The dilemma of psychosocial occupational therapy in public schools: The therapists' perceptions

Alison J. Beck, Karin J. Barnes, Kimberly A. Vogel, Kimatha Oxford Grice

Research output: Contribution to journalArticlepeer-review

9 Scopus citations

Abstract

This article presents the textual analysis of the responses of 373 occupational therapists working in school systems across the United States of America who responded to the question "List any obstacles to providing occupational therapy services to school aged students with severe emotional disturbance" on a recent survey. The purpose of the analysis is to describe some of the barriers and solutions to the provision of occupational therapy services to school aged students with emotional disturbance. The 754 responses received were categorized into themes. The themes which emerged from the occupational therapists' responses were: (1) role confusion; (2) limited knowledge base; (3) identification and provision of occupational therapy services; (4) administrative factors; (5) lack of efficient teaming; (6) classroom factors; (7) the behaviors of the student with emotional disturbance; and (8) parental factors. The respondents' suggestions for improving the provision of occupational therapy services to this population are discussed.

Original languageEnglish (US)
Pages (from-to)1-17
Number of pages17
JournalOccupational Therapy in Mental Health
Volume22
Issue number1
DOIs
StatePublished - May 23 2006

Keywords

  • Emotional disturbance
  • Service delivery
  • Special education

ASJC Scopus subject areas

  • Applied Psychology
  • Public Health, Environmental and Occupational Health
  • Psychiatry and Mental health

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