Jamieson Margaret, Krupa Terry, O'Riordan Anne, O'Connor Donna, Paterson Margo, Ball Caroline, Wilcox Susan
School of Rehabilitation Therapy, Queen's University, Kingston, ON.
Can J Occup Ther. 2006 Apr;73(2):76-85. doi: 10.2182/cjot.05.0008.
The foundation of client-centred practice is the therapist's capacity to view the world through the client's eyes and to develop an understanding of the lived experience of disability.
This paper describes the evaluation of an educational initiative promoting student empathy to the lived experience of disability.
Pairs of first-year occupational therapy students visited adults with disabilities who shared their knowledge and experience of living with a disability. Students reflected on their visits in journals, which were later analyzed using pattern matching.
Students appeared to appreciate the co-existence of health and disorder and demonstrated a holistic understanding of living with a disability. Little attention was focused on cultural and institutional environments. Students struggled to define the nature of their relationship with their tutors. Practice Implications. The evaluation confirmed our belief that this educational initiative could facilitate student empathy, consistent with critical features of client-centred practice.
以客户为中心的实践基础是治疗师能够通过客户的视角看待世界，并理解残疾人士的生活经历。
本文描述了一项促进学生对残疾生活经历产生同理心的教育倡议的评估。
一年级职业治疗专业的学生两两一组拜访残疾成年人，这些成年人分享了他们的残疾生活知识和经历。学生们在日记中反思了他们的拜访，随后使用模式匹配法进行分析。
学生们似乎理解了健康与疾病的共存，并对残疾生活有了整体的认识。很少关注文化和制度环境。学生们难以界定他们与导师关系的性质。实践启示。评估证实了我们的信念，即这项教育倡议可以促进学生的同理心，这与以客户为中心的实践的关键特征相一致。
