Australian Occupational Therapy Journal最新文献

{"title":"The experiences of occupational therapists supporting children with self-regulation needs: A qualitative descriptive study.","authors":"Kelsey Philpott-Robinson, Kirsti Haracz, Dianne Blackwell, Carly Mallise, Carl Leonard, Alison Lane, Kylie Wales","doi":"10.1111/1440-1630.12985","DOIUrl":"https://doi.org/10.1111/1440-1630.12985","url":null,"abstract":"<p><strong>Introduction: </strong>Occupational therapists support children with self-regulation needs to engage in meaningful occupations at home, school, and in the community. However, little is known about how Australian practitioners perceive their role working with children with self-regulation needs in the Australian healthcare context. Therefore, we explored the contemporary practice experiences of Australian occupational therapists working with children 4-12 years referred for self-regulation support, to better understand elements constituting efficacious service delivery to enhance occupational engagement.</p><p><strong>Methods: </strong>A qualitative descriptive design, underpinned by constructivism and relativism, was implemented to address the research aim. Occupational therapists were recruited online to participate in audio-recorded focus groups and interviews. The audio recordings were anonymised, transcribed verbatim, and analysed through reflexive thematic analysis.</p><p><strong>Consumer and community involvement: </strong>No consumers were involved in the study design or analysis.</p><p><strong>Findings: </strong>Four themes were generated, encapsulating the experience of 13 occupational therapists working with children with self-regulation needs: (1) navigating the complexities of self-regulation, (2) intervening to support the child and surrounding systems, (3) bringing the occupational therapy perspective to the self-regulation puzzle, and (4) working within an evolving practice context. Themes 1-3 describe specific processes that all occurred within the context of Theme 4. Overall, participants detailed successful practice to support children with self-regulation needs to participate in meaningful occupations that required person-centredness, collaboration, coaching, and adaptability of therapists responding to different stakeholder demands.</p><p><strong>Conclusion: </strong>Self-regulation is a complex area of practice, and occupational therapists have a key role in supporting occupational engagement by balancing the child's needs with those of family, other stakeholders, and funding bodies. Findings support occupational therapists and decision-makers advocating for the unique role of occupational therapy in supporting self-regulation in childhood as part of a collaborative, multi-disciplinary approach. Specific consideration must also be given to ways that current funding schemes in Australia enable occupational therapy services for children with self-regulation needs.</p><p><strong>Plain language summary: </strong>Controlling emotions and behaviours is sometimes called 'self-regulation'. Some children find this hard and need help from an occupational therapist, who knows a lot about the body and the systems within it. A lot of occupational therapists in Australia help children with their self-regulation. There is not much known about how these therapists see their role in working with these children. We wanted to underst","PeriodicalId":55418,"journal":{"name":"Australian Occupational Therapy Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141794128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"'We are all bringing, like a unique sort of perspective': The core elements of a strengths-based digital arts mentoring program for autistic adolescents from the perspective of their mentors.","authors":"Elinda Ai Lim Lee, Benjamin Milbourn, Bahareh Afsharnejad, Ellena Chitty, Annie-May Jannings, Roisin Kealy, Tamara McWhirter, Sonya Girdler","doi":"10.1111/1440-1630.12980","DOIUrl":"https://doi.org/10.1111/1440-1630.12980","url":null,"abstract":"<p><strong>Introduction: </strong>While the adoption of strengths-based approaches to supporting autistic adolescents is growing in popularity, the application of this approach to a digital arts mentoring program has yet to be explored. This study reports on the core elements contributing to the success of a community digital arts mentoring program for autistic adolescents from the mentors' perspective. This paper presents an in-depth exploration of mentors' experiences, comprising a component of a broader line of research investigating a digital arts mentoring program for autistic adolescents emphasising positive youth development.</p><p><strong>Methods: </strong>The digital arts mentoring program spanned 20 weeks across two Australian school terms and was attended by two groups of autistic adolescents (N = 18) aged between 11 and 17 years. A qualitative approach was utilised in exploring the perspective of their mentors (N = 6). Qualitative data were collected at the end of each school term for each group with the mentors using an interpretive phenomenological approach and Colaizzi's seven-step analysis method. Thirteen individual interviews were conducted with six mentors.