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Therapists' perceptions about making a difference in parent-child relationships in early intervention occupational
Mary L Mayer1, Barbara Prudhomme White, Judith D Ward
1Public School System, Anchorage, Alaska, USA.
Objective:
The purpose of this study was to better understand occupational therapists' experiences of making a difference in parent-child relationships.
Method:
In this qualitative, instrumental case study, occupational therapists working in early intervention were asked to reflect on and describe occasions in which they believed that they made a real difference in parent-child relationships. The primary investigator interviewed nine experienced pediatric occupational therapists.
Results:
All nine therapists highly valued the parent-child relationship and focused on these relationships in therapy. Eight themes emerged that described the therapists' practice insights and methods by which the therapists facilitated the parent-child relationship.
Conclusion:
The occupational therapists in this study reflected insights that resonate with the literature regarding the role of the parent-child relationship in the development of children. The authors raise the question about the adequacy of instruction at the pre-service level that prepares therapists to both assess and facilitate the parent-child relationship in early intervention.