OTJR: Occupational Therapy Journal of Research

Although occupational therapy literature emphasizes the importance of therapeutic use of self, there have been few studies of the interpersonal strategies used in response to different client needs. This study sought to explore therapists' use of self according to the Intentional Relationship Model by examining the use of different modes of interacting with clients. A questionnaire was mailed to a random sample of 1,000 practicing occupational therapists. Sixty-four percent responded and 563 met inclusion criteria. Modes used most to least often were: encouraging, collaborating, problem-solving, instructing, and empathizing. Mode use did not differ according to client population. Therapists who experienced more difficult behaviors and emotions reported higher levels of using all modes. Therapists facing difficult behavior in general were more likely to report use of the instructing and problem-solving modes. Therapists with anxious clients reported greater use of the problem-solving mode, whereas therapists with depressed clients reported increased use of problem-solving, collaborating, and empathizing modes. Implications for occupational therapy practice and education are discussed.

Occupational therapists are routinely engaged in the homes of their clients with disabilities, providing consultation on the use and modification of space to improve functional independence. The meaning of home space is currently underexplored. This study describes the meaning and use of home space for mothers who are primary caregivers for a child or adolescent with disabilities and high support needs. This article reports data from two empirical studies of mothers of children and adolescents with disabilities. In-depth interviews were conducted with 80 mothers across the two studies. Interview transcripts were analyzed with a grounded theory approach. Access around the home for a family member with disabilities allowed mothers to combine caring with other home management activities. However, preventing access or excluding the family member with a disability from some areas of the home enabled the mothers to resist the medicalization of their homes and create a personal space for themselves. Full access to the home for the child with disabilities was rarely a desirable outcome. Decisions about the home and how it should be modified to improve function become more complex when the needs of family members are taken into account. Meaning ascribed to space within the home is integral to how the space is used and whether a family member with a disability is included or excluded from the space. For occupational therapists, the meaning that clients and their families ascribe to various spaces within the home is as important as the use of space.

The Engagement in Meaningful Activities Survey (EMAS) (Goldberg, Brintnell, & Goldberg, 2002) demonstrated sufficient psychometric properties in a sample of 122 adults. The EMAS was found to have adequate test—retest (r = .71) and internal consistency (α = .88) reliability; significant positive correlations between the EMAS and the subscales of the Basic Psychological Needs Scale and the Sources of Meaning Profile and negative zero-order correlations were found with short form versions of the Boredom Proneness Scale and the Depression, Anxiety, and Stress Scales. Step-wise multiple regression analysis results showed the Sources of Meaning Profile, Boredom Proneness Scale, and Competence subscale of the Basic Psychological Needs scale best predicted the EMAS. These results lend additional construct validity evidence in support of the EMAS as a brief measure of meaningful activity participation.

An understanding of participation patterns in preschool-aged children with an autism spectrum disorder will allow the occupation therapy practitioner to focus on goals relevant to the child and family. This study compares participation patterns and barriers to participation in children with an autism spectrum disorder with those of children with no diagnosis. Using the Preschool Activity Card Sort, parent interviews revealed children with an autism diagnosis participate in fewer preschool activities of self-care, community mobility, vigorous leisure, sedentary leisure, social interaction, chores, and education than children with no diagnosis. Reasons for non-participation generally focused on child behaviors; parents gave opportunities to participate, but the child, for a variety of reasons, could not capitalize on the opportunity. Practitioners can assist the family in managing the child's responses and behavior in a wide range of preschool activities.

The aim of this qualitative study was to provide insight on how mothers with inflammatory arthritis experience mothering occupations in the presence of arthritis and how this experience affects participation and occupational identity. Narrative inquiry explored the experiences of eight mothers with inflammatory arthritis who had children younger than 14 years. Data collection included two interviews, participant observation, and document review. Analysis focused on each full account as told by participants before comparing stories to develop an overarching storyline. Storylines are presented as narratives that describe the mother's experiences of identifying with the role of mother, participation, fatigue, and the social context in which mothering occurs. “Just because I can't do, doesn't mean I'm not a mom” emerged as the main storyline. Belief in doing and knowledge in being mothers offset many of the negative effects of arthritis.