Enabling participation of students through school-based occupational therapy services: Towards a broader scope of practice / Madeleine Bonnard in The British Journal of Occupational Therapy, Vol.79 N°3 (March 2016)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Vol.79 N°3 (March 2016) . - p.188-192 Titre : Enabling participation of students through school-based occupational therapy services: Towards a broader scope of practice Type de document : texte imprimé Auteurs : Madeleine Bonnard ; Dana Anaby Année de publication : 2016 Article en page(s) : p.188-192 Langues : Anglais (eng) Mots-clés : Occupational therapy  participation  education Résumé : Both students with disabilities and their typically-developing peers exhibit alarming participation deficits that involve many occupational areas of their school experience. Enabling participation in school-related occupations as the goal of school-based occupational therapy services invokes practice breadth. However, the documented focus of practice appears narrow, and there is an apparent paucity of evidence to describe how school participation is enabled. This paper discusses the complex concept of participation and how it can be applied in the school setting, while drawing upon occupational therapy elements. Redirecting attention towards participation can expand the scope of school-based occupational therapy to its intended broad perspective. Permalink : ./index.php?lvl=notice_display&id=42953 [article] Enabling participation of students through school-based occupational therapy services: Towards a broader scope of practice [texte imprimé] / Madeleine Bonnard ; Dana Anaby . - 2016 . - p.188-192. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Vol.79 N°3 (March 2016) . - p.188-192 Mots-clés : Occupational therapy  participation  education Résumé : Both students with disabilities and their typically-developing peers exhibit alarming participation deficits that involve many occupational areas of their school experience. Enabling participation in school-related occupations as the goal of school-based occupational therapy services invokes practice breadth. However, the documented focus of practice appears narrow, and there is an apparent paucity of evidence to describe how school participation is enabled. This paper discusses the complex concept of participation and how it can be applied in the school setting, while drawing upon occupational therapy elements. Redirecting attention towards participation can expand the scope of school-based occupational therapy to its intended broad perspective. Permalink : ./index.php?lvl=notice_display&id=42953

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Focus on participation for children and youth with disabilities: Supporting therapy practice through a guided knowledge translation process / Dana Anaby in The British Journal of Occupational Therapy, Volume 78 numéro 7 (Juillet 2015)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Volume 78 numéro 7 (Juillet 2015) . - p.440-449 Titre : Focus on participation for children and youth with disabilities: Supporting therapy practice through a guided knowledge translation process Type de document : texte imprimé Auteurs : Dana Anaby, Auteur ; Nicol Korner-Bitensky, Auteur ; Mary C. Law, Auteur Année de publication : 2015 Article en page(s) : p.440-449 Langues : Anglais (eng) Mots-clés : Community  leisure  implementation study  rehabilitation practices  childhood disability Résumé : Introduction Participation in community leisure occupations of children with disabilities is important, yet poorly integrated into practice. This knowledge translation strategy tested an intervention to increase clinicians' awareness and to bring about change in practice toward a focus on participation. Method During this qualitative study, 14 clinicians participated in six learning sessions facilitated by a knowledge broker. Three months post-intervention, clinicians were individually interviewed, by drawing on the Professional Evaluation and Reflection on Change Tool, to evaluate potential change in practice. Two researchers independently performed thematic data analysis. Results Impact on practice emerged in both the personal and professional levels (for example, empowerment, validation of clinical wisdom, change in thinking and behavior). Clinicians suggested strategies for integrating participation in their day-to-day practice, illustrating a substantial intention for change, while describing barriers and facilitators for implementation (for example, organizational mandate). Two additional themes described the overall experience of the intervention: motivation to learn (for example, desire to link research to practice) and elements of the learning environment (for example, meeting informational needs). Conclusion This strategy was effective in redirecting clinicians' focus toward the notion of participation and establishing readiness for change. This shift can potentially facilitate new programs in occupational therapy that are participation-based and community-focused. Permalink : ./index.php?lvl=notice_display&id=40383 [article] Focus on participation for children and youth with disabilities: Supporting therapy practice through a guided knowledge translation process [texte imprimé] / Dana Anaby, Auteur ; Nicol Korner-Bitensky, Auteur ; Mary C. Law, Auteur . - 2015 . - p.440-449. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Volume 78 numéro 7 (Juillet 2015) . - p.440-449 Mots-clés : Community  leisure  implementation study  rehabilitation practices  childhood disability Résumé : Introduction Participation in community leisure occupations of children with disabilities is important, yet poorly integrated into practice. This knowledge translation strategy tested an intervention to increase clinicians' awareness and to bring about change in practice toward a focus on participation. Method During this qualitative study, 14 clinicians participated in six learning sessions facilitated by a knowledge broker. Three months post-intervention, clinicians were individually interviewed, by drawing on the Professional Evaluation and Reflection on Change Tool, to evaluate potential change in practice. Two researchers independently performed thematic data analysis. Results Impact on practice emerged in both the personal and professional levels (for example, empowerment, validation of clinical wisdom, change in thinking and behavior). Clinicians suggested strategies for integrating participation in their day-to-day practice, illustrating a substantial intention for change, while describing barriers and facilitators for implementation (for example, organizational mandate). Two additional themes described the overall experience of the intervention: motivation to learn (for example, desire to link research to practice) and elements of the learning environment (for example, meeting informational needs). Conclusion This strategy was effective in redirecting clinicians' focus toward the notion of participation and establishing readiness for change. This shift can potentially facilitate new programs in occupational therapy that are participation-based and community-focused. Permalink : ./index.php?lvl=notice_display&id=40383

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