</p><p><strong>Consumer and community involvement: </strong>This research was conducted with a disability arts provider to provide a digital arts mentoring program to autistic adolescents. The mentors employed have lived experience with disorders such as attention deficit hyperactivity disorder (ADHD) and anxiety.</p><p><strong>Results: </strong>Five primary themes emerged from the data: positive connections, mentor knowledge and experience, mentoring approaches, autism education, program organisation, resources and environment. Subthemes underpinned the primary themes related to positive connections (three subthemes), mentoring approaches (four subthemes) and program organisation, resources and environment (three subthemes).</p><p><strong>Conclusion: </strong>The findings suggest that prior experience, sufficient training, a supportive environment and a flexible and adaptable approach were essential for success. Understanding the core elements of a strengths-based digital arts program in occupational therapy provides a comprehensive framework for utilising clients' inherent strengths and creativity as therapeutic tool, creating an empowering environment, fostering meaningful outcomes for clients.</p>","PeriodicalId":55418,"journal":{"name":"Australian Occupational Therapy Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141762850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the concepts of consumer feedback systems for occupational therapy student learning during practice placements: A scoping review.","authors":"Thomas Bevitt, Robert B Pereira, Rachel Bacon, Stephen Isbel","doi":"10.1111/1440-1630.12984","DOIUrl":"https://doi.org/10.1111/1440-1630.12984","url":null,"abstract":"<p><strong>Introduction: </strong>Consumer contribution to occupational therapy student learning is mandated for Australian educational programs. However, there is limited research about how consumers contribute to student learning during practice placements. A scoping review was completed to explore the concepts of existing feedback systems for consumers to authentically contribute to student learning during practice placements.</p><p><strong>Methods: </strong>Five databases were searched for all articles up to and including July 2023. All publications were included if they described and investigated authentic contribution to student learning during a practice placement experience. Data from the results and discussion sections of the papers were transformed into qualitative data and thematically analysed to develop a conceptual understanding of consumer feedback systems.</p><p><strong>Results: </strong>Forty-six papers met the eligibility criteria. Most articles originated from Medicine (30%) and Nursing (45%) education. Feedback systems were primarily designed to critique student communication and professional behaviours using a variety of standardised and non-standardised methods. Five interconnected themes were created that addressed the concepts of consumer feedback systems. The themes were (1) creating value specific for each stakeholder is essential, (2) preparation is required and nuanced; (3) consumers do engage and provide critical feedback when the system is supportive of all stakeholders; (4) gathering approaches need to be responsive to the diversity of practice and learning; (5) processing feedback with a trusted mentor is critical for learning.</p><p><strong>Conclusions: </strong>Consumers, academics, practice educators, and students recognised that consumers have an important role in contributing to student learning during practice placements. Future consumer feedback systems need to be co-produced to create an optimal mode for consumers to authentically contribute to student learning constructively and safely.</p><p><strong>Consumer and community involvement: </strong>A consumer consultant was a member of the advisory panel for the larger research project that this review is part of and provided advice to the research team at all stages of the project.</p><p><strong>Plain language summary: </strong>In Australia, occupational therapy training programs require input from consumers to help students learn. However, there is not much research on how consumers help occupational therapy students during their practical training. We did a review to see how existing feedback systems let consumers genuinely help students during their training. We searched five databases for research up to July 2023. We included research that talked about how consumers help all health students learn during practical training. We found 46 articles, mostly from Medicine and Nursing education. We analysed them to understand how consumer feedback systems work an","PeriodicalId":55418,"journal":{"name":"Australian Occupational Therapy Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141749829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Correction to “Enhancing occupational therapy service provision with military veterans through policy reform: Findings from a national survey”","authors":"","doi":"10.1111/1440-1630.12983","DOIUrl":"10.1111/1440-1630.12983","url":null,"abstract":"<p>\u0000 <span>McIntyre, K.</span>, <span>McKinstry, C.</span>, <span>Bailie, L.</span>, <span>Daniell, R.</span> &amp; <span>Clews, A.