Your (free) Profile page showcases your professional self within the OT community and helps connect you to fellow clinicians, educators or students... Fancy winning a year's OT+ Membership, just by updating your Profile? In November, a participating Member will be randomly selected as winner of the Profile Prize Draw! For easy entry details, read our recent Newsletter.

This 2026 paper highlights how autistic people often 'take part' through hidden effort:- masking, constant self-regulation, reliance on supportive environments... Behind visible competence can sit exhaustion, sensory overload, withdrawal and post-participation collapse. So functioning can't be judged from visible participation alone. The sustainability model of participation shifts assessment from momentary performance to what's sustained over time.

Our Partnerships support the exposure and growth of health and social care organisations, allowing them to reach highly relevant professionals, on a global scale. Strategic and PromOTe Partnerships offer mutually-beneficial routes and bespoke marketing, respectively. Learn more via our newly-updated page.

Foundation skills are the core physical, cognitive and social-emotional competencies required for higher-level learning, school readiness, play and other everyday tasks. This 27-page series explores these developmental 'building blocks’, focusing on sensory processing, gross motor coordination, fine motor control, perception, language and social-emotional skills. Document included with OT+ Membership (via OT Downloads). Also available for purchase via the Hub Store.

Group therapy can do far more than save time. Drawing on current research and a practical case study, this article explores how well-designed occupational therapy groups support physical recovery, social connection and emotional resilience in adult rehabilitation. It offers creative, evidence-informed ideas clinicians can bring into their own sessions.

OTs routinely consider the demands an occupation places on a child, but should also consider those created by any supports introduced. Every sensory support provides input that must be processed; it may reduce one demand, yet introduce another. So the question is not just what sensory input the support offers, but what processing and performance demands it adds. Can a child process them, whilst also engaging in daily activities?