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Reflection as a means to foster client-centred practice.

Ruth Duggan1

  • 1Dalhousie University. Ruth@CornerstoneOT.com

Canadian Journal of Occupational Therapy. Revue Canadienne D'Ergotherapie
|May 11, 2005
PubMed
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Occupational therapists engaging in reflective education gained insights to foster client-centred practice. This approach, while not immediately changing daily routines, serves as a foundation for deeper implementation and improved client outcomes.

Area of Science:

  • Occupational therapy
  • Client-centred practice
  • Reflective education

Background:

  • Client-centred practice emphasizes partnership and justice, promoting client engagement in meaningful occupations.
  • Understanding how occupational therapists can implement client-centred practice within real-world settings is crucial.

Purpose of the Study:

  • To explore insights gained from reflective education among occupational therapists.
  • To demonstrate the effectiveness of reflective education in fostering client-centred practice.

Main Methods:

  • An action research study was conducted by four occupational therapists.
  • Participation in reflective education was utilized as the primary method.

Main Results:

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  • Six key insights emerged: congruence, understanding potential, environmental factors, personal factors, expectations, and lifelong learning.
  • These insights provide a framework for developing client-centred approaches.

    • Conclusions:

    • Reflective group discussions acted as a catalyst for initiating a journey toward more client-centred practice.
    • This reflective process is vital for deepening the understanding and application of client-centred practice beyond superficial changes.
    • Suggestions are offered for integrating reflection to enhance occupational therapy practice and improve client outcomes.