</span> (<span>2024</span>). <span>Enhancing occupational therapy service provision with military veterans through policy reform: Findings from a national survey</span>. <i>Australian Occupational Therapy Journal</i>, <span>71</span>(<span>3</span>), <span>369</span>–<span>378</span>. https://doi.org/10.1111/1440-1630.12929</p><p>The name of author ‘Laura Baillie’ has been misspelt. This should be corrected to ‘Laura Bailie’.</p><p>The online article has been corrected.</p><p>We apologise for this error.</p>","PeriodicalId":55418,"journal":{"name":"Australian Occupational Therapy Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1440-1630.12983","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141731667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An evaluation of intervention appropriateness from the perspective of parents: A peer-mediated, play-based intervention for children with ADHD.","authors":"Sarah Wilkes-Gillan, Lauren Parsons, Dave Parsons, Natasha Mahoney, Nicola Hancock, Reinie Cordier, Michelle Lincoln, Yu-Wei Ryan Chen, Anita Bundy","doi":"10.1111/1440-1630.12981","DOIUrl":"https://doi.org/10.1111/1440-1630.12981","url":null,"abstract":"<p><strong>Introduction: </strong>A peer-mediated, play-based intervention has been developed to address social participation challenges experienced by children with ADHD. To facilitate implementation into clinical practice, interventions should be evaluated for appropriateness to the end-user, as well as effectiveness. Previous research demonstrated the approach is effective for improving children's social play skills. This study aimed to evaluate the appropriateness of the intervention for children with ADHD and their families.</p><p><strong>Methods: </strong>Parents of children with ADHD who participated in the play-based intervention were interviewed 1 month after completion. Parents were asked about their perspective of parent and children's experiences of the intervention, the perceived benefits for children and parents, the logistics of participating, and recommended adaptations to the intervention. Interviews were analysed thematically, and themes were mapped to the elements of the adopted definition of appropriateness to understand whether parents supported the appropriateness of the intervention for their families.</p><p><strong>Consumer and community involvement: </strong>Consumers were not directly involved in the decisions made about this study.</p><p><strong>Findings: </strong>One core theme, 'collaborative efforts', emerged from the data. Major themes comprising the core theme were 'on the same page', 'therapeutic relationship', and 'getting the job done'. Three sub-themes of 'engagement and motivation', 'the effort was worth it for the reward', and 'Rome wasn't built in a day' were nested within the major themes.</p><p><strong>Conclusion: </strong>Parents largely supported the appropriateness of the intervention, indicating it addressed an important goal for their child, participation was a positive experience, and they perceived the intervention to be beneficial. Future adaptions of the intervention are needed to increase its ecological validity and to generalise the strategies to other social environments and playmates, such as peers at school.</p><p><strong>Plain language summary: </strong>This study looked at an intervention that uses play with peers to help children with ADHD develop their play skills. The researchers wanted to know if parents thought the intervention was a good fit for their families and if it helped their children. Parents gave an interview a month after the intervention ended. They were asked about their thoughts on the intervention, how it helped their children and themselves, how easy it was to take part, and what changes could be made to make the intervention better. After analysing parents' answers, the researchers found parents mostly agreed that the intervention was a good fit. They said it helped their children to play with their peers, and they had a good time doing it. Parents thought the intervention was helpful, they liked that it was a joint effort between them and the occupational therapist, a","PeriodicalId":55418,"journal":{"name":"Australian Occupational Therapy Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141731665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Co-design: Do we need to (co-)change our (co-)thinking?","authors":"Matthew McShane,&nbsp;Louise Gustafsson","doi":"10.1111/1440-1630.12986","DOIUrl":"10.1111/1440-1630.12986","url":null,"abstract":"<p>The origin of co-design is first traced back to the ‘northern’ and ‘southern’ traditions of participatory research. The ‘northern’ tradition of Kurt Lewin (<span>1948</span>) promoted empowerment and social equity through action cycles as means of work that was ‘with’ or ‘by’ marginalised groups rather than ‘to’, ‘on’, or ‘for’. The ‘southern’ tradition from Freire (<span>1970</span>) had origins in emancipatory theory and posited that people should be active in determining their own needs and solutions, as full participants in any form of inquiry. At the core was the philosophy of inclusivity and agency of the group of focus in the process of inquiry and not as the focus of the inquiry. The participatory co-operative design tradition of Scandinavia emerged from this background in technology and information system projects during the 1970–1980s. The projects incorporated a politically based desire to increase democracy within the workplace and promote inclusion of the workforce in the design processes of the computer systems utilised by their organisations (Bødker et al., <span>2000</span>; Gregory, <span>2003</span>). This work from Scandinavia is regularly cited as the origin of the term ‘co-design’ and the evolution of experience-based co-design (EBCD). Initially developed and piloted as evidence-based design within a UK health service design project, EBCD has become the participatory design method of choice for healthcare quality improvement.