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Participatory Methods to Develop Health Education for PW-SCI: Perspectives on Occupational Justice.

Moussa K Abu Mostafa, Nicola A Plastow, Maggi Savin-Baden

Canadian Journal of Occupational Therapy. Revue Canadienne D'Ergotherapie

|July 27, 2022

Summary

People with spinal cord injury (PW-SCI) in Gaza face challenges post-rehabilitation. Participatory methods in developing health education resources can promote occupational justice and improve daily living for PW-SCI.

Keywords:

Contextual barriers LMIC Obstacles contextuels Participation Participatory action research Structural barriers obstacles structurels participation pays à revenu faible ou moyen recherche participative

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Area of Science:

Occupational Therapy
Public Health
Rehabilitation Science

Background:

Individuals with spinal cord injury (PW-SCI) in Gaza experience significant limitations post-rehabilitation, hindering their ability to meet basic needs and achieve full potential.
Limited evidence exists on promoting occupational justice for PW-SCI within the Gaza Strip.
Occupational justice is crucial for empowering PW-SCI to participate fully in life activities.

Purpose of the Study:

To explore participants' perspectives during a participatory action research (PAR) process.
To co-construct an education manual for PW-SCI in Gaza using a Participatory Occupational Justice framework.
To identify strategies for enhancing occupational justice among PW-SCI.

Main Methods:

A four-step participatory action research (PAR) design was employed.
Eight researchers collaborated with 54 participants from SCI rehabilitation settings in Gaza.
Qualitative data were gathered from eight focus groups and analyzed using inductive thematic analysis.

Main Results:

Two primary themes emerged: 'Enabling occupational justice' and 'Removing barriers to occupational justice'.
Participants' viewpoints highlighted the importance of addressing systemic and environmental factors impacting occupational participation.
The co-construction process yielded valuable insights into culturally relevant interventions.

Conclusions:

Occupational justice is a fundamental consideration in developing occupational therapy educational interventions for PW-SCI.
Participatory methods are effective in creating practical and culturally sensitive health education resources for PW-SCI.
Empowering PW-SCI through co-designed educational tools can facilitate occupational justice and improve life outcomes.