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Andrea Hasselbusch is a senior OT with a diverse international background in terms of academic studies, professional training and practical experience – spanning Germany, Netherlands, Aotearoa/ New Zealand, Australia, USA & Ireland. She was awarded the OT Achievement Award of the New Zealand Association (2007). Her special interest lies with OT practice with children, young people/ youth and families (CYPF). Andrea’s professional experience spans over two decades of practising in a variety of settings, including home-based early intervention, special schools and kindergarten/ early childhood education facilities, and in particular inclusive mainstream education (early childhood education, kindergarten, primary & secondary schools). In particular the later has shaped her research endeavours, from individual projects to acquisition of specialist knowledge and skills (e.g. research with children). Andrea currently works on her PhD, a mixed methods study focusing on the usefulness and effectiveness of the School-based Occupational Therapy Practice Framework (SB-OT-PF)... The SB-OT-PF was developed as part of her Masters through research, while working for the Ministry of Education in Aotearoa/ New Zealand. Throughout her career, she has participated in a varied range of specialised continued professional development (CPD) activities and training. After completing the SI training offered through the German OT Association (DVE), she pursued postgraduate training through the University of Southern California (Advanced SI Theory & Practice) & WPS (SIPT). Andrea is an accredited SI instructor (DVE). She obtained qualifications in other therapy approaches, including paediatric Bobath/ NDT (certified Australian Bobath/ NDT Association), task –oriented approaches/ applied motor learning such as the CO-OP (Toronto, Canada). Andrea is School AMPS accredited. She has been active in the RCOT - CYPF specialist section on a national level since moving to the UK.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.
- Zillhardt, C., Hasselbusch, A. and Dunford, C., 2014. Exploring occupation- and client-centred assessment practice in primary schools. BRITISH JOURNAL OF OCCUPATIONAL THERAPY, 77, 128-129.
- 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. and Baumgarten, A., 2012. Sensory Integration & Autism - When your senses hurt (SI bei Autismus – Wenn Wahrnehmung wehtut). ergopraxis, 5 (11/12), 27-29.
- Hasselbusch, A. and Dancza, K., 2012. Application of the Person - Environment - Occupation (PEO) model in school-based occupational therapy. Children, Young People & Families Occupational Therapy Journal, 16 (2), 3-12.
- Hasselbusch, A., 2011. Beyond handwriting: Enabling school occupations. The Bridge.
- 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. 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., 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., 2016. Forschung - Wissen schaffen für die Praxis (Research - creating knowledge for practice). Occupational therapy in paediatrics: client-centred, occupation-centred, evidence-based (Ergotherapie in der Pädiatrie: klientenzentriert, betätigungsorientiert, evidenzbasiert). Idstein, Germany: Schulz - Kirchner, 161-178.
- Hasselbusch, A., Zillhardt, C. and Lang, K., 2016. Working in an inclusive manner in kindergarten and school (Inklusives Arbeiten in Kindertagesstätten und Schulen). Occupational in paediatrics: client-centred, occupation-centred, evidenz-based (Ergotherapie in der Pädiatrie: klientenzentriert, betätigungsorientiert, evidenzbasiert). Idstein, Germany: Schulz-Kirchner, 447-464.
- Hasselbusch, A., 2016. Occupational therapy assessment of written communication and handwriting in children and young people. In: am Zehnhoff-Dinnesen, A., Schindler, A. and Neuman, J., eds. Phoniatrics. Heidelberg: Springer.
- Zillhardt, C., Hasselbusch, A. and Dunford, C., 2014. Exploring occupation- and client-centred assessment practice in primary schools. 128-129.
- Hasselbusch, A. and Dunford, C., 2013. Making the Canadian Occupational Performance Measure your own. 11.
- Dunford, C. and Hasselbusch, A., 2013. What do we mean by self-care occupations? 5-6.
- Hasselbusch, A., Dunford, C. and Stanley, K., 2013. Client and occupation-centred goal setting: a guide for practice. 11.
- Hasselbusch, A.H. and Di Rezze, B., 2011. Fidelity in school-based occupational therapy research. 39-40.
- Hasselbusch, A., Macgregor, C. and Sandells, W., 2011. Measuring outcomes in school-based occupational therapy. 50-51.
- 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.
- MOccTh in Master of Occupational Therapy (Otago Polytechnic, School of Occupational Therapy (Dunedin, New Zealand), 2007)
- PG Cert in Teaching and Learning in Higher Education (National University of Ireland (Galway), 2009)
- BSc (Hons) in Bachelor in Occupational Therapy (University of Professional Education/ Hogeschool Zuyd, Healthcare Faculty (Heerlen, Netherlands), 2001)
- Dip in Diploma in Occupational Therapy (School of Occupational Therapy (Celle, Germany), 1995)
- 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,