A client informed framework of client-centred brain injury rehabilitation

Background: Client-centred practice is well established as a core foundation of occupational therapy however, there is little research evidence concerning the client experience (Whalley-Hammell, 2013). The aim of this study... [ view full abstract ]

Background:
Client-centred practice is well established as a core foundation of occupational therapy however, there is little research evidence concerning the client experience (Whalley-Hammell, 2013). The aim of this study was to understand client-centred practice from the perspective of adults with a traumatic brain injury (TBI) participating in community-based occupational therapy.

Method:
Twelve semi-structured interviews were conducted with 6 adults with a moderate-severe TBI. Interview transcripts were coded using constructivist grounded theory methods.

Results:
Data analysis produced three main themes and sub-themes describing client-centred practice as a person-focussed process of engagement between the client and the therapist. The themes are: (i) Experiencing the client-therapist relationship: Seeing me as the person I was; Getting to know me in the now; Making a positive connection; (ii) Actively participating in therapy: Valuing the therapist; Being partners in therapy; and (iii) Finding my place in life: Adjusting to who I am now and Sharing my journey.

Conclusion:
The results of this research affirm the importance of client-centred practice, from the perspective of the clients with a TBI. This presentation will outline a framework for approaching client-centred practice as a person-focussed process of engagement between the client and the therapist.

Application to Practice:
Occupational therapists are encouraged to continue to value and invest in the development of relationships with clients, appreciating the therapeutic potential of client-centred occupational therapy interventions.


Whalley-Hammell, K.R. (2013) ‘Client-centred practice in occupational therapy: Critical reflections’, Scandinavian Journal of Occupational Therapy 20, p. 174.