Occupational Performance Coaching: A Manual for Practitioners and Researchers / Edition 1

by Fiona Graham, Ann Kennedy-Behr, Jenny Ziviani

Overview

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. You can access this eResource via http://resourcecentre.routledge.com/books/9780367427962

Product Details

ISBN-13:	9780367427962
Publisher:	Taylor & Francis
Publication date:	07/09/2020
Pages:	248
Sales rank:	941,173
Product dimensions:	6.12(w) x 9.19(h) x (d)

About the Author

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

List of figures xiii

List of tables xv

List of boxes xvii

Foreword xix

Preface xxi

Acknowledgements xxiii

List of abbreviations xxv

1 Introduction Fiona Graham 1

References 6

2 Theoretical and conceptual foundations Fiona Graham Jenny Ziviani 8

Key messages 8

Reflective questions 9

Occupational Performance Coaching in a nutshell 9

International classification of Functioning, Disability and Health 10

OPC targets participation outcomes 12

The concept of occupational performance 13

Person- and family-centred care 16

Alignment of OPC with person- and family-centred care 16

Person-centred care explained 17

Family-centred care explained 18

Coaching single and multiple clients: merging person- and family-centred practices 18

Building family capacity through coaching 18

Self Determination Theory 19

What is SDT? 19

Adult learning 22

Alignment of OPC to adult learning theory 23

Transformational learning theories 24

Contrasting OPC with other coaching interventions 25

Distinguishing aspects of OPC from other coaching interventions 30

Occupational Performance coaching logic model 31

Conclusion 33

References 33

3 Implementation procedures Fiona Graham Jenny Ziviani 40

Key messages 40

Reflective questions 40

Overview of the OPC domains: Connect Structure, and Share 41

The first domain: Connect 42

Connect: listen 43

Mindful awareness 44

The challenge of listening 45

Connect: empathise 46

Empathy and self-care of practitioner 49

Connect: partner 51

Why is partnering challenging? 51

Have we got time to partner? 52

How can we cultivate partnership? 53

The second domain: Structure 54

Structure: establish valued participatory goals 55

Why do goals need to be 'valued'? 56

Why do goals need to be 'participatory'? 57

How do we describe degree of change or the scale of OPC goals? 59

How can we measure goal progress? 60

Whose goals are targeted in OPC? 61

What does OPC with multiple clients look like? 62

Structure: collaborative performance analysis 65

Collaborative performance analysis: envision 66

Collaborative performance analysis: explore 69

Exploring the 'person' 70

Exploring the 'task' 71

Exploring the 'environment' 72

Collaborative performance analysis: engage 72

Structure: act 74

Act: intentions 74

Act: doing it 75

Structure: evaluate 75

Structure: generalise 77

The third domain: Share 78

Share: curiosity 79

Share: expect resourcefulness 80

Share: ask first 81

Share: prompt reflections 83

Share: teach principles 84

Conclusion 86

References 87

4 Fidelity processes Fiona Graham Jenny Ziviani 92

Key messages 93

Reflective questions 93

A fidelity framework 94

What practitioner background training is needed? 94

Are there prerequisite practitioner competencies for OPC? 95

How is OPC training delivered? 95

Practitioner training 95

Researcher training 96

Minimising implementation drift 96

Tailoring of training 97

Training of trainers in OPC 97

What dosage of OPC is required to effect change? 97

What delivery formats are suitable for OPC? 98

How is fidelity to OPC measured? 99

OPC Fidelity Measure 99

How have client perspectives of fidelity been gathered? 101

How is OPC fidelity monitored? 101

External observer monitoring 101

Self-monitoring of fidelity 102

How can OPC be tailored? 102

Are outcome measures considered an adaptation to OPC? 103

Can I grade language and visual supports without tailoring OPC? 103

How is cultural diversity accommodated within OPC delivery? 104

What therapeutic strategies are beyond tailoring of OPC? 105

Conclusion 106

References 106

5 Threshold concepts Fiona Graham Dorothy Kessler 110

Key messages 112

Reflective prompts 112

Threshold concept #1: high-trust partnerships are critical to coaching and are intentionally developed 112

What are high-trust partnerships? 113

The power of high-trust partnerships 114

High-trust partnerships in action 114

Threshold concept #2: meaningful goals are when dreams come true, rather than problems minimised 115

What are meaningful goals? 116

The power of motivating goals 117

Motivating goals in action 117

Threshold concept #3: impairments rarely inform solutions. Enabling strategies can arise from anywhere 119

What are enabling strategies for occupational performance and participatory goals? 119

The power of a systems view for identifying strategies 121

A systems view of enablement in action 121

Threshold concept #4: clients, rather than practitioners, are the agents of change in coaching 123

What is client agency within coaching? 123

The power of client agency 124

Client agency in action 124

Threshold concept #5: expertise in coaching lies in how we engage with people rather than what we know about them 126

What does it mean to be expert at engaging with clients? 126

The power of expertise in engaging with people 128

Expert engagement in action 129

Conclusion 130

References 130

6 Research findings Ann Kennedy-Behr Fiona Graham 132

Key messages 133

Reflective questions 133

OPC with primary caregivers 133

Client strategies which effect change arising from OPC 139

Lived experience of engaging in OPC 140

Mothers' perspectives 140

Therapists' perspectives 141

OPC with teachers 141

Research using adapted versions of OPC 143

OPC after stroke 143

Future research 146

Conclusion 146

References 147

7 Practice in diverse service delivery contexts Fiona Graham 151

Key messages 152

Reflective questions 152

Service delivery implications 153

How does OPC fit with service values? 153

How does OPC impact on practitioner time use? 154

How can OPC principles inform first contact and triage? 156

How might OPC affect team structures? 157

Does OPC affect the overall amount of therapy clients receive? 160

How can the principles of OPC inform service delivery beyond researched populations and formats? 160

OPC with at-risk infants and their parents 160

OPC in single session contacts 161

Tele-OPC 162

Adaptive equipment assessment 163

Can OPC work through interpreters? 164

Does OPC translate across diverse cultures? 164

When is OPC not the right fit? 165

How should I evaluate outcomes of OPC in my clinical work? 167

As a service leader, how can I support application of OPC? 167

Support practice change at all levels 167

Mentor new staff 168

Communicating OPC 169

What does written communication informed by OPC look like? 169

Casenotes 169

Communicating OPC to colleagues and partner agencies 173

Conclusion 173

References 173

Afterword Fiona Graham Ann Kennedy-Behr Jenny Ziviani 176

Appendix A Occupational Performance Coaching Fidelity Measure (OPC-FM) 177

Scale descriptors and rating guide 177

Appendix B Occupational Performance Coaching process 201

Appendix C Occupational Performance Coaching: goal examples 202

Child-related goal examples 202

Adult-related goal examples 203

Appendix D Occupational Performance Coaching: goal development example and template 204

Appendix E suggested wording for Occupational Performance Coaching (OPC) Template for intervention Description and Replication (TIDieR) 207

Appendix F Occupational Performance Coaching: Session schedule 210

Appendix G Occupational Performance Coaching: Casenote audit tool 212

Appendix H Occupational Performance Coaching: Casenote template 214

Appendix I Occupational Performance Coaching: Discharge report template 215

Index 218