4,194
Views
20
CrossRef citations to date
0
Altmetric
Research Papers

Parent engagement and disengagement in paediatric settings: an occupational therapy perspective

, , &
Pages 2882-2893 | Received 04 Mar 2018, Accepted 23 Jan 2019, Published online: 11 Apr 2019

References

  • Rosenbaum P, King S, Law M, et al. Family-centred service. Phys Occup Ther Pediatr. 1998;18:1–20.
  • Hanna K, Rodger S. Towards family-centred practice in paediatric occupational therapy: a review of the literature on parent-therapist collaboration. Austral Occup Ther J. 2002;49:14–24.
  • Lawlor MC. The particularities of engagement: intersubjectivity in occupational therapy practice. OTJR: Occup Part Health. 2012;32:151–159.
  • Haine-Schlagel R, Roesch SC, Trask EV, et al. The parent participation engagement measure: Reliability and validity in child and adolescent community mental health services. Admin Policy Mental Health. 2016;43:813–823.
  • King G, Chiarello LA, Thompson L, et al. Development of an observational measure of therapy engagement for pediatric rehabilitation. Disabil Rehabil. 2017:1–12.
  • D'Arrigo R, Ziviani J, Poulsen AA, et al. Child and parent engagement in therapy: what is the key? Austral Occup Ther J. 2016;64:340–343.
  • D'Arrigo R, Ziviani J, Copley J, et al. Measures of parent engagement for children receiving developmental or rehabilitation interventions: a systematic review. Physi Occup Ther Pediatr. 2017;38:18–38.
  • James S, Ziviani J, King G, et al. Understanding engagement in home-based interactive computer play: perspectives of children with unilateral cerebral palsy and their caregivers. Phys Occup Ther Pediatr. 2015;36:343–358.
  • King G, Currie M, Petersen P. Child and parent engagement in the mental health intervention process: a motivational framework. Child Adolesc Mental Health. 2014;19:2–8.
  • Bright FAS, Kayes NM, Worrall L, et al. A conceptual review of engagement in healthcare and rehabilitation. Disabil Rehabil. 2015;37:643–654.
  • Fingerhut PE, Piro J, Sutton A, et al. Family-centered principles implemented in home-based, clinic-based, and school-based pediatric settings. Am J Occup Ther. 2013;67:228–235.
  • Division for Early Childhood. Division for early childhood recommended practices in early intervention/early childhood special education. 2014.
  • Novak I, Cusick A, Lannin N. Occupational therapy home programs for cerebral palsy: double-blind, randomized, controlled trial. Pediatrics. 2009;124:606–614.
  • Ryan RM, Deci EL. Self-determination theory: basic psychological needs in motivation, development, and wellness. New York (NY): Guilford Press; 2017.
  • Smart E, Aulakh A, McDougall C, et al. Optimizing engagement in goal pursuit with youth with physical disabilities attending life skills and transition programs: an exploratory study. Disabil Rehabil. 2016; 39:2029–2038.
  • Costa UM, Brauchle G, Kennedy-Behr A. Collaborative goal setting with and for children as part of therapeutic intervention. Disabil Rehabil. 2017;39:1589–1600.
  • Hunt M. Strengths and challenges in the use of interpretive description: reflections arising from a study of the moral experience of health professionals in humanitarian work. Qual Health Res. 2009;19:1284–1292.
  • Thorne S. Interpretive description: qualitative research for applied practice. New York (NY): Routledge; 2016.
  • Thorne S. Working data. In: Thorne S, editor. Interpretive description: qualitative research for applied science. Second ed. New York (NY): Routledge; 2016. p. 155–171.
  • Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3:77–101.
  • Marks DF, Yardley L. Content and thematic analysis. In: Marks DF, Yardley L, editors. Research methods for clinical and health psychology. London: SAGE Publications, Ltd; 2004. p. 56–68.
  • Shenton AK. Strategies for ensuring trustworthiness in qualitative reserch projects. Educ Inform. 2004;22:63–75.
  • Thorne S. Making sense of data. In: Thorne S, editor. Intepretive description. California: Left Coast Press Inc; 2008. p. 141–161.
  • Patton MQ. Enhancing the quality and credibility of qualitative studies. In: Patton MQ, editor. Qualitative research and evaluation method: integrating theory and practice. Fourth edition ed. California: SAGE; 2015. p. 652–710.
  • Pearson A, Hannes K. Evidence about patients' experiences and concerns. In: Hoffmann T, Bennett S, Mar CD, editors. Evidence-based practice across the health professions. 2nd edition. Sydney: Elsevier Health Sciences; 2013.
  • Karver MS, Handelsman JB, Fields S, et al. Meta-analysis of therapeutic relationship variables in youth and family therapy: the evidence for different relationship variables in the child and adolescent treatment outcome literature. Clin Psychol Rev. 2006;26:50–65.
