Thesis (Sc.D.)--Boston University / Occupational therapists recognize that families are central to the wellbeing
of children and that incorporating parent perspectives into intervention is
an essential component of the therapy process. Although family-centered
outcomes are specifically espoused in the pediatric occupational therapy
literature, parent perspectives have not been the focus of efficacy studies. This
collection of papers reports three sets of findings designed to understand
parents' perspectives related to occupational therapy using sensory integration
approaches. In both studies, interviews with parents were conducted,
audiotaped, transcribed, and analyzed using grounded theory methods.
The first study reported here describes parents' point of view regarding
their hopes for outcomes prior to their children's participation in occupational
therapy using a sensory integration approach. These parents identified two
overarching directions for therapy. One focus for change was their children.
Three themes pertinent to the occupation of children; social participation, self regulation, and perceived competence, were identified. Parents also include
themselves as both agents and recipients of change.
The second and third papers describe parents' point of view after their
children have been discharged from therapy. The parents' perceptions of the
benefits of therapy for their children are categorized into three interrelated
constructs: abilities, activities, and reconstruction of self-worth. For
themselves, parents value understanding their children's behavior in new
ways. This shift in understanding is hypothesized to facilitate a change in
expectations for themselves and their children. Further, parents value having
their parenting experience validated and being able to support and advocate for
their children.
The parents' actual experience of sitting in the waiting room while their
children received occupational therapy also emerged as a powerful theme.
Through their interactions with one another, sharing stories, experiences,
parenting challenges, and resources, the particular group of parents
interviewed for the second study gave and received naturally occurring support
for parenting children with sensory integration dysfunction. Implications for
expanding the definition of family-centered intervention and for future research
are proposed.
| Identifer | oai:union.ndltd.org:bu.edu/oai:open.bu.edu:2144/35678 |
| Date | January 2000 |
| Creators | Cohn, Ellen Sue |
| Publisher | Boston University |
| Source Sets | Boston University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
| Rights | This work is being made available in OpenBU by permission of its author, and is available for research purposes only. All rights are reserved to the author. |
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