Program theory, components | The contribution to the design of the client intervention | The contribution to the design of the occupational therapist intervention guide and educational program |
---|---|---|
Evidence of engagement in activities of everyday life, empirical research and reviews | Informed the need and focus of the intervention. Informed the choice of the assessment tools. Informed the content of modules and examples of common changes in engagement in activities of everyday life and self-initiated management strategies in activities. | Guide the activity-based and person-centred reasoning by - Enhancing the understanding of changes in engagement of daily activities and of self-initiated management strategies. - Providing examples from others in a similar situation that can be used to facilitate clients’ change process. |
Occupational therapy theory | Informed the design of the intervention on how to focus on a complexity of engagement in activities of everyday life and how to support self-reflection and changes of daily activities as means and ends. Informed the choice of assessment tools. Informed the themes of the modules (see Table 2). | Guide the activity-based person-centered reasoning focusing on: - The complexity of daily activities in relation to health. - Patterns of daily activities. - Occupational balance. - Engagement in activities with different values, at different places and together with others. - How situations can vary when engaging in daily activities, and how clients can be prepared to handle such situation. - Supporting self-reflection of daily activities - Supporting changes of daily activities as means and ends. |
Perspectives and principles on person-centeredness | Informed the design to support clients’ reflection on their unique situation and needs in activities of everyday life during the change process. | Guide the person-centred reasoning to focus on the person’s unique needs and situation, with participation, sharing and transparency as important elements. Also, enhancing the reasoning in facilitating clients’ self-initiated management strategies. |
Perspectives and evidence of self-management | Informed the design of the intervention process to support the clients to taken on an active role, to identify needs, to adopt strategies and to make an activity plan to act upon in everyday life. | Guide the reasoning about self-management and how to guide the clients to take on an active role in adopting strategies. |
Perspectives on motivation | Informed the design on how to support clients to identify their motivation and readiness of change. | Guide reasoning in considering clients’ level of motivation to identify readiness for change and, also, support motivation during the change process. Guide the process and the dialogue with the client by using motivational interviewing to support motivation and facilitate that the client takes on an active role in the change process. Guide how to use questions and how to listen actively to support motivation and autonomy. |
Rehabilitation methodology | Informed the process of establishing a plan for a change process. | Guide reasoning in how to actively involve clients in establishing a realistic and feasible activity plan for their change process. |
Pedagogical principles and evidence of Flipped-classroom | Informed the design on the digital distance-learning format of the intervention, including short video clips with new knowledge and assignments that are designed to enhance clients’ active role and self-regulated learning. | Guide the dialog with the clients to process content by reflections and discussion to support the clients’ self-reflection to “see” their daily activities in a new way to form a base for the change process. |
Perspectives and evidence of Internet-based interventions | Informed the design about potential target groups’ ability to use technology. Informed the design of web-format and the interaction between clients and occupational therapists to enhance feasibility, acceptability adherence and effectiveness | Guide reasoning in clients’ access and ability to use technology, i.e. suitable for this form of intervention. Guide frequencies and types of feedback/ dialogue with clients during the modules to support the change process. |