title: Occupational therapists' and physiotherapists' perceptions of implementing Occupational Performance Coaching.
abstract: Occupational Performance Coaching (OPC) has been proposed as an intervention for working with caregivers towards achievement of goals for themselves and their children. Preliminary studies indicate the effectiveness of OPC; however, translation into practice requires an understanding of therapists' perceptions of applying OPC in their service delivery settings. This study explored physio- and occupational-therapists' experiences of using OPC and their perceptions of the contextual factors which influence its implementation.
  
  
  
  Interviews and a focus group were used to gather physio- (n = 4) and occupational- (n = 12) therapists' perspectives of applying OPC in their work with caregivers of children with disabilities. Data were analysed thematically.
  
  
  
  One overarching theme and three major themes emerged. The overarching theme, "Listening better" pervaded all other themes. Three major themes, each with subthemes, were: (1) Sharing power, (2) Reprioritising processes, and (3) Liberating but challenging. Implementing OPC drew on skills that were familiar to therapists and aligned with existing values when working with families but challenged some aspects of their practice.
  
  
  
  From physio- and occupational-therapists' perspectives, OPC is applicable in a range of paediatric service environments. However, therapist and service-level flexibility appeared to be key contextual factors in adhering to intervention principles. Implications for Rehabilitation Occupational Performance Coaching (OPC) is a strengths-focused intervention in which caregiver engagement and active involvement is prioritised. Therapists reported distinct changes to the process of therapy and outcomes achieved following OPC training and implementation. Most therapists indicated that OPC enabled them to operationalisation person-centred principles to a greater extent which they perceived enhanced the way therapy was delivered and the benefit to services users. Some flexibility in service structures may be needed to implement OPC in the way it was intended.
authors.affiliation: a Rehabilitation Teaching and Research Unit, University of Otago , Wellington , New Zealand.
authors.forename: Fiona
authors.initials: F
authors.lastname: Graham
authors.affiliation: b Occupational Therapy, Department of Clinical Therapies , University of Limerick , Castletroy, Limerick , Republic of Ireland.
authors.forename: Pauline
authors.initials: P
authors.lastname: Boland
authors.affiliation: c School of Health and Rehabilitation Sciences and Children's Health Queensland , University of Queensland , Brisbane , Australia.
authors.forename: Jenny
authors.initials: J
authors.lastname: Ziviani
authors.affiliation: c School of Health and Rehabilitation Sciences and Children's Health Queensland , University of Queensland , Brisbane , Australia.
authors.forename: Sylvia
authors.initials: S
authors.lastname: Rodger
mesh_terms: D000488:Allied Health Personnel; D001291:Attitude of Health Personnel; D017028:Caregivers / Q000193:education*; D002648:Child; D017144:Focus Groups; D006801:Humans; D007407:Interviews as Topic; D000071252:Mentoring / Q000379:methods*; D000072087:Occupational Therapists / Q000523:psychology*; D009788:Occupational Therapy / Q000193:education / Q000379:methods; D059825:Physical Therapists / Q000523:psychology*; D026741:Physical Therapy Modalities / Q000193:education*
keywords: Paediatric rehabilitation; coaching; family-centred practice; feasibility; interprofessional; occupational therapy; physiotherapy