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Background. Volunteering may have therapeutic benefits, but little is known about its requirements and potential for people with neurological conditions (pwNC). Design. Two separate focus groups were conducted in Darmstadt, Germany: one group consisting of six pwNC and another group consisting of four health care professionals and three volunteering service providers. The focus groups were audio-recorded, transcribed and data were managed using NVivo12. The thematic analysis was applied. Results. Four main themes were identified: (1) Impact of volunteering, (2) Individualisation, (3) Developmental space and (4) Funded supported volunteering. Conclusion. According to the findings, volunteering can be used as a strategy to enhance physical, mental and social well-being in disease management for people with long-term neurological conditions.

Introduction: The COVID-19 pandemic has caused a lot of changes on an individual and societal level. The current study was designed to investigate the impact of the isolation/ social distancing period on people’s sense of Being, Belonging and Becoming in the early stages of the COVID-19 measures. Methods: A cross sectional survey study design was employed using a researcher-developed questionnaire with items developed based on the Model of Occupational Wholeness to investigate the changes that may have happened to what people have been doing during the COVID-19 measures compared to the time before. A sample of 1206, using snowball sampling, responded to the online questionnaire. Results: Findings indicated that participants at the early stage of the COVID-19 pandemic had changed the pattern of their Doings. The change of pattern, which was considered positive, was in relation to people valuing their health, having more time to take care of themselves, and doing activities which they had never had enough time to do before. Conclusions: While these findings are not generalizable, they provide some insights into how the post-pandemic lifestyle of many people does not permit doing a lot of activities that could help with their health and well-being. While enforced isolation may have negative consequences, it is also clear that the pre COVID-19 pandemic lifestyle did not fully support healthy living. Reflecting on the COVID-19 lockdown experience provides an opportunity to review what are the essential personal and societal elements for living a healthy life.

Background. People’s perceptions of events like a pandemic are shaped by individual experiences within their socio-cultural context. Attributing negative or positive meanings to an experience may influence the sense of Being, Belonging and Becoming. Aim and objectives. To investigate the impact of the isolation/social distancing measures on people’s sense of Being, Belonging, Becoming and overall sense of Occupational Wholeness compared to the time before the Covid-19 Pandemic as it is perceived by an Iranian population. Methods. The Model of Occupational Wholeness used to inform the theoretical basis of this study and development of the survey questions. An internet-based survey using a convenient and snowball sampling method was conducted. A self-administered questionnaire was published using a software named Porsline. A sample of 1624 members of the general population in Iran (67% response rate) completed the questionnaire within the first four weeks of the isolation/social distancing period starting on 18 March 2020. The Data was analysed by the SPSS 22. Results. The participants showed a more positive perceived level of Being and Belonging as well as an overall sense of Occupational Wholeness, and no difference in the perceived sense of Becoming during the isolation/social distancing period compared to the time before the Covid 19 pandemic. Conclusions. The findings show that the isolation/social distancing measures were perceived by participants as an opportunity to meet some of their Being, and Belonging needs that contribute to an overall sense of OccupationalWholeness.This highlights the role that Occupational science and Occupational therapy may have in helping people in situations when they need to rethink and replan for what they Do and the way they attribute meaning to their experiences.

Objectives: Generally, adolescents who are interested in performing activities experience positive emotions and report high levels of well-being. However, adolescents with Cerebral Palsy (CP) encounter various issues affecting their interests. The present research was planned to investigate the predictor factors that affect the interest in performing activities in Iranian adolescents with CP. Methods: In total, 312 adolescents with CP (10-19-year-olds, Mean±SD age: 14.08±2.34 y) participated in this cross-sectional study. Their gross motor function was assessed by the Gross Motor Function Classification System (GMFCS), and their manual ability was evaluated by the Manual Ability Classification System (MACS) in random order by an occupational therapist. All study participants also completed the Adolescent Interest Inventory-Cerebral Palsy (AII-CP). The predictive model was analyzed using a multiple linear regression model by the enter method. Results: The multiple linear regression analysis data presented that the highest independence in motor performance, personal values, social environment support, and age appeared to be the strongest predictors of interest in performing activities in the explored adolescents with CP (R2: 0.475). Discussion: Interest as a significant factor for participation and motivation in conducting daily living activities is associated with the highest independence in motor performance, personal values, social environment support, and the age of adolescents with CP.

