Relationship-based approaches in early childhood intervention: Are these applicable to paediatric occupational therapy under the NDIS?

Barfoot, Jacqueline; Meredith, Pamela; Ziviani, Jenny; Whittingham, Koa

doi:10.1111/1440-1630.12343

Cited by 11 publications

(6 citation statements)

References 13 publications

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“…The importance of the parent–child relationship for child well-being has been elevated to emphasize the need to promote parenting skills through stress management, emotional regulation training and support (Barfoot et al, 2023; Case-Smith, 2013). Positive parental self-efficacy, parent support, and training provide proactive strategies that support children and improve parental mental health (Clark & Kingsley, 2020; Theule et al, 2011).…”

Section: Parental Self-efficacymentioning

confidence: 99%

Focus Group With Parents of Children With Mental and Behavioral Health Concerns

Stevenson,

Bolton,

Dare

2023

OTJR: Occupational Therapy Journal of Research

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Background: Scholars from multiple fields have shown that parents raising a child with mental and behavioral health concerns (MBHC) need additional support. We need parents to self-identify necessary supports as a basis for intervention planning. Objectives: In this study, we examined what parents say they need from professionals to support their families. Methodology: Occupational therapy faculty and students employed a strengths-based coaching approach to conduct a focus group with five parents. We conducted qualitative thematic analysis and used inductive coding to identify themes related to unmet self-identified needs of families. We refined themes through an iterative process and achieved 93% agreement after three rounds of coding. Results: Four themes emerged from the transcript analysis: External Control, Internal Competence, Relating to Others, and Role of Self-Care. Conclusion: Professionals must consider the unique needs identified by parents who have children with MBHC when planning interventions within our education and health care systems.

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Section: Parental Self-efficacymentioning

confidence: 99%

Focus Group With Parents of Children With Mental and Behavioral Health Concerns

Stevenson,

Bolton,

Dare

2023

OTJR: Occupational Therapy Journal of Research

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“…Feeling overwhelmed and having self‐doubt was central to many of these challenges (Asseraf‐Pasin, 2011 ; Moir et al, 2021 ; Murray et al, 2020 ). Working in paediatrics requires occupational therapists to be both family‐centred and occupation focussed, while maintaining an understanding of the developmental, sensory‐motor, social and play‐based foundations supporting participation (Barfoot et al, 2017 ; Bourke‐Taylor, 2017 ). Adding to this complexity is that paediatric occupational therapists are employed across a range of setting including health and disability services, private practice, and also school settings.…”

Section: Introductionmentioning

confidence: 99%

The experience and role of mentorship for paediatric occupational therapists

Jackson

Villeneuve

Millington³

2022

Aus Occup Therapy J

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Introduction Within Australia, the introduction of the National Disability Insurance Scheme has led to a growth in paediatric occupational therapists working in community settings. This growth has increased the demand for support from more senior paediatric occupational therapists to novice clinicians. Mentoring has long been valued by occupational therapists as a means to provide this support. Despite its apparent benefit, there is limited research on the contribution of mentoring as distinct from supervision, and its impact on mentees' skills and confidence in providing care. This study examined the contribution of mentorship to the development of professional capability in paediatric occupational therapy practice from the perspective of mentors and mentees. Methods Interpretive description methodology was used. In‐depth interviews were conducted with nine mentors and eight mentees from three Australian states. Data were analysed inductively and thematically. Findings All participants reflected on the challenges presented by the complexity of practice, requiring a knowledge base that mentees perceived they did not possess. The essential nature of non‐judgemental, emotional support allowed mentees to feel safe to discuss their concerns when they were often overwhelmed by practice. Mentorship was viewed as capacity building, building competence by scaffolding clinical reasoning and supporting theory to practice translation while developing resilience to cope with complexity. Conclusion Study participants reported that successful mentorship assisted novice practitioners to integrate knowledge and skills required for complex clinical and professional reasoning. The emotional support provided through the relationship supported novice therapists to build their confidence and resilience while promoting professional identity and socialisation into the profession. The study raised questions related to how the profession best supports novice paediatric therapists in the current employment contexts, and the need to review how bodies of knowledge relevant to paediatrics are brought together to be used by both novice clinicians and senior therapists, who support them, for translation to effective practice.

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“…Other researchers have also recommended to increase the awareness of DAHPs regarding the centrality of the parent–child relationship to child development and the unique challenges parents and their children face. They advocated that these professionals should receive appropriate training so that they can foster parents’ accurate reading of their child's signals, strengthen the parent–child relationship, and encourage emotional communication between them (Barfoot et al., 2017b; Howe, 2006; Shahmoon‐Shanok & Geller, 2009). Importantly, this does not suggest DAHPs should change their professional identity and become “mental” health professionals.…”

Section: Introductionmentioning

confidence: 99%

“…Importantly, this does not suggest DAHPs should change their professional identity and become “mental” health professionals. Rather, training them to identify and address emotional and relational processes is likely to increase the effectiveness of the treatment they provide (Barfoot et al., 2017b; D'Arrigo, Ziviani, Poulsen, Copley, & King, 2017; Shahmoon‐Shanok & Geller, 2009).…”

Section: Introductionmentioning

confidence: 99%

A mental health course for developmental allied healthcare professionals: An exploration of potential effectiveness

Zohar

Sher‐Censor

Elata

2020

Infant Mental Health Journal

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We examined the effectiveness of a mental health course for developmental allied healthcare professionals (DAHPs) that focused on emotional and relational processes inherent to treatment. We hypothesized that (a) following the course, DAHPs would report increased awareness and sense of competence in dealing with these processes; (b) an increased sense of competence would be associated with decreased burnout; (c) following the course, DAHPs would increase their reading and participation in seminars about emotional processes in therapy; and (d) DAHPs would report the course had positive effects on their work and that they use a more relationship-based treatment approach. Participants were 153 Israeli DAHPs. They reported their attitudes and sense of competence in coping with emotional and relational processes in treatment in three time points: before, upon completion, and at follow-up. At follow-up, participants also reported level of burnout and the extent they made changes in their work. They provided examples of these changes, which were qualitatively analyzed. Study hypotheses were supported. Results suggest participating in a relatively brief mental health course is associated with positive changes in DAHPs' attitudes, sense of competence, and professional approach toward a relationship-based treatment. K E Y W O R D S developmental allied healthcare, mental health course, parent-child relationship, parentinfant relationship, relationship-based treatment

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Relationship-based approaches in early childhood intervention: Are these applicable to paediatric occupational therapy under the NDIS?

Cited by 11 publications

References 13 publications

Focus Group With Parents of Children With Mental and Behavioral Health Concerns

Focus Group With Parents of Children With Mental and Behavioral Health Concerns

The experience and role of mentorship for paediatric occupational therapists

A mental health course for developmental allied healthcare professionals: An exploration of potential effectiveness

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