Solution-Focused Coaching for Friendship in Pediatric Rehabilitation: A Case Study of Goal Attainment, Client Engagement, and Coach Stances

Abstract

Aims

To examine goal attainment, engagement, and the stances used by coaches providing a solution-focused coaching intervention (SFC-peds) for young people with cerebral palsy pursuing friendship goals.

Methods

The case study involved two clients with cerebral palsy (a young child and his mother, and a youth) and their service providers. An interpretive descriptive approach was used to analyze quantitative and qualitative data. Friendship goal attainment was assessed by the Canadian Occupational Performance Measure and goal attainment scaling, and client engagement was assessed using the Pediatric Rehabilitation Intervention Measure of Engagement-Service Provider version. Information from post-intervention client interviews was used to identify coach stances and relationships with client engagement.

Results

Participants met their friendship goals and were considered to be highly engaged by their coaches. Four coach stances were identified: Respectful Inquiry, a Strengths Presupposition, Implementation Curiosity, and Inspiring Commitment. These stances, and aligned tactics, engaged clients on affective, cognitive, and behavioral levels, and impacted the client’s stance toward their goal.

Conclusions

SFC-peds appears to be an effective and engaging approach for young people with disabilities working on friendship goals. The findings illustrate how the coach’s stances and tactics engage clients, thus impacting the client’s own stances toward change.

KEYWORDS:

• Cerebral palsy
• disability
• strength-based
• SFC-peds
• inquiry

Acknowledgements

We wish to thank Heidi Schwellnus for her initial contributions to this article, and the clients and families who participated in this study. Thank you also to Patricia Baldwin, who consulted with us on the development of the coach’s stances.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This study was supported by a research award from the Canadian Occupational Therapy Foundation. Gillian King holds the Canada Research Chair in Optimal Care for Children with Disabilities, funded by the Canadian Institutes of Health Research. This chair is supported by matching funds from the Kimel Family Opportunities Fund through the Holland Bloorview Kids Rehabilitation Hospital Foundation.

Notes on contributors

Gillian King

Gillian King is a Distinguished Senior Scientist (Bloorview Research Institute), Professor in the Department of Occupational Science and Occupational Therapy (University of Toronto), and Canada Research Chair in Optimal Care for Children with Disabilities (Tier 1). Her research interests include the participation of children with disabilities, youth transitions, client and parent wellness, and client engagement. Her current research focuses on developing measures of engagement in therapy; the key elements and processes underlying the effectiveness of youth transition programs; mental health and the participation of children and youth with disabilities; and the role of resiliency in rehabilitation service delivery.

Sarah Keenan

Sarah Keenan is the Organization Development and Learning Consultant at Holland Bloorview Kids Rehabilitation Hospital. Sarah collaborates with management and decision makers to identify, implement, and support effective organization development interventions. At the time of this study, Sarah worked as a life skills coach, solution-focused coach, and clinical team investigator in the Bloorview Research Institute. Sarah’s research interests include solution-focused coaching, youth transitions, and friendship-based interventions for youth with disabilities.