Can J Occup Ther. 2021 Mar;88(1):71-82. doi: 10.1177/0008417421994368.
BACKGROUND.: The occupational therapy school-based Partnering for Change (P4C) model has mostly been documented in Ontario.
PURPOSE.: This implementation study describes the implementation of P4C in two Québec elementary schools (P4C-Q), as well as therapy practices, their impacts, factors perceived to influence implementation, and recommendations.
METHOD.: A sequential mixed-methods design was applied. Therapists (n=2) completed daily journals, describing activities by P4C-Q level. Therapists and other school-stakeholders (n=11) participated in semi-structured interviews, analyzed through a content analysis framework.
FINDINGS.: Daily journals illustrated that the majority of therapy time was spent on activities targeting the entire classroom, and on collaboration with educators. Interviews illustrated how coaