Dhillon Shaminder K, Wilkins Seanne, Law Mary C, Stewart Debra A, Tremblay Mary
School of Rehabilitation Science, McMaster University, 1400 Main Street West, Institute for Applied Health Sciences 408C, Hamilton, ON, L8S 1C7.
Can J Occup Ther. 2010 Oct;77(4):241-8. doi: 10.2182/cjot.2010.77.4.6.
Occupational therapy literature encourages therapists to advocate, yet any member of the team could advocate with/for people with disabilities. There is a need to determine why occupational therapists provide these services and how they learn to advocate.
The objective of this article is to understand the meaning of advocacy for occupational therapists by exploring their reasons for advocating.
Interpretive phenomenology and the social model of disability were used to interview 13 occupational therapists about their advocacy experiences. Data analysis was completed using a Gadamerian-based approach.
Occupational therapists advocate for a number of reasons; some relate to themselves, some relate to clients, and others relate to both. Learning about advocacy may be understood as taking place on a continuum of time.
The occupational therapist's unique reason for advocating is to facilitate the client's occupational performance. A new definition of advocacy is presented based on study findings.
职业治疗文献鼓励治疗师进行倡导，但团队中的任何成员都可以为残疾人进行倡导。有必要确定职业治疗师提供这些服务的原因以及他们如何学会倡导。
本文的目的是通过探索职业治疗师进行倡导的原因来理解倡导对他们的意义。
采用解释现象学和残疾社会模型，对13名职业治疗师关于他们的倡导经历进行访谈。使用基于伽达默尔方法完成数据分析。
职业治疗师进行倡导有多种原因；有些与他们自己有关，有些与客户有关，还有些与两者都有关。对倡导的学习可以理解为在一个连续的时间段内发生。
职业治疗师进行倡导的独特原因是促进客户的职业表现。基于研究结果提出了倡导的新定义。
