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Modeling in Therapy01:26

Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
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Related Experiment Video

Updated: Jun 16, 2026

Repeated Transcranial Magnetic Stimulation Combined with Action Observation Training in Children with Spastic Cerebral Palsy
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Published on: August 9, 2024

Critical reflections on school-based occupational therapy.

Judy Beck Ericksen1

  • 1Elizabethtown College, Elizabethtown, PA 17552, USA. ericksenj@etown.edu

Scandinavian Journal of Occupational Therapy
|February 23, 2010
PubMed
Summary

This study details implementing client-centered, occupation-based practices in a school district. It examines factors influencing this practice change process.

Area of Science:

  • Occupational therapy
  • Educational psychology
  • Healthcare management

Background:

  • Implementing client-centered and occupation-based practices is crucial for effective service delivery in schools.
  • Facilitating practice change requires understanding contextual factors within diverse educational settings.
  • Previous research highlights the need for systematic approaches to integrating new therapeutic models into public school systems.

Purpose of the Study:

  • To describe the process of facilitating practice change towards client-centered and occupation-based approaches in a diverse suburban public school district.
  • To identify factors that facilitated and constrained the implementation of these practice changes.
  • To provide insights for other districts seeking to adopt similar practice models.

Main Methods:

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Published on: August 9, 2024

  • The study involved a qualitative description of a change process occurring between 2001 and 2006.
  • The School Assessment of Motor and Praxis Skills (School AMPS) was utilized as part of the intervention process.
  • Factors influencing change were analyzed through contextual description and author reflection.

Main Results:

  • The implementation of client-centered and occupation-based practices was a complex process influenced by various factors.
  • The School AMPS provided a framework for assessment and guided practice changes.
  • Specific facilitators and constraints to the change process were identified within the school district's context.

Conclusions:

  • Facilitating practice change towards client-centered and occupation-based models in schools is achievable but requires careful planning and consideration of contextual factors.
  • The use of standardized assessment tools like the School AMPS can support practice transformation.
  • Understanding and addressing both facilitating and constraining factors is essential for successful and sustainable change in educational settings.