Occupational Therapy and Arts Therapies
Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/25
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Item Walking, talking, playing: Children with disabilities’ outdoor play in French mainstream schools(Taylor & Francis Group, 2025-02-03) Orain, Clémence; Morgenthaler, Thomas; Schulze, ChristinaBackground Children’s right to play remains underexplored in French mainstream schools. France’s inclusive education policies aim to include children with disabilities in mainstream classrooms, but this transition can create challenges hindering meaningful play opportunities. This highlights the importance of gaining a deeper understanding of children’s experiences of play in school playgrounds. Aim This study explores children with disabilities’ experiences and perspectives on their outdoor play in French mainstream school playgrounds. Material and Methods Walking and Talking tour interviews were conducted with thirteen children with various disabilities across six mainstream schools in western France. Data were audio-recorded, transcribed verbatim and analysed using thematic analysis. Results (1) ‘I can(not) play’: Environmental Barriers and Opportunities; (2) ‘I have an idea’: Children’s Preferences for Enriching Play and Inclusion; (3) ‘Learn to Hear Me Out’: Strengthening Children’s Participation in Everyday School Practices including Playground Redesign. Conclusions and Significance This study highlights the barriers children with disabilities face in French mainstream school playgrounds. It emphasises the need for collaborative co-design to create inclusive and playful environments. Findings have implications for occupational science, inclusive education, school-based occupational therapy, and urban design. Future participatory research should explore the co-design of school playgrounds, involving all relevant stakeholders.Item Environmental Qualities That Enhance Outdoor Play in Community Playgrounds from the Perspective of Children with and without Disabilities: A Scoping Review(MDPI, 2023-01-18) Morgenthaler, Thomas; Schulze, Christina; Pentland, Duncan; Lynch, HelenFor children, playgrounds are important environments. However, children’s perspectives are often not acknowledged in playground provision, design, and evaluation. This scoping review aimed to summarize the users’ (children with and without disabilities) perspectives on environmental qualities that enhance their play experiences in community playgrounds. Published peer-reviewed studies were systematically searched in seven databases from disciplines of architecture, education, health, and social sciences; 2905 studies were screened, and the last search was performed in January 2023. Included studies (N = 51) were charted, and a qualitative content analysis was conducted. Five themes were formed which provided insights into how both physical and social environmental qualities combined provide for maximum play value in outdoor play experiences. These multifaceted play experiences included the desire for fun, challenge, and intense play, the wish to self-direct play, and the value of playing alone as well as with known people and animals. Fundamentally, children wished for playgrounds to be children’s places that were welcoming, safe, and aesthetically pleasing. The results are discussed in respect to social, physical, and atmospheric environmental affordances and the adult’s role in playground provision. This scoping review represents the valuable insights of children regardless of abilities and informs about how to maximise outdoor play experiences for all children.Item Establishing the measurement properties of the Residential Environment Impact Scale (Version 4.0)(Taylor & Francis, 2022-12-09) Harrison, Michele; Forsyth, Kirsty; Murray, Aja Louise; Angarola, Rocco; Henderson, Shona; Fitzpatrick, Linda Irvine; Fisher, GailBackground Developed as an environment assessment informed by the Model of Human Occupation, the Residential Environment Impact Survey considered the physical, social and activity features of the environment, evaluating the impact of the environment on resident’s quality of life. Clinicians reported that the Residential Environment Impact Survey was a useful tool; however, it had not been structured to be a measurement tool and did not have established psychometric properties. Aims/objectives This study examines the psychometric properties of the restructured Residential Environment Impact Scale Version 4.0 (REIS), which measures the level of environment support provided to residents. Material and methods The REIS was completed across residential sites for people with complex mental health needs. A many facets Rasch analysis was conducted to establish the reliability and validity of the REIS. Results The REIS demonstrated reasonable psychometric properties, with items demonstrating internal scale validity and scale items following an expected pattern of increasingly challenging environment support. Conclusions and significance Initial evidence suggests that the REIS provides a valid and reliable measure of environment support, providing a detailed assessment of how physical, social and activity elements of the environment support or inhibit participation and can be applied across a range of living environments.Item Development, psychometrics and feasibility of the School Participation Questionnaire: A teacher measure of participation related constructs(Elsevier, 2020-09-19) Maciver, Donald; Tyagi, Vaibhav; Kramer, Jessica; Richmond, Janet; Todorova, Liliya; Romero-Ayuso, Dulce; Nakamura-Thomas, Hiromi; van Hartingsveldt, Margo; Johnston, Lorna; O'Hare, Anne; Forsyth, KirstyBackground We report development of the SPQ (School Participation Questionnaire) a teacher-completed measure of participation related constructs for schools. The SPQ was developed to support participation-related assessment, interventions, and research in the inclusive school context.Item Community‐based participation of children with and without disabilities(Wiley, 2019-11-25) Arakelyan, Stella; Maciver, Donald; Rush, Robert; O'Hare, Anne; Forsyth, KirstyAIM To describe and compare the socio-demographic characteristics and community-based participation of children with and without disabilities.Item Family factors associated with participation of children with disabilities: A systematic review(Wiley, 2019-01-06) Arakelyan, Stella; Maciver, Donald; Rush, Robert; O'Hare, Anne; Forsyth, KirstyAIM: The aim of this review was to synthesise empirical evidence of family factors associated with participation of children with disabilities aged 5-12 years to inform the development of family-centred participation-fostering interventions. METHOD: A systematic search was performed for articles published in English between 2001 and 2017 in MEDLINE, PsycINFO, CINAHL, Scopus and ASSIA following the Preferred Reporting Items for Systematic Review and Meta-Analysis guidelines (registration no: CRD42017078202). Quality of evidence was appraised using the Research Triangle Institute Item Bank. Family factors associated with participation were identified and assessed using a multistage “semi-quantitative” approach. RESULTS: Thirty studies were included in the review. Four non-modifiable “status” factors consistently associated with participation were parental ethnicity, parental education, family type and family socio-economic status. Six modifiable “process” factors with consistent associations with participation were parental mental and physical health functioning, parental self-efficacy beliefs, parental support, parental time, family preferences and activity orientation. INTERPRETATION: Rehabilitation professionals should direct their focus towards modifiable family factors as primary targets for family-centred interventions. Strategies that can improve families’ access to information, counselling, and community support services are likely to support children’s participation by empowering families and optimizing their health and well-being.Item Participatory citizenship: Critical perspectives on client-centred occupational therapy(Informa Healthcare, 2015-05-04) Fransen-Jabi, Hetty; Pollard, Nick; Kantartzis, Sarah; Viana-Moldes, InésBackground/aims: This article aims to discuss client-centred practice, the current dominant approach within occupational therapy, in relation to participatory citizenship. Occupational therapists work within structures and policies that set boundaries on their engagement with clients, while working with complex, multidimensional social realities. Methods: The authors present a critical discussion shaped by their research, including a survey, discussions at workshops at international conferences, and critical engagement with the literature on occupational therapy, occupation, and citizenship. Conclusion: A focus on citizenship suggests reframing professional development based on the participation in public life of people as citizens of their society. While occupational therapists often refer to clients in the context of communities, groups, families, and wider society, the term clientcentred practice typically represents a particular view of the individual and may sometimes be too limited in application for a more systemic and societal approach. Significance: The authors question the individual focus which has, until recently, been typical of client-centred occupational therapy. Placing citizenship at the core of intervention is a transformative process that assumes all people are citizens and conceives of health as a collective issue, influencing the way we educate, do research, and practise.