Occupational Therapy News OTNews March 2020 | Page 39

CHILDREN’S SERVICES REPORT
The first is connection, or relationship. The second is structure;
occupational performance coaching is much more than a random chat,
the therapist is responsible for keeping the discussion on track.
The third is to share. Sharing is more related to the client sharing
and the therapist prompting reflection, rather than the occupational
therapist giving all of the advice.
During occupational performance coaching the therapist’s goal is
to enhance the client’s confidence to manage situations and to self-
manage with as little support as possible.
Occupational performance coaching also includes a fidelity
measure. Dr Graham was incredibly clear about what constituted
occupational performance coaching and what did not.
After spending the last few years attending other talking therapies
and finding their approaches reasonably vague, this was really
refreshing to see.
During the training we had opportunities to role play and practise the
approach. This included time for feedback and reflection, which was
really helpful.
I have three key ‘takeaways’ from the training, all of which I am
already putting into practise
The first is to listen. I know this sounds really simple, but in practice
it can be hard to be present in the conversation, not give our immediate
advice and remain silent. Dr Graham suggested that the occupational
therapist should only really be speaking for 10 per cent of the time
during a consultation.
The second is that there is no evidence for SMART goals. Dr
Graham was emphatic on this point and recommended for all goals to
include an activity and a context or place.
Again, this sounds simple, but when reviewing my own client goals I
realised that few included the context. So my goal would read, ‘Will use
their knife and fork to cut up their foowd 50 per cent of the time’, but
not include a context such as ‘during dinner and lunch time’.
Finally, we were told to never ask ‘why?’ Dr Graham made a very
good point. ’Why?’ always leads to a long drawn out analysis, but it
rarely leads to a solution.
Her recommendation was to focus on what, where, and how type
questions, so that you steer the conversation towards occupational
solutions.
Occupational performance coaching is a solution-focused approach
that aims to empower clients towards self-management. It is not a
relevant approach in an acute situation or crisis.
The model does not lead to or support diagnosis. However, as a
treatment approach to facilitate change and empower clients to create
their own solutions it holds real value. It is a great evidence-based tool
for occupational therapists to add to their always expanding belt.
Kim Griffin is an independent paediatric occupational therapist
with an interest in sensory integration, Autism Spectrum Disorder
and attachment. She currently splits her time working as a school-
based therapist and creating online occupational therapy resources
for schools and families. Email: [e-mail] or see Twitter: @
Griffin_OT. Visit the OPC website for further information: https://bit.
ly/2VVqEP7
Specialist sections are branches of the Royal College of
Occupational Therapists (RCOT) that provide professional
direction and leadership for occupational therapists working
in specialist areas of practice.
Specialist sections provide professional direction and
leadership for occupational therapists working in specialist
areas of practice. They share information, network and
promote good practice.
Aims of the specialist sections are to:
• raise awareness and promote the development of
knowledge and skills;
• promote and enable continuing professional
development (CPD);
• promote research and support the use of evidence to
inform practice;
• disseminate information and provide communication
networks;
• support members new to the practice area;
• function as a resource to provide expertise at national
•
•
and local levels;
act as advisors and influencers for and on behalf of the
profession and the Royal College; and
promote membership.
Why join a Specialist Section?
• gain access to a UK-wide network of occupational
therapists working in your specialist area and
opportunities to meet like-minded people;
• obtain expert professional knowledge and resources to
support you in practice;
• receive up-to-date news via newsletters, bulletins, social
media, website and journals;
• attend conferences, learning events and study days for
professional development;
• obtain reduced specialist section membership rates for
learning events;
• access grants for research, professional development
and events;
• get information and advice from free publications
dedicated to your area of practice, including briefings,
evidence-based guidelines, advice, best practice
information, research;
• participate in the Specialist Sections Clinical Forums,
which are dedicated, speciality sub-groups providing
support, networking, clinical leadership and lobbying;
and
• get involved with policy, practice, strategy, briefings,
develop practice guidelines and leadership skills.
To find out more about the RCOT Specialist Section –
Children, Young People and Families, and all the other
branches available, visit: www.rcot.co.uk/about-us/
specialist-sections/about-specialist-sections
OTnews March 2020 39