Occupational Therapy Theory and School-Based Filial Therapy: Intervention Rationale and Formulation : Theorie de l’ergotherapie et therapie filiale en milieu scolaire : formulation et logique de l’intervention

Can J Occup Ther. 2021 Nov 11:84174211056588. doi: 10.1177/00084174211056588. Online ahead of print.

ABSTRACT

Background: Emotional-behavioural problems in children present a barrier to engagement and participation in school occupations. Applying practice theory is an essential process to explore the impact of clinical problems and to orient clinical thinking to the domain of occupation. Purpose: Occupational therapy practice theory and frameworks are applied to the formulation of School-Based Filial Therapy, a viable treatment response to emotional-behavioural problems in children. Key issues: Bowen family systems theory, the Occupational Therapy Practice Framework IV and the Canadian Model of Occupational Performance and Engagement are applied to intervention formulation. Implications: School-Based Filial Therapy engages the dynamic interaction of the person, the occupations he/she engages in and the environment via therapeutic medium of play. It is consistent with the Occupational Therapy Practice Framework IV and the Canadian Model of Occupational Performance and Engagement and provides new possibilities as an intervention for occupational therapists working in children’s mental health.

PMID:34761692 | DOI:10.1177/00084174211056588