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Full Product Details

Author:   Fiona Graham ,  Ann Kennedy-Behr ,  Jenny Ziviani
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 15.60cm , Height: 1.60cm , Length: 23.40cm
Weight:   0.453kg
ISBN:  

9780367152253

ISBN 10:   0367152258
Pages:   248
Publication Date:   09 July 2020
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Table of Contents Foreword Preface Acknowledgements Chapter One: Introduction References Chapter Two: Theoretical and Conceptual Foundations Key messages Reflective questions Occupational Performance Coaching, in a nutshell OPC targets participation outcomes The concept of occupational performance Person- and family-centred care Alignment of OPC with person- and family-centered care Person-centred care explained Family-centred care explained Coaching single and multiple clients: merging person- and family-centred practices Building family capacity through coaching Self Determination Theory What is SDT? Adult learning Alignment of OPC to adult learning theory Transformational learning theories Contrasting OPC with other coaching interventions Distinguishing aspects of OPC from other coaching interventions Occupational Performance Coaching logic model Conclusion References Chapter Three: Implementation Procedures Key messages Reflective questions Overview of the OPC domains: Connect, Structure and Share The first domain: Connect Connect: Listen Mindful awareness The challenge of listening Connect: Empathise Empathy and self-care of practitioner Connect: Partner Why is partnering challenging? Have we got time to partner? How can we cultivate partnership? The second domain: Structure Structure: Establish valued participatory goals Why do goals need to be ‘valued? Why do goals need to be ‘participatory’? How do we describe degree of change or the scale of OPC goals? How can we measure goal progress? Whose goals are targeted in OPC? What does OPC with multiple clients look like? Structure: Collaborative Performance Analysis Collaborative Performance Analysis: Envision Collaborative Performance Analysis: Explore Exploring the ‘Person’ Exploring the ‘Task’ Exploring the ‘Environment’ Collaborative Performance Analysis: Engage Structure: Act Act: Intentions Act: Doing it Structure: Evaluate Structure: Generalise The third domain: Share Share: Curiosity Share: Expect resourcefulness Share: Ask first Share: Prompt reflections Share: Teach principles Conclusion References Chapter Four: Fidelity Processes Key messages Reflective questions A fidelity framework What practitioner background training is needed? Are there pre-requisite practitioner competencies for OPC? How is OPC training delivered? Practitioner training Researcher training Minimising implementation drift Tailoring of training Training of trainers in OPC What dosage of OPC is required to effect change? What delivery formats are suitable for OPC? How is fidelity to OPC measured? OPC Fidelity Measure How have client perspectives of fidelity been gathered? How is OPC fidelity monitored? External observer monitoring Self-monitoring of fidelity How can OPC be tailored? Are outcome measures considered an adaptation to OPC? Can I grade language and visual supports without tailoring OPC? How is cultural diversity accommodated within OPC delivery? What therapeutic strategies are beyond tailoring of OPC? Conclusion References Chapter Five: Threshold Concepts Key messages Reflective questions Threshold Concept #1: High trust partnerships are critical to coaching and are intentionally developed. What are high trust partnerships? The power of high trust partnerships High trust partnerships in action Threshold Concept #2: Meaningful goals are when dreams come true, rather than problems minimised. What are meaningful goals? The power of motivating goals Motivating goals in action Threshold Concept #3: Impairments rarely inform solutions. Enabling strategies can arise from anywhere. What are enabling strategies for occupational performance/ participatory goals? The power of a systems view for identifying strategies A systems view of enablement in action Threshold Concept #4: Clients, rather than practitioners, are the agents of change in coaching. What is client agency within coaching? The power of client agency Client agency in action Threshold Concept #5: Expertise in coaching lies in how we engage with people rather than what we know about them. What does it mean to be expert at engaging with clients? The power of expertise in engaging with people Expert engagement in action Conclusion References Chapter Six: Research Findings Key messages Reflective questions OPC with primary caregivers Client strategies which effect change arising from OPC Lived experience of engaging in OPC Mothers’ perspectives Therapists’ perspectives OPC with teachers Research using adapted versions of OPC OPC after stroke Future research Conclusion References Chapter Seven: Practice in Diverse Service Delivery Contexts Key messages Reflective questions Service delivery implications How does OPC fit with service values? How does OPC impact on practitioner time use? How can OPC principles inform first contact and triage? How might OPC affect team structures? Does OPC affect the overall amount of therapy clients receive? How can the principles of OPC inform service delivery beyond researched populations and formats? OPC with at-risk infants and their parents OPC in single session contacts Tele-OPC Adaptive equipment assessment Can OPC work through interpreters? Does OPC translate across diverse cultures? When is OPC not the right fit? How should I evaluate outcomes of OPC in my clinical work? As a service leader, how can I support application of OPC? Support practice change at all levels Mentor new staff Communicating OPC What does written communication informed by OPC look like? Casenotes Communicating OPC to colleagues and partner agencies Conclusion References Afterword Electronic Resources Reference Page Chapter One: Podcast Chapter Five: Video demonstration series Introductory Teaching Resources Appendix A: Occupational Performance Coaching Fidelity Measure (OPC-FM) Scale Descriptors and Rating Guide Appendix B: Occupational Performance Coaching Process Appendix C: Occupational Performance Coaching: Goal Examples Child related goal examples Adult related goal examples Appendix D: Occupational Performance Coaching: Goal Development Example and Template Appendix E: Suggested Wording for Occupational Performance Coaching (OPC) Template for Intervention Description and Replication (TIDieR) Appendix F: Occupational Performance Coaching: Session Schedule Appendix G: Occupational Performance Coaching: Casenote Audit Tool Appendix H: Occupational Performance Coaching: Casenote Template Appendix I: Occupational Performance Coaching: Discharge Report Template

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Author Information

Fiona Graham is Senior Lecturer in interprofessional rehabilitation at the University of Otago, New Zealand. Fiona has over 25 years’ experience working with children and families in public, private, health, and education sectors. She travels internationally, speaking and teaching on the use of coaching in rehabilitation settings. Dr Graham developed Occupational Performance Coaching as part of her doctoral studies with Vale Professor Sylvia Rodger and Professor Jenny Ziviani at The University of Queensland. Her research continues to examine the use of OPC in diverse settings, knowledge translation, and interprofessional practice. Ann Kennedy-Behr is Senior Lecturer in occupational therapy at the University of South Australia. An experienced clinician, she is passionate about supporting parents and caregivers of children with disabilities and making healthcare as accessible as possible, particularly for people living in rural and remote areas. Jenny Ziviani is Professor of Occupational Therapy at The University of Queensland with extensive experience in family-centred multi-disciplinary research for children with developmental challenges and their families. Her specific interest is in strategies that harness motivation and support self-competence as children and their families navigate their way to achieving personally meaningful life goals.

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