Background. Communication, behavioural disturbances and low motivation influence the functional potential and the effectiveness of interventions in adolescents with cerebral palsy (CP). While the model of human occupation (MOHO) is a conceptual model in occupational therapy, no research on the volition of adolescents with CP in daily activities has been undertaken. Aim. To explore the elements contributing to the volition of adolescents with CP based on their own experience Methods. A qualitative approach using directed content analysis with volition of MOHO as a framework was applied. Semi-structured in-depth interviews were carried out with five adolescents with CP and five parents of the same adolescents. Results. In this study primary codes were categorized into eight categories: family and community-related values, individual values, individual perceptions of ability level, sense of control over conditions, enjoying performing activities, enjoying interpersonal relationships, physical context features and social context features. Conclusions. Personal causation in interaction with environmental features is strongly influenced by adolescents’ motivation. Significance. Occupational therapists could improve the motivation of adolescents with CP in interaction with the individual’s volition with focussing on self-efficacy for promoting personal causation. Adapting to the physical environment and changing the attitudes of others to these adolescents is necessary.

Previous research has shown that occupational therapists have increased their self-efficacy for using self intentionally in therapeutic encounters. However, experiences related to such changes have not yet been explored. The authors developed a therapeutic use-of-self training workshop to support the confidence and competence of practicing occupational therapists in using the Intentional Relationship Model and possibly enhancing their self-efficacy for therapeutic use-of-self. The purpose of the study was to explore the experiences of practicing occupational therapists in transferring learning from a training workshop focused on the therapeutic use-of-self into real world practice. Thirteen occupational therapists participated in the workshop and subsequently completed between one and four reflection notes. These notes were subjected to qualitative thematic analysis. The findings were organized into four themes: therapeutic relationship reasoning, engrained previous learning, reflection on/in action, and level of skills in conducting reflection. Reflection skills seemed to be essential for establishing and developing therapeutic relationships; practicing such skills needs to be facilitated by the work environment through emphasis on reflective practice and mentoring.

Objective. This study aimed to assess the construct validity of the Child Occupational Self-Assessment, translated to Persian that could provide occupational therapists with a tool to evaluate occupational competence and values of children in Iran. Methods. A total of 250 children (87 girls and 163 boys) with attention deficit hyperactivity disorder aged 7.5–11 years referred from two specialised children’s hospitals were included. The researchers read the questions to the children and they identified their own answers. The data were analysed based on the Rasch Rating Scale Model. Results. Four of the items showed misfit and as a result of deleting these items the Persian version of the questionnaire has 21 items with an appropriate validity. Conclusion. The Persian version of Child Occupational Self-Assessment can be used with new items format. It could be also useful to replace the missing question to develop the tool further.

Objective. Children with a specific learning disability (SLD) have deficits in social and academic competence and executive function (EF). In this study, we used the Model of Human Occupation to investigate the effect of peer-play activities on occupational values and competence as well as EF skills (i.e., behavior regulation and metacognition) in children with SLD. Method. Forty-nine children ages 7–11 yr with SLD were randomly assigned to the peer-play and control groups. Outcome measures were the Behavior Rating Inventory of Executive Function and the Child Occupational Self-Assessment (COSA). Results. Data analysis showed that the effects of the intervention on EF skills were medium to large. The occupational values and competence did not change according to the COSA. Conclusion. Occupational therapy practitioners can use peer-play activities to enhance EF in children with SLD; however, perceived occupational values and competence may not show any changes with the peer-play intervention using a self-assessment instrument.

Research aim: The aim was to explore the experience of practising occupational therapists in transferring their learning from the Mindful Therapeutic Relationship (MTR) workshop into their own clinical practice. The workshop was developed based on the Intentional Relationship Model (Taylor 2008) and focuses on therapists being aware and mindful of the therapeutic relationship processes that occur during and after intervention. Research design: Thirteen occupational therapists participated in the workshop and subsequently completed between one and four reflection notes. These notes were subjected to a qualitative thematic analysis. Research method: Participants of the workshop were asked to write a weekly reflection for a period of four–six weeks to submit to the researcher. Thematic analysis strategies (Guest et al 2012) were used. Results: The findings were organised into three themes: therapeutic relationship reasoning, barriers to implementing the current learning and facilitators of transferring theory into practice. Conclusions: The therapists value learning and practising strategies that can support therapeutic relationships. Reflection skills seem essential for establishing and developing therapeutic relationships; such skills may need to be facilitated by the work environment., RCOT 2019 Book of Abstracts.

Background. Occupational therapy students need to develop self-efficacy for managing the therapeutic relationship in practice. This study examined the 10-month trajectories of Norwegian students’ self-efficacy for use of self. Methods. Eighty-nine students completed self-efficacy questionnaires related to the use of self after a workshop and at 3- and 10-month follow-up. Changes on the three outcome measures (self-efficacy for therapeutic mode use, for recognizing clients’ interpersonal characteristics, and for managing interpersonal events) were analyzed with repeated measures ANOVA. Results. Across the follow-up period, the students improved their self-efficacy for therapeutic mode use (partial n^2 = 0.44, p < 0.001), for recognizing clients’ interpersonal characteristics (partial n^2 = 0.81, p < 0.001), and for managing interpersonal events (partial n^2 = 0.32, p < 0.001). Conclusion. The increased self-efficacy for use of self that was found at 3-month follow-up was maintained at 10-month follow-up. The results indicate that students may experience a boost in self-efficacy for therapeutic use of self after a brief workshop and that these changes can be sustained over time.

