Abstract
After-school programs need help addressing behavior, and OT practioners’ role should be defined. This study provides a qualitative look at the outcomes of positive mental health and role model interventions in a community setting serving a diverse group of kids.
Primary Author and Speaker: Tiffany Bolton
Additional Authors and Speakers: Brittney Stevenson, Shelby Webster, Sarah Ruesch
OTPs have long been working in the school setting and continuously advocate for expanding our role to fulfill our full scope of practice. But what happens after school for the kids we see? OTPs have a role in after school programs, and the programs have a need for better addressing concerning behaviors in children. Peer-mediated intervention have been shown to increase social engagement with peers and increase play performance (1,2). As part of the OTPF, OTPs are well-aligned to address participation and social-emotional development in school age children. OTPs can promote positive and successful educational behaviors for meaningful participation in school settings (3,4). We implemented an after-school program in collaboration with one instructor and the director of a community daycare, serving a diverse group of children. OTPs were present one time/week to provide intervention for the children and model positive mental health interactions for the instructors. OTPs created a role model focus between Upper Elementary (UE) students, 4th-5th grade (33%) and Lower Elementary (LE) students, K-3rd grade(66%); and conducted pre- and post-interviews with all children and the instructor. The results of the interviews were used for thematic analysis and inductive coding. Reliability coding was conducted and 91% agreement was reached. The results showed that overwhelmingly, the theme was connection with 3 subthemes: positive, negative, and neutral connection. At the pre-interview 37% of the responses of both UE & LE indicated positive connection, with 41% indicating negative connection. During the post-interview, positive increased to 78% and negative decreased to 16%. OTPs can have an impact on positive mental health in after school programs by fostering connections between peers, teachers, and other individuals present. This is an underserved area of children currently. This study provides positive evidence and practical implications for OTPs interested in this setting.
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