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How do parents frame their engagement experience in early intervention? A grounded theory study
Phillip Antony Harniess1,2,3, Anna Purna Basu4,5, Jeff Bezemer1
1Institute of Education, UCL, London, UK.
Parental engagement in early intervention for infants with cerebral palsy evolves with critical life events. Understanding these shifts helps therapists support families and improve infant outcomes.
Area of Science:
- Pediatrics
- Developmental Psychology
- Rehabilitation Therapy
Background:
- Parent and therapist engagement is crucial for early intervention (EI) in infants with cerebral palsy (CP).
- Effective partnerships enhance therapeutic outcomes for children with CP.
- Understanding parental experiences in EI is vital for optimizing support.
Purpose of the Study:
- To explore parents' perceptions of their engagement experiences in early intervention services over time.
- To understand how parental engagement evolves within the context of infant physiotherapy and occupational therapy for cerebral palsy.
Main Methods:
- Grounded theory methodology was employed.
- Twenty parents from diverse backgrounds participated in 22 interviews, some conducted longitudinally.
- Interviews focused on engagement experiences within UK National Health Service (NHS) community-based EI services.
Main Results:
- Parents' engagement perspectives shift based on critical circumstances like neonatal trauma, CP diagnosis, and child's response to therapy.
- Disrupted transition to parenthood influences parents' sense-making of their EI engagement.
- Frames of uncertainty, pursuit, and transformation characterize parents' evolving engagement patterns in EI.
Conclusions:
- Parental engagement in EI is dynamic and influenced by significant life events.
- Therapists can better support parental transition and infant outcomes by understanding these evolving engagement patterns.
- This research informs therapeutic strategies for enhanced family-centered care in early intervention for cerebral palsy.
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