</p><p>EBCD was devised to promote participatory action research, user-centred design, learning theory, and narrative-based approaches to change (Donetto et al., <span>2015</span>). However, recently, it has been highlighted that the co-design aspect may at times be lost in translation (Donetto et al., <span>2015</span>). We agree and propose that the toolkits developed for EBCD have led to the process becoming the focal point, while the skills, principles, and approaches necessary to authentically power share and privilege the voices of the individuals and collectives has been lost. Or as recently highlighted by Dancis et al. (<span>2023</span>), EBCD has become a ‘watered down, de-politicised, checklist approach’, which is at risk of not honouring the power-sharing, user-driven intent of the Scandinavian tradition of participatory research. Increasingly this issue appears to extend beyond EBCD and to any project claiming to utilise co-design.</p><p>Collaboration, capability building empowerment, and positive societal impact are principles that should be at the core of co-design (Greenhalgh et al., <span>2016</span>). This requires careful attention to iterative and flexible approaches that support power sharing, shared decision making, and sustained consumer and community engagement (Butler et al., <span>2022</span>). The widespread adoption of co-design appears to have been accompanied by inconsistent attention to these fundamental principles and approaches. Service development activities within hea","PeriodicalId":55418,"journal":{"name":"Australian Occupational Therapy Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1440-1630.12986","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141731666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Occupational therapy experiences of interprofessional collaboration in the support of autistic children.","authors":"Greta Ryan, Valerie Watchorn, Sherryn Evans","doi":"10.1111/1440-1630.12982","DOIUrl":"https://doi.org/10.1111/1440-1630.12982","url":null,"abstract":"<p><strong>Introduction: </strong>Autistic children commonly receive simultaneous services from various health-care and other professionals, including occupational therapy, throughout their journey of diagnosis and consequent therapeutic support. Current best practice guidelines for supporting autistic youth emphasise the importance of interprofessional collaboration. Despite this, collaboration among health-care professionals does not always occur, and little is understood about clinicians' experiences of collaborative care. The aim of this study was to explore Australian paediatric occupational therapists' experiences of interprofessional collaboration and their perception of factors influencing collaboration when supporting autistic children.</p><p><strong>Methods: </strong>This study employed an exploratory qualitative descriptive design. Semi-structured interviews were conducted with 13 Australian paediatric occupational therapists involved in service provision to autistic children. Questions explored clinicians' experiences and perceptions of interprofessional collaboration. Reflexive thematic analysis was used to inductively analyse data.</p><p><strong>Consumer and community consultation: </strong>This study was conceptualised and conducted by a team of researchers with a range of personal and professional experiences with the autistic community. The research design was strongly informed by the Autism CRC'S research guidelines.</p><p><strong>Findings: </strong>Three themes were generated highlighting factors that influence collaboration between occupational therapists and other professionals. The first emphasised that 'clinicians' capacity to collaborate' at both organisational and individual levels was understood to be greatly influenced by funding structures. The second emphasised that 'relationships are key to collaboration' with these often established through shared workplaces or clients. The third, 'shared perceptions make collaboration easier' described how shared perceptions of collaboration, the occupational therapy role, and autism-related frames of reference were perceived to influence interprofessional collaboration.</p><p><strong>Conclusion: </strong>Findings indicate that, while occupational therapists perceive interprofessional collaboration as valuable in the support of autistic children, there are barriers to effective collaboration, particularly in the context of a marketised service delivery model.