Occupational Performance Coaching

A Manual for Practitioners and Researchers
 
 
Routledge (Verlag)
  • 1. Auflage
  • |
  • erschienen am 2. Juni 2020
  • |
  • 248 Seiten
 
E-Book | PDF ohne DRM | Systemvoraussetzungen
978-0-429-62112-3 (ISBN)
 

This book presents a definitive guide to understanding, applying, and teaching Occupational Performance Coaching (OPC). Grounded in principles of occupational therapy, person-centredness, and interprofessional frameworks of health and disability, this book will be of interest across health and rehabilitation professions.

Supporting people affected by disability to do well and live the life they want is the ultimate outcome of all rehabilitation professionals, no matter where on the lifespan our clients sit. Coaching is increasingly recognised as highly effective in achieving this aim. This accessible manual provides case examples related to diverse health conditions alongside practitioner reflections. Uniquely, this manual presents coaching methods designed specifically for the rehabilitation environment.

This book is a manual for practitioners, researchers, students, and lecturers interested in gaining a robust understanding of OPC methods, theoretical basis, and implementation.

An e-Resource linked to the book provides access to video demonstrations, a podcast from Dr Graham, and downloadable materials including a self-assessment of OPC skills (OPC Fidelity Measure), templates for clinical work, and teaching presentation material.

1. Auflage
  • Englisch
  • Milton
  • |
  • Großbritannien
Taylor & Francis Ltd
  • Für höhere Schule und Studium
10 schwarz-weiße Abbildungen, 10 schwarz-weiße Zeichnungen, 21 schwarz-weiße Tabellen
  • 6,26 MB
978-0-429-62112-3 (9780429621123)
weitere Ausgaben werden ermittelt

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.

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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