Goal-setting in paediatric rehabilitation: perceptions of parents and professional.
Saved in:
| Title: | Goal-setting in paediatric rehabilitation: perceptions of parents and professional. |
|---|---|
| Authors: | Øien, I. (AUTHOR), Fallang, B. (AUTHOR), Østensjø, S. (AUTHOR) |
| Source: | Child: Care, Health & Development. Jul2010, Vol. 36 Issue 4, p558-565. 8p. 1 Diagram, 7 Charts. |
| Subjects: | Extrapyramidal disorders, Brain damage, Developmental disabilities, Cerebral palsy treatment, People with cerebral palsy, Preschool children |
| Abstract: | Background In paediatric rehabilitation, there is a belief in goal-setting as a fundamental component of decision-making that encourages collaboration and motivation, and improves outcomes. This study aimed to explore parents' and professionals' perceptions of setting and implementing goals within a family centred rehabilitation programme for preschoolers with cerebral palsy (CP). Methods Parents and service providers of 13 preschoolers with CP, classified in Gross Motor Function Classification System level I-III, participated in two-step focus group interviews. Results Three major themes emerged, each with two subthemes: (1) ‘Goals enhance competence’ with the subthemes ‘parents as drivers’, and ‘awareness through observation’; (2) ‘Goals direct attention’ with the subthemes ‘goals as valuable means’ and ‘collaboration through participation’, and (3) ‘Goals enter everyday life’ with the subthemes ‘goals as activities’ and ‘training vs. everyday practise’. A fourth theme ‘child perspective’ with the subthemes ‘follow-up initiative’, ‘capture mastery’, and ‘create learning opportunities’ was both an exclusive theme and integrated in the other three main themes. Conclusions Active involvement of parents throughout the process of setting and implementing goals seemed to increase their feeling of competency and partnership with professionals. Concrete goals based on families' preferences and concerns, participatory observation, and discussions with professionals, came out as valuable means for practice of functional tasks within home environments. [ABSTRACT FROM AUTHOR] |
| Copyright of Child: Care, Health & Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
