A macro perspective of client-centred practice: Critical reflexivity and enhanced pedagogy in curricula development and implementation

Purpose: To present the outcomes of a critical analysis of client-centred practice (CCP), educational standards, and teaching approaches (ENOTHE, 2008; Hammell, 2015; Hocking, 2014; Njelesani et al., 2015; Schaber, 2014).... [ view full abstract ]

Purpose: To present the outcomes of a critical analysis of client-centred practice (CCP), educational standards, and teaching approaches (ENOTHE, 2008; Hammell, 2015; Hocking, 2014; Njelesani et al., 2015; Schaber, 2014). Although the call for a macro perspective for CCP is strong; information on how to develop students’ abilities to actualize these concepts in practice is scant. This workshop will help bridge this gap.

Rationale: Curricula must develop competencies for CCP. However, pressure to teach students marketable skills and prepare them for certification/licensure and employment impacts pedagogy and narrows students’ perspectives of practice (Fleming-Castaldy & Gillen 2013; Gupta & Rice, 2008) The marginalization of client viewpoints, the privileged status of most therapists, and entrenched socio-economic and political inequities create a dissonance between client-centred theory and practice (Gupta &Taff, 2015; Phelan, 2011; Thibeult, 2006); consequently, a macro perspective is needed to guide curricula.

Objectives: To inform pedagogy inclusive of a macro-perspective which integrates disability studies, social justice, and empowerment theory (Fleming-Castaldy, 2014; Kielhofner, 2005; McCormack & Collins, 2010; Renton & van Bruggen, 2015). To provide a conceptual framework for the integration of a macro perspective in curricula (Figure 1). To discuss concrete methods for teaching students how to effectively manage the intersections between themselves, their clients, and social, economic, and political contexts to provide authentic CCP (Dhillon, 2015; Fleming-Castaldy, 2015; Hocking, 2014; Restal et al. 2003).

Format: An interactive approach will combine theory with pragmatics and facilitate participants’ critical reflexivity.

Maximum participants: 50

Intended participants: Educators interested in curricula development and instruction.