Therapists' perceptions about making a difference in parent-child relationships in early intervention occupational therapy services.
OBJECTIVE
The purpose of this study was to better understand occupational therapists' experiences of making a difference in parent-child relationships.


METHODS
In this qualitative, instrumental case study, occupational therapists working in early intervention were asked to reflect on and describe occasions in which they believed that they made a real difference in parent-child relationships. The primary investigator interviewed nine experienced pediatric occupational therapists.


RESULTS
All nine therapists highly valued the parent-child relationship and focused on these relationships in therapy. Eight themes emerged that described the therapists' practice insights and methods by which the therapists facilitated the parent-child relationship.


CONCLUSIONS
The occupational therapists in this study reflected insights that resonate with the literature regarding the role of the parent-child relationship in the development of children. The authors raise the question about the adequacy of instruction at the pre-service level that prepares therapists to both assess and facilitate the parent-child relationship in early intervention.
Public School System, Anchorage, Alaska, USA.
Mary L
ML
Mayer
Barbara Prudhomme
BP
White
Judith D
JD
Ward
Elizabeth M
EM
Barnaby
D000293:Adolescent; D001291:Attitude of Health Personnel; D002648:Child; D002675:Child, Preschool; D003376:Counseling; D019988:Children with Disabilities; D018479:Early Intervention, Educational; D006801:Humans; D007223:Infant; D007407:Interviews as Topic; D009788:Occupational Therapy; D010287:Parent-Child Relations; D024382:Professional Role; D036301:Qualitative Research; D014481:United States