, 52 (1), 28-31.
- Deguillage, A., Bahss, H., Schuh, D. and Hasselbusch, A., 2012. Article No. 3/Studies: Neurophysiological basic research and its importance for treatment principles of sensory integrative frame of reference. Ergotherapie und Rehabilitation, 51 (11), 22-29.
- Schuh, D. and Hasselbusch, A., 2012. Introduction: Evidence-based occupational therapy in the reference framework of Sensory Integration. Ergotherapie und Rehabilitation, 51 (9), 26-27.
- Hasselbusch, A., 2011. Use of the Canadian Occupational Performance Measure (COPM) in school-based occupational therapy. Children, Young People & Families Occupational Therapy Journal, 15 (2), 5-13.
- Hasselbusch, A. and Delport, S., 2011. Current issues and trends in school-based occupational therapy. Children, Young People & Families Occupational Therapy Journal, 15 (2), 21-28.
- Hasselbusch, A., 2011. Beyond handwriting: Enabling school occupations. The Bridge.
- Hasselbusch, A., 2010. A critical review of the Miller Function and Particpation Scales (M-Fun). Children, Young People & Families Occupational Therapy Journal, 13 (2), 7-14.
- Hasselbusch, A. and Penman, M., 2008. Working Together: An Occupational Therapy Perspective on Collaborative Consultation. Kairaranga, 9, 24-31.
- Hasselbusch, A., 2008. "Contribution" in: Ministries of Health and Education. New Zealand Autism Spectrum Disorder Guideline. Wellington, New Zealand: Ministry of Health. Available from: http://www.moh.govt.nz/moh.nsf/indexmh/nz-asd-guideline-apr08.
- Dip in Diploma in Occupational Therapy (School of Occupational Therapy (Celle, Germany), 1995)
- BSc (Hons) in Bachelor in Occupational Therapy (University of Professional Education/ Hogeschool Zuyd, Healthcare Faculty (Heerlen, Netherlands), 2001)
- PG Cert in Teaching and Learning in Higher Education (National University of Ireland (Galway), 2009)
- MOccTh in Master of Occupational Therapy (Otago Polytechnic, School of Occupational Therapy (Dunedin, New Zealand), 2007)
- American OT Association (AOTA), Member,
- College of Occupational Therapists (COT)/ British Association of Occupational Therapists (BAOT), Member,
- COT Specialist Section - Children, Young People and Families, Member,
- German OT Association/ Deutscher Verband der Ergotherapeuten (DVE), Member,
- Registered Occupational Therapist, Health Professions Council (HPC), Member,
- Sensory Integration Instructor Group, German OT Association, Research and Scientific Advisor,
- Sensory Integration Network UK and Ireland, Research Committee Member,
- World Federation of OT (WFOT), Member,