Implementing Partnering for Change in Québec: Occupational Therapy Activities and Stakeholders' Perceptions

Area of Science:

• Occupational Therapy
• Educational Psychology
• Implementation Science

Background:

• The Partnering for Change (P4C) model is an occupational therapy framework primarily documented in Ontario.
• Limited information exists on P4C implementation in other Canadian provinces, particularly Québec.

Purpose of the Study:

• To describe the implementation of the P4C model in two Québec elementary schools (P4C-Q).
• To analyze therapy practices, their impacts, influencing factors, and provide recommendations for P4C-Q.
• To explore the experiences of therapists and school stakeholders during P4C implementation.

Main Methods:

• A sequential mixed-methods design was employed.
• Therapists (n=2) maintained daily journals detailing P4C-Q activities.
• Semi-structured interviews were conducted with therapists and school stakeholders (n=11), analyzed via content analysis.

Main Results:

• Therapy predominantly involved classroom-wide activities and collaboration with educators.
• Coaching emerged as a key strategy across various practices.
• Positive impacts included school capacity-building and enhanced child functioning.
• Relationship-building was identified as crucial for successful implementation.

Conclusions:

• The P4C-Q implementation highlights the importance of collaborative, classroom-focused occupational therapy practices.
• Effective implementation hinges on strong relationships between therapists and school staff.
• Lessons learned offer valuable insights for adapting P4C in diverse educational settings.