Abstract
Reflexivity can be an important tool for building relationships for participatory research. The purpose of this article was to explore key indicators of a developing participatory action research partnership between an occupational therapy education program and a developmental disability agency. Agency staff leaders and occupational therapy faculty participated in a contextual and interpersonal reflexivity process during participatory action research. Through this process, researchers recognized similar values between their organizations. They also reflected on the evolving mutual benefit of the partnership over time. The relationship grew by including each other in activities important to their organizations. Increasing responsibilities, including the process of agency staff becoming university-recognized researchers, facilitated becoming researchers together. Collaborative, structured reflexivity can illuminate meaning and characteristics of a developing participatory action research partnership. The process and findings can inform future partnerships, especially for entry-level occupational therapy education programs.
Plain Language Summary
This study looked at how an occupational therapy (OT) school and developmental disability agency staff worked together to become research partners. The researchers talked about their experience. They learned both groups had similar values which made the partnership strong. Each group achieved more than what they could do alone. Their relationship grew by inviting each other to important activities and keeping their promises. Having structured conversations helped create a true partnership. Getting the university to approve agency staff members as researchers also helped the partnership. Understanding how these relationships develop can help guide future partnerships, especially in OT education.
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