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