</p><p><strong>Plain language summary: </strong>This study looked at how Australian occupational therapists work with other professionals to support autistic children. Even though it is recommended that professionals work together to support autistic children and their families, this does not always happen. In this study, researchers interviewed 13 occupational therapists and asked what it is like working with other professionals, what is helpful, and what makes working together difficult. From these interviews, it was found th","PeriodicalId":55418,"journal":{"name":"Australian Occupational Therapy Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141635872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What supports do autistic adolescents and adults need? Perspectives of self-reporting adults and caregivers.","authors":"Jessica Hill, Jodie Copley, Sophie Donovan, Jill Ashburner, Jennifer Taylor, Natasha Bobir","doi":"10.1111/1440-1630.12979","DOIUrl":"https://doi.org/10.1111/1440-1630.12979","url":null,"abstract":"<p><strong>Introduction: </strong>Increasingly, autistic adolescents and adults are accessing occupational therapy. However, limited evidence exists on the type of supports that are important to them. Examining the patterns of supports valued by autistic adolescents and adults will inform the design of occupational therapy services. Therefore, this study aimed to identify what supports autistic adolescents and adults believed to be the most important.</p><p><strong>Methods: </strong>This study involved two anonymous online surveys. Survey one involved 54 items and was distributed to caregivers of autistic adolescents and/or adults. Survey two included 41 items and was distributed to self-reporting autistic adults. Surveys sought closed and open-ended responses about the support needs of autistic individuals living in Australia. Quantitative data were analysed as counts and frequencies of responses, whereas short-answer responses were analysed through content analysis.</p><p><strong>Community and consumer involvement: </strong>There was no consumer or community involvement in the completion of this project.</p><p><strong>Results: </strong>A total of 68 caregivers of autistic adolescents or adults and 59 self-reporting adults completed the survey resulting in 127 responses. Quantitative data from both autistic adolescents' and adults' closed-answer responses showed that the highest support needs were for supporting participation in employment and supporting health and wellbeing. Content analysis of open-ended responses, performed separately for each participant group, revealed six categories: employment, promoting independence, supporting positive social and communication experiences, supporting health and wellbeing, caregiver support, and promoting autism acceptance.</p><p><strong>Conclusion: </strong>Results highlight that autistic individuals and their caregivers have a diverse range of priorities, all of which align with the scope of occupational therapy practice. Differences between the priorities of autistic individuals and their caregivers highlight the importance of therapists providing person and family-centred approaches tailored towards both the autistic person's and their caregiver's needs.</p><p><strong>Plain language summary: </strong>Increasingly, autistic adolescents and adults are accessing occupational therapy services. However, limited information exists regarding the type of supports that are important to them. Understanding what supports are valued by autistic adolescents and adults will support occupational therapists deliver effective and individualised services. Therefore, this study aimed to identify what supports autistic adolescents and adults believed to be the most important to them. This study involved two anonymous online surveys. Survey one was completed by caregivers of autistic adolescents and/or adults. Survey two was completed by self-reporting autistic adults. Surveys included both open-ended and closed-answer r","PeriodicalId":55418,"journal":{"name":"Australian Occupational Therapy Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141635873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using FRAME to adapt an evidence-based dyadic intervention program for people living with dementia in residential aged care: A pilot feasibility study.","authors":"Miia Rahja, Ann Pietsch, Helen Radoslovic, Natalie Gallligani, Nicholas Burton, Maria Crotty, Kate Laver","doi":"10.1111/1440-1630.12978","DOIUrl":"https://doi.org/10.1111/1440-1630.12978","url":null,"abstract":"<p><strong>Introduction: </strong>The purpose of this study was to examine the feasibility of adapting and translating an evidence-based occupational therapist-delivered program shown to be effective in the community to residential aged care (RAC). The program aims to improve quality of care and quality of life for people living with dementia and the wellbeing of the family care partner.</p><p><strong>Methods: </strong>This study took place in a not-for-profit RAC home in Adelaide, South Australia. Mixed methods, specifically questionnaires, activity logs, focus group, and one-on-one interviews were used to evaluate the feasibility of the program implementation. Staff working in the participating home, occupational therapists trained to deliver the program, and residents and their family carer partners were included. Quantitative data were analysed using proportions, means, and standard deviations. Qualitative data were analysed using a thematic approach.