Occupational Performance Coaching
What is the OPC Approach?
The Occupational Performance Coaching (OPC) approach is occupation-based, strength-focused and family-centred (1). It empowers you and your child to actively engage in activities you consider important and pursue goals you value and want to achieve. We recognise that as the parent or caregiver, you are the expert in your child and their development. In OPC, you are in the driver’s seat like a tandem bike, developing solutions and strategies for your child. The therapist’s role is to ask questions and share their knowledge to assist you in gaining confidence and finding solutions to meet your goals.
ID: Two people riding a tandem bike along a boardwalk at the sea. The man at the front is labelled “you” and the lady at the back is labelled “OT”. Both are smiling widely and the lady is waving her hat in the air like she’s cheering!
What Does It Look Like in Practice?
Your first session will involve a conversation between you and your therapist about what is meaningful to you and your family. We will ask questions such as:
What does the family’s everyday life look like?
What challenges are you facing in your daily routine?
What are your family’s goals for the future?
How can we support you in achieving these goals?
This conversation will provide the therapist with insights to help you develop your own goals and strategies that are tailored to your family's dynamic. An essential aspect of OPC is the parent identifying the problem or need and showing a willingness to change and the motivation to move forward. Once the goals have been identified, they will be revisited throughout the therapy process (2).
Ongoing sessions will involve the therapist helping you identify what challenges you and your child are facing and why (3). This is a collaborative conversation where the therapist guides you to develop your strategies and solutions. You and your therapist will discuss these strategies and how they may work in your home and with your family. The time between appointments is an opportunity for you to try out these strategies and determine what works well and what doesn't. You can discuss your experiences with your therapist at your next session.
In the following session, the conversation between you and your therapist will revolve around questions like:
How did the new strategies work out?
What went well for you and your family?
What did not go as planned for you and your family?
This discussion may lead to further problem-solving for strategies and solutions to help you and your child achieve their goals (1). With each session, your skills and confidence will grow, and the therapist will assist you in applying the strategies you've developed to other goals and situations.
An Example:
You may have had experiences where you felt overwhelmed with information and recommendations during appointments. You might have left feeling unsure about how to implement these recommendations within your own family and with your unique child. OPC differs in that you and your therapist work together as a team to discover your solutions and strategies that are realistic and achievable for your child and family.
What Age Group is the OPC Suitable For?
The approach was originally designed for parents and children who experience developmental disabilities. However, it can be used with a range of health conditions and learning/performance difficulties including trouble managing everyday tasks, routines and activities (3). This approach works well with all ages, groups and abilities as the intervention focuses on collaborating with you and your child.
Who is able to deliver the OPC?
Various health professionals, such as Occupational Therapists, Speech Pathologists, and Social Workers, are capable of delivering OPC after attending specialist training provided by OPC trainers. Therapists at Kids and Co.Lab have undergone additional training to deliver this approach.
References:
Graham, F, Boland, P, Ziviani, J & Rodger, R 2018, ‘Occupational therapists’ and physiotherapists’ perceptions of implementing Occupational Performance Coaching’, Disability and Rehabilitation, vol. 40, no. 12, pp. 1386-1392, doi: 10.1080/09638288.2017.1295474
Graham, F, Rodger, S, & Kennedy-Behr, A 2017, ‘Occupational Performance Coaching (OPC): Enabling Caregivers’ and Children’s Occupational Performance’, in Rodger S & Kennedy-Behr A (eds), Occupational-Centred Practice with Children, Wiley Blackwell, West Sussex, pp. 209-229.
Graham, F, Rodger, S & Ziviani, J 2010, ‘Enabling Occupational Performance of Children Through Coaching Parents: Three Case Reports’, Physical & Occupational Therapy In Pediatrics, vol. 30, no. 1, pp. 4-15, doi: 10.3109/01942630903337536
Case Example
Timothy's* Mum has organised an appointment with a Kids and Co.Lab Occupational Therapist. Timothy is a 5-year-old boy with developmental delay and ADHD.
At the initial session, the therapist arrives and meets Mum, Dad and Timothy. During the session Timothy's parents explain Timothy attends Kindy and is having trouble making friends. “We notice that he plays on his own a lot and doesn’t respond to other children at kindy when they initiate play. This is an important goal for us and we want to support Timothy to learn how to develop his social skills so he can make friends.” The therapist asks what the parents think is happening for Timothy? The parents believe he is shy in nature and scared to talk to the other children. The therapist asks the parents, “how do you know this?” The parents admit they are guessing and suggest they need to ask Timothy how he is feeling and why he isn't playing with the other children. The therapist, acknowledges and encourages the parent’s decision to find out more information about how their son feels.
At the second session, the therapist asked the parents what Timothy said. The parents explain, “Timothy said he is unsure how to talk to the other kids at Kindy. He wants to play but is finding it hard to come up with the right words to communicate his needs or wants.” The therapist asks the parents how can we help Timothy communicate with the other children. The parents suggest that they could talk to Timothy about different ways he can communicate and come up with phrases which help him respond to the other children’s questions. The therapist asks, “how will you do this?” The parents say they can have a chat in the car before they walk into Kindy to help Timothy initiate conversation and play. The therapist encourages them to try their strategy and report back with how it went.
The third session, the parents speak about how each morning they talk to Timothy about different ways he can approach other children and ask them to play. They have noticed this is helping him to build confidence, and last week when they picked him up, he was playing race cars with another boy outside. The therapist asks the parents, “where else could this strategy work?” The parents reply, “We could talk more about conversation ideas with Timothy before we arrive at his cousin’s house to help him practice his communication skills and ways to initiate play.”
As the family and therapist move through the OPC process, more goals and ideas will arise and the parents will become more confident with problem-solving solutions for their child.
