A macro perspective for client-centred practice in curricula: Critique and teaching methods.

Area of Science:

• Occupational Therapy Education
• Social Determinants of Health
• Client-Centred Practice

Background:

• Client-centred practice is often overshadowed by social, economic, and political inequities, hindering client goal achievement.
• These external factors create participation barriers that must be acknowledged for effective therapeutic interventions.

Purpose of the Study:

• Advocates for integrating a macro perspective into occupational therapy curricula.
• Aims to motivate educators to develop students' skills in navigating complex client-centred practice.
• Emphasizes the need to address participation barriers and supports within education.

Main Methods:

• Integrates a critical literature review on client-centred practice.
• Incorporates reflexivity from disability studies and autoethnography.
• Analyzes the theoretical underpinnings of a macro perspective in occupational therapy.

Main Results:

• Educational standards increasingly recognize the impact of socio-economic and political contexts on client-centred practice.
• Strong theoretical support exists for a macro perspective, yet practical teaching methods are underdeveloped.
• A need exists for strategies to integrate macro-level concepts and develop student competencies for empowered practice.

Conclusions:

• Educators must critically evaluate their teaching methods to ensure adequate preparation for client-centred practice.
• Shifting focus from a micro to a macro perspective is essential for promoting occupational justice and client empowerment.
• Curricula should equip students to address systemic factors influencing client participation and outcomes.