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dc.contributor.advisorAsiello, Jessicaen_US
dc.contributor.advisorJacobs, Karenen_US
dc.contributor.authorBrussa, Ana K.en_US
dc.date.accessioned2021-09-14T12:24:57Z
dc.date.available2021-09-14T12:24:57Z
dc.date.issued2021
dc.identifier.urihttps://hdl.handle.net/2144/43003
dc.description.abstractEffective communication with the parents of pediatric clients is considered an essential skill and encompasses the verbal exchanging of ideas, listening, and non-verbal communication (Taylor, 2020). Similarly, the therapeutic use of self is integral to the practice of occupational therapy and consists of the conscious enhancement of communication through the use of planned strategies for intentional client-therapist interactions (Taylor, 2020). However, many occupational therapy practitioners report communication challenges, such as parent emotional expressions (Andrews et al., 2013) and discussing parent roles and expectations (Kruijsen-Terpstra et al., 2016 ), and implementing the therapeutic use of self in practice (Bonsaksen et al., 2013). Furthermore, factors such as the limited availability of communication skills training, a limited understanding of how to practice reflection to enhance communication self-awareness (King et al., 2017), and decreased self-efficacy (Coad et al., 2018) hinder the opportunity for practitioners to enhance their communication competencies. The following chapters discuss the evidence base and guiding theories informing the development of the proposed program, Communicate to Collaborate. Communicate to Collaborate is a communication skills training that aims to strengthen pediatric therapy practitioners’ interpersonal communication skills so that how they communicate with families becomes an active, mediating ingredient in their therapy interventions. Through program participation, it is anticipated practitioners will gain greater awareness of both their personal communication approaches and parent’s communication preferences and increased self-efficacy in how to communicate intentionally with parents, thus enhancing their therapeutic use of self in practice and improving the quality of family-centered pediatric therapy services.en_US
dc.language.isoen_US
dc.rightsAttribution 4.0 Internationalen_US
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectOccupational therapyen_US
dc.subjectIntentional relationship modelen_US
dc.subjectOccupational therapyen_US
dc.subjectPediatricsen_US
dc.titleCommunicate to collaborate: reframing communication to strengthen parent-practitioner collaborative relationshipsen_US
dc.typeThesis/Dissertationen_US
dc.date.updated2021-09-10T20:08:35Z
etd.degree.nameOccupational Therapy Doctorateen_US
etd.degree.leveldoctoralen_US
etd.degree.disciplineSargent College of Health and Rehabilitation Sciencesen_US
etd.degree.grantorBoston Universityen_US
dc.identifier.orcid0000-0002-3165-503X


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Attribution 4.0 International
Except where otherwise noted, this item's license is described as Attribution 4.0 International