Ingredients and change processes in occupational therapy for children: a grounded theory study
Sammanfattning
Background: There is limited evidence about the effectiveness of occupational therapy interventions
for participation outcomes in children with coordination difficulties. Developing theory
about the interventions, i.e. their ingredients and change processes, is the first step to advance
the evidence base.
Aim: To develop theory about the key ingredients of occupational therapy interventions for children
with coordination difficulties and the processes through which change in participation
might happen.
Material and methods: Grounded theory methodology, as described by Kathy Charmaz, was
used to develop the theory. Children and parents participated in semi-structured interviews to
share their experiences of occupational therapy and processes of change. Data collection and
analysis were completed concurrently using constant comparison methods.
Results: Five key ingredients of interventions were described: performing activities and tasks;
achieving; carer support; helping and supporting the child; and labelling. Ingredients related to
participation by changing children’s mastery experience, increasing capability beliefs and sense of
control. Parents’ knowledge, skills, positive emotions, sense of empowerment and capability
beliefs also related to children’s participation.
Conclusion and significance: The results identify intervention ingredients and change pathways
within occupational therapy to increase participation. It is unclear how explicitly and often therapists
consider and make use of these ingredients and pathway.