Partnering in learning
Cait Harvey's research explored how therapists and parents of children with long-term health needs learn together.
Children who have disabilities often need support services for the long term. Their parents are therefore working with therapists over time, and gain knowledge and experience themselves. Senior Lecturer Cait Harvey, herself a paediatric occupational therapist, was curious about the relationships between occupational therapists and parents, and the learning that was happening.
For her PhD with AUT, Cait Harvey conducted 23 interviews with occupational therapists and the parents of preschool children who were receiving occupational therapy services. She also observed five routine therapy sessions in families' homes, and considered learning resources which the occupational therapists provided to parents. Her data analysis used a grounded theory methodology to construct a theory of 'Responsive Learning' which explains the process of learning between parents and occupational therapists who work with children.
The research had three key findings:
- Learning is bidirectional: The parents were learning from the occupational therapists and vice versa in an ongoing process that is responsive to changing situations and to each other. Parents learn about their child’s condition, treatment options, and skills to enhance their child’s development and participation in family life. Occupational therapists learn about the family, to provide tailored interventions and support, but were less likely to be consciously aware of their learning. Therapists' learning can also inform their practice with other families.
- Learning is deeply relational: Ongoing connection and partnership between parents and therapist are crucial for mutual learning, moving forward together, and integrating learning into everyday life. Mutual learning also contributes to the relationship between parents and therapist.
- Learning enables effective collaboration. Both relating and doing are important for this learning. Bidirectional and relational learning helps parents and therapists work collaboratively in the child's interests.
These findings will inform and challenge clinical practice, enhancing the learning experiences of occupational therapists and parents, and leading to more efficient, equitable, and effective engagement. Cait Harvey has found there is a great deal of interest in the 'Responsive Learning' theory she has generated, which is likely to be relevant to other clinical practice contexts.