The Seeds OT Model · Part 5 of five · 3:36
Put the picture together
Bring the Seeds OT Model together with its condition domains, reasoning cycle and pattern-mapping tool, then connect the learning to reflective practice.
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Take the ideas further
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The written part develops the ideas, examples and reflections in more detail.
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Video transcript
0:00From ideas to a working map
Part five brings the Seeds OT Model together. The earlier parts looked at interacting conditions, recurring patterns, practical places to begin, and the clinician’s way of seeing. The formal structure gives those ideas a shared language. It is a way to organise clinical reasoning, rather than a diagnostic test or a prescribed treatment. The aim is to make a complicated picture easier to discuss, question and return to as everyday life changes.
0:30Keep the six domains nearby
The six condition domains keep the map broad: biology and the nervous system; family and relationships; daily occupations; environment; school and peers; and culture and society. Within that map, a pattern is what keeps recurring, and a loop is where an effect becomes part of what sustains the next occurrence. A leverage point is a possible place to work because a condition appears influential and reachable. These terms help organise a conversation; they do not replace the evidence needed for it.
1:07A cycle to return to
The reasoning cycle starts by observing the pattern and mapping relevant conditions. Look at timing and triggers, then at feedback loops. Consider what can be changed, accommodated or respected. Choose a useful starting point, try an appropriate intervention, observe the response and refine the understanding. The written part sets this out in nine steps. In practice, you may move backwards and forwards as new information appears. It is a circuit for thought, not proof that every step has been completed once and for all.
1:44Make the map specific
The pattern-mapping tool turns that reasoning towards one recurring difficulty. Describe the activity and what happens before, during and after it. Add relevant conditions, loops and the things that already help. Distinguish what you know from what you are considering. Then identify a small number of priorities with the child and family. A useful map is specific enough to guide a decision and open enough to change. It should not become a large list that everyone feels responsible for fixing.
2:18Participation remains the question
The occupational therapy focus remains participation in daily life. Is an activity more accessible, more manageable or more meaningful for this child? What has changed about the fit between the person, the environment and the occupation? The model brings existing ideas into that conversation, including person, environment and occupation, systems thinking and the wider conditions of health. It is presented as a clinical framework, not a promise that one explanation or one change will produce an outcome.
2:55Read. Reflect. Apply.
The videos are an orientation to the written series. For a fuller exploration, read the parts and use the reflection log and clinical guidebook. The self-directed learning module asks you to connect the ideas with a de-identified case from your practice and record your actual learning time. Watching the series alone does not complete that work. A useful final reflection is simple: what do I now notice more clearly, where might I begin, and what will help me recognise that my understanding needs to change?