Background: The intentional relationship model (IRM) proposes six distinct ways of relating to clients. A new instrument for measuring self-efficacy for using the therapeutic modes in occupational therapy practice was recently found to have good psychometric properties. To date, however, no research has investigated factors associated with self-efficacy for therapeutic mode use. Aim: This study aimed to explore sociodemographic and education-related factors associated with self-efficacy for therapeutic mode use in a sample of occupational therapy students in Norway. Methods: Occupational therapy students (n = 111) from two education programs completed the Norwegian version of the recently developed “Self-efficacy for therapeutic mode use” (N-SETMU), in addition to reporting sociodemographic and education-related information. Hierarchical linear regression analysis was used to examine factors independently associated with the students’ N-SETMU scores. Results: Higher N-SETMU scores were associated with better average academic performance among the students. Otherwise, none of the associations were statistically significant. Conclusions: As better academic results were linked with higher self-efficacy for therapeutic mode use, the study indicates that some students perform well academically and have high self-efficacy for practical skills, whereas others perform less well academically and have lower self-efficacy for practical skills. A potential transfer of self-efficacy beliefs from one area of performance (academic) to another (practical skills) seems possible, and this may be investigated in future studies.

Introduction: Occupational balance is one of the concepts used by occupational therapists with no consensus on its definition. Literature demonstrates different perspectives when this concept is applied in practice and in its link to other concepts such as health and well-being. This study aims to explore how the concept of occupational balance is perceived and practised by occupational therapy practitioners. Method: A qualitative methodology was employed. Fourteen occupational therapists volunteered for the study. Nine occupational therapy practitioners were interviewed individually and five attended a focus group. Thematic analysis was applied to analyze the data. Results: Six themes were identified as follows: (1) occupational balance: what it is; (2) how occupational balance is formed; (3) occupational balance and well-being (4); subjective and objective representations of occupational balance (5); what disrupts/affects occupational balance; and (6) occupational balance/imbalance and occupational therapy practice. Conclusions: Both objective and subjective experiences of occupational balance need to be considered in order to make an informed decision in practice. The right occupational balance for each individual should be based on his/her values but with consideration of the principal of no harm to others.

Background. Cerebral palsy (CP) is the most common cause of physical disabilities during childhood. Therapeutic interventions mainly focus on impairment reduction to address motor-based difficulties. In contrast, Cognitive Orientation to daily Occupational Performance (CO-OP) is a cognitive approach, providing intervention at the level of activity and participation. Aims. This study aims to determine whether the CO-OP approach improves motor skills and achievement in motor-based occupational performance goals in children with CP. Methods and procedures. In this mixed design research (i.e., a multiple baseline single case experimental design and a one-group pretest-posttest design), five children with CP participated in 12 CO-OP intervention sessions. Repeated measures of motor skills for the multiple baseline single case experimental design were taken using the Bruininks-Oseretsky Test of Motor Proficiency (BOTMP); pre- and post-measures of parent/child perception of performance and satisfaction were identified using the Canadian Occupational Performance Measure (COPM); level of achievement was identified using Goal Attainment Scaling (GAS). Outcomes and results. According to the BOTMP results, all children were able to engage in the CO-OP intervention to improve motor performance. Significant differences after treatment were found in both performance and performance satisfaction ratings using the COPM as rated by parents and children. The GAS results showed progress in achievement levels for all children; all goals were achieved or exceeded. Conclusions and implications. CO-OP intervention can be helpful in improving motor skills and achieving self-identified, motor-based goals in children with CP.

Introduction: Occupational balance is one of the concepts used by occupational therapists with no consensus on its definition. Literature demonstrates different perspectives when this concept is applied in practice and in its link to other concepts such as health and well-being. This study aims to explore how the concept of occupational balance is perceived and practised by occupational therapy practitioners. Method: A qualitative methodology was employed. Fourteen occupational therapists volunteered for the study. Nine occupational therapy practitioners were interviewed individually and five attended a focus group. Thematic analysis was applied to analyze the data. Results: Six themes were identified as follows: (1) occupational balance: what it is; (2) how occupational balance is formed; (3) occupational balance and well-being (4); subjective and objective representations of occupational balance (5); what disrupts/affects occupational balance; and (6) occupational balance/imbalance and occupational therapy practice. Conclusions: Both objective and subjective experiences of occupational balance need to be considered in order to make an informed decision in practice. The right occupational balance for each individual should be based on his/her values but with consideration of the principal of no harm to others.