  • Nelson A, Allison H. Relationships: the key to effective occupational therapy practice with urban Australian indigenous children. Occup Ther Int. 2007;14:57–70.
  • Taylor RR. A model of the intentional relationship. In: Taylor RR, editor. The intentional relationship occupational therapy and use of self. Philadelphia (PA): F.A. Davis Co.; 2008.
  • Hocking C, Ness NE. Introduction to the revised minimum standards for the education of occupational therapists—2002. WFOT Bull. 2016;46:30–33.
  • Bonsaksen T. Self-reported therapeutic style in occupational therapy students. Br J Occup Ther. 2013;76:496–502.
  • Kruijsen-Terpstra AJ, Verschuren O, Ketelaar M, et al. Parents' experiences and needs regarding physical and occupational therapy for their young children with cerebral palsy. Res Dev Disabil. 2016;53-54:314–322.
  • Cuskelly M, Poulsen AA. Children’s understanding of purpose: a matter of choice. In: Ziviani J, Cuskelly M, Poulsen AA, editors. The art and science of motivation. London: Jessica Kingsley Publishers; 2013. p. 59–90.
  • Williams GC, McGregor HA, Zeldman A, et al. Testing a self-determination theory process model for promoting glycemic control through diabetes self-management. Health Psychol. 2004;23:58–66.
  • Vansteenkiste M, Claes L, Soenens B, et al. Motivational dynamics among eating‐disordered patients with and without nonsuicidal self‐injury: a self‐determination theory approach. Eur Eating Dis Rev. 2013;21:209–214.
  • Meyns P, Roman de Mettelinge T, van der Spank J, et al. Motivation in pediatric motor rehabilitation: a systematic search of the literature using the self-determination theory as a conceptual framework. Dev Neurorehabil. 2018;21:371–390.
  • Järvikoski A, Härkäpää K, Martin M, et al. Service characteristics as predictors of parents’ perceptions of child rehabilitation outcomes. J Child Health Care. 2015;19:106–117.
  • Gilmore R, Ziviani J, Sakzewski L, et al. A balancing act: children's experience of modified constraint-induced movement therapy. Dev Neurorehabil. 2010;13:88–94.
  • Graham F. Occupational performance coaching: A contemporary approach for working with parents of children with occupational challenges [PhD Thesis]: The University of Queensland, School of Health and Rehabilitation Sciences; 2010.
  • Ziviani J. Occupational performance: a case for self-determination. Austral Occup Ther J. 2015;62:393–400.
  • King G, Schwellnus H, Servais M, et al. Solution focused coaching in pediatric rehabilitation: investigating transformative experiences and outcomes for families. Phys Occup Ther Pediatr. 2017 [cited Oct 23]; [17 p.]. DOI:10.1080/01942638.2017.1379457
  • Bandura A. Social cognitive theory. In: Kessler EH, editor. Encyclopedia of management theory. Thousand Oaks (CA): Sage Publications; 2013. p. 710–715.
  • Andrews F, Griffiths N, Harrison L, et al. Expectations of parents on low incomes and therapists who work with parents on low incomes of the first therapy session. Austral Occup Ther J. 2013;60:436–444.
  • King G, Schwellnus H, Keenan S, et al. Youth engagement in pediatric rehabilitation: service providers' perceptions in a real-time study of solution-focused coaching for participation goals. Phys Occup Ther Pediatr. 2018;38:527–547.
  • Gopalan G, Goldstein L, Klingenstein K, et al. Engaging families into child mental health treatment: updates and special considerations. J Can Acad Child Adolesc Psychiatry. 2010;19:182–196.
  • Hudson JL, Kendall PC, Chu BC, et al. Child involvement, alliance, and therapist flexibility: process variables in cognitive-behavioural therapy for anxiety disorders in childhood. Behav Res Ther. 2014;52:1–8.
  • Phoenix M, Vanderkaay S. Client-centred occupational therapy with children: a critical perspective. Scand J Occup Ther. 2015;22:318–321.
  • Solish AJ. Parents' involvement in behavioural intervention for their children with autism. Canada: York University; 2010.
  • Rodger S. Becoming an occupation-centered practitioner. In: Rodger S, editor. Occupation-centred practice with children: a practical guide for occupational therapists. United Kingdom: John Wiley & Sons, Incorporated; 2017. p. 21–44.
  • Levac D. How can therapists enhance children's engagement in home-based rehabilitation interventions? Phys Occup Ther Pediatr. 2016;36:359–362.
  • Kinsella E. Embodied reasoning in professional practice. In: Schell BAB, Schell JW, editors. Clinical and professional reasoning in occupational therapy. Philadelphia (PA): Wotlers Kluwer; 2018. p. 105–124.
  • Turpin MJ, Copley JA. Interactive reasoning. In: Schell BAB, Schell JW, editors. Clinical and professional reasoning in occupational therapy. Philadelphia (PA): Wotlers Kluwer; 2018. p. 245–260.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.