A Review of Evidence on the Conceptual Elements Informing Client-Centred Practice

Abstract

The paper concludes with a discussion of practice implications through the presentation of questions for therapists to consider as a quick reference tool and suggestions for further research and dialogue concerning client-centred practice.

Therapeutic Use of Self in Academic Education: A Mixed-Methods Study

“…Therapeutic use of self represents a consistent and pervasive value in occupational therapy from the founding of the profession through today, and is essential to client-centered practice and comprehensive clinical reasoning (Cole & McLean, 2003;Deveraux, 1984;Fidler, 1996;Lloyd & Maas, 1991;Peloquin, 2005;Sumsion & Law, 2006). Although ubiquitous, the research related to development and practice of therapeutic use of self has been inconsistent in scope and coherence of methodology, and it remains less understood than many aspects of occupational therapy (Cole & McLean, 2003;Taylor et al, 2009).…”

Adding quality to day centre activities for people with psychiatric disabilities: Staff perceptions of an intervention

“…The users were also important agents in the development and implementation process, which indicates the staff embraced the client--centred approach (24) highlighted in the staff training. The fact that they expressed intentions to inform people about their day centre may be seen as a sign of self--confidence and pride in what they were accomplishing at the centre.…”

“…The fact that they expressed intentions to inform people about their day centre may be seen as a sign of self--confidence and pride in what they were accomplishing at the centre. According to the interviewees, the users and their experiences were at the centre of the staff's attention, which is the essence of client--centred practice (24,44).…”

“…The staff education was a one--day training session focused on knowledge from occupational therapy and occupational science regarding activity--based rehabilitation, perceived meaning in everyday activities (18,19,23) and client--centred practice (24). All staff members at the day centre participated, and the training was held either at the university or in premises close to the day centre, per the staff's choice.…”

From the Education Section Editor's Perspective. . . .

“…Topics within this category include curriculum design (focusing, for example, on the effects that various approaches have on student performance and other relevant variables such as engagement with the literature, motivation and anxiety), evaluation strategies (focusing, for example, on reports of new approaches, reliability and validity testing, and prior learning assessment), distance learning initiatives, and the effects of instructional technology. Additionally, such topics as inter-professional education (2,3) , client-and patient-centered care (4) , the use of simulation in classroom and clinical learning and in evaluation (5) , the importance of educating research-literate practitioners (6) , the assessment and education of internationally trained therapists, and student motivation are all of great relevance and interest to educators, and certainly fall within the scope of the Education section.…”