Understanding the Psychosocial Knowledge and Attitudes of School-Based Occupational Therapists

Abstract

School-based occupational therapists feel ill-equipped to intervene with children who have emotional disturbance. In order to understand school-based occupational therapists’ psychosocial knowledge and attitudes, this mixed-methods study employed a phenomenological interview approach (N = 11) and a quantitative survey instrument (N = 630). Findings suggest that therapists do have child psychosocial knowledge but struggle to integrate this knowledge into practice. Commitment to holistic, occupation-based, and client-centered practice enables therapists to deal with the challenges of working with children with emotional disturbance. A reevaluation of academic curriculums and continuing education opportunities to ensure inclusion of child psychosocial knowledge is needed.

Keywords:

• school mental health
• pediatrics
• mental health preparation

Acknowledgement

The authors would like to thank Kathy B. Enger, PhD, Northern Lights Library Network.