GL2 Occupational Performance Coaching Flashcards
Why is coaching consistent with the core components of contemporary methods of intervention?
Occupational performance coaching is consistent with contemporary methods of intervention as it centres around enablement perspectives, occupation-centred practice and is family and client centred. In this nature, occupational performance coaching is client centred, strengths based and focuses of future possibilities and client orientation whilst using a collaborative approach within meaningful goals and real-world situations.
With which children or family contexts is it not suitable to use coaching?
Occupational performance coaching is not suitable to use when children are medically compromised and when parents have mental health issues or learning difficulties.
Describe the differing expertise brought to the coaching process by both parents and therapists.
The parents brings expert knowledge about the child and their daily lives as well as an understanding of ones likes/dislikes, occupations and the environmental context in which these occur. The parent also brings knowledge about techniques and strategies that they have tried in the past and they know whether these have worked or not for their child. The therapist brings expertise regarding understanding of the occupation, child development, evidence based interventions, knowledge of condition, community resources, understanding of the impact of context on behaviour and modelling or hands on trailing of strategies. With collaborative partnership between the parents and therapists, it can produce a better coaching process.
What is the purpose of the Emotional support domain in occupational performance coaching?
Emotional support is the verbal and non-verbal strategies used by the therapist to proceed from a problem-based view of issues to a more solution-based focus. Emotional support is an enabling domain as it encourages a proactive orientation which motivates parents to persist with implementation of new strategies.
Describe the 5 ways the therapist engages with the parent during the emotional support domain.
1) Listen: it is important for the therapist to listen without judgement as this validates parents’ experience and knowledge and helps build trust between the parent and the therapist.
2) Empathise: through showing empathy it communicates respect and trust for the parents’ perspective and allows for collaborative problem solving
3) Reframe: through paraphrasing or gently offering alternative interpretations the therapist can assist parents to reframe perceptions about issues
4) Guide: guiding provides a ‘lead from behind’ approach which helps to seek and provide information while encouraging parents to make choices about changes or actions
5) Encourage: this aims to provide specific feedback by complimenting parents actions and providing insights and observations
Describe the process of collaborative performance analysis (CPA).
Collaborative performance analysis (CPA) involves four steps. To begin with, the therapist should identify what is currently happening and focus on the problem first. They need to identify the current situation regarding the child’s and parent’s/significant other’s actions, background and immediate environment, strategies and accommodations used or tired and performance outcomes of those. Secondly, the therapist will identify what the parent would like to happen- their goals. The third step is the therapist exploring the barriers and bridges to enabling performance by finding the child’s motivation, knowledge about how to do the task and their ability to do it. Finally, the therapist will interpret the parents’ needs in implementing and enabling changing including interpreting child’s performance, their motivation for change and learning needs.
Apart from CPA, what other information is exchanged during the information exchange domain?
It can be useful to exchange information regarding typical development, health conditions and impairments, teaching and learning strategies as well as community resources and entitlements.
Describe the Structured Problem-Solving Process in Occupational Performance Coaching.
The structured problem-solving process is a process/format followed during sessions and hopefully independently by the client during other contexts. The process involves setting goals and then from these goals setting sub-goals. From this the context of performance be graded from discrete (e.g. at home) to generalised (e.g. at school). The therapist may trial strategies/techniques with children as part of an exploration of options and may use guided questioning to help the parent to identify their own strategies/techniques by way of reflection.
Why is coaching an appropriate approach to service delivery within early intervention?
Evidence supports coaching as an appropriate approach to service delivery with early intervention. There is high quality evidence that parent coaching is effective for improving educational outcomes in children at risk of developmental delay. There is also moderate quality single study evidence for coaching in improving educational outcomes in children with autism, motor outcomes in children with CP and vocabulary development in children with developmental delay.
What factors might you consider in deciding to use OPC as an approach to intervention?
Effects on family, impact on child, child’s performance (are they highly dependent on specific contexts?)
