Therapists' perceptions about making a difference in parent-child relationships in early intervention occupational therapy services.

Academic Article


  • OBJECTIVE: The purpose of this study was to better understand occupational therapists' experiences of making a difference in parent-child relationships. METHOD: 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. CONCLUSION: 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.
  • Authors

  • Mayer, Mary L
  • White, Barbara
  • Ward, Judith D
  • Barnaby, Elizabeth M
  • Status

    Publication Date

  • 2002
  • Keywords

  • Adolescent
  • Attitude of Health Personnel
  • Child
  • Child, Preschool
  • Counseling
  • Disabled Children
  • Early Intervention, Educational
  • Humans
  • Infant
  • Interviews as Topic
  • Occupational Therapy
  • Parent-Child Relations
  • Professional Role
  • Qualitative Research
  • United States
  • Digital Object Identifier (doi)

    Pubmed Id

  • 12125830
  • Start Page

  • 411
  • End Page

  • 421
  • Volume

  • 56
  • Issue

  • 4