</p><p><strong>Consumer and community involvement: </strong>This study was conducted together with a consumer (person living with dementia) and a carer representative (family member of someone residing in RAC). These representatives provided input towards the study design, interpretation of study data, discussion of results, and recommendations for future consideration.</p><p><strong>Results: </strong>Small changes to the program improved feasibility and acceptability for delivery in RAC. While the care home staff required added support during implementation, the intervention therapists felt that the program could be delivered in this setting. Family care partners of residents with dementia felt that the program may be better suited if provided upon entry to RAC or in early stages of dementia.</p><p><strong>Conclusion: </strong>Adapting a community-based dementia care program to RAC can be safe and feasible. Program adaptations are necessary for feasibility. Further adaptations and evaluations of associated outcomes (related to residents with dementia and their family care partners) are needed to assess the program effectiveness in larger scale.</p><p><strong>Plain language summary: </strong>Spending quality time with family members in residential aged care is important. However, many struggle to know what to say or do when visiting a family member who lives with dementia. Programs that teach families about how to communicate with people living with dementia, how to support them to take part in important everyday living activities, or how to understand why changes in behaviours may occur have not been available in residential aged care. This paper describes how we adapted one such evidence-based program from community to residential aged care settings. We consulted with people living with dementia, carers, and families and found that the program could also be valuable in this care setting. Residential aged care staff described how the program is very different to what is usually available in resi","PeriodicalId":55418,"journal":{"name":"Australian Occupational Therapy Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141472844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Collaborative practice with parents in occupational therapy for children: A scoping review","authors":"Carla R. Lage,&nbsp;Shelley Wright,&nbsp;Rafaelle G. de S. Monteiro,&nbsp;Luisa Aragão,&nbsp;Kobie Boshoff","doi":"10.1111/1440-1630.12974","DOIUrl":"10.1111/1440-1630.12974","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Introduction&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;In childhood intervention, parent–therapist collaboration is central to the family-centred approach. Despite long-standing discussion in occupational therapy literature, the field faces challenges, including inconsistent terminology and difficulties in translating theory into practice. This paper represents the first part of a comprehensive scoping review study aimed at developing foundational concepts for collaborative practices with parents in occupational therapy for children. Therefore, this paper focusses on mapping existing practices, types, and approaches articulated in the literature.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;We searched English-language sources published worldwide from 1998 to 2022 discussing collaborative practices with parents in occupational therapy for children aged 0–10 with any diagnosis, including multidisciplinary practices. Seven databases were searched. Data from peer-reviewed indexed literature, theses and dissertations, and book chapters were extracted and analysed through basic numerical and descriptive analyses before being synthesised into similar categories. The Joanna Briggs Institute Manual and the Preferred Reporting Items for Systematic reviews and Meta-Analysis—extension for Scoping Reviews were used.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The scoping review yielded 299 papers. Parent–therapist collaboration was prominent in clinics, family homes, schools, and hospitals, particularly during therapy implementation, goal setting, and planning. Most reported practice types included ‘interventions with parent engagement’, ‘parent-directed interventions’, and ‘parent education’. ‘Family-centred’, ‘occupational-focussed’, and ‘client–therapist collaborative’ approaches were frequently mentioned. There were inconsistencies in the terms used to describe collaborative practice characteristics.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusion&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Over the past 24 years, the collaborative practice literature has expanded and evolved, with parent–therapist collaboration observed across various occupational therapy settings. Inconsistencies in this collaboration across different therapeutic stages were revealed, which could impact intervention success and sustainability. Further research is needed to explore parent–therapist collaboration mechanisms within and across stages. This scoping review also underscores the need for a common framework to guide practice and research.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 ","PeriodicalId":55418,"journal":{"name":"Australian Occupational Therapy Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1440-1630.12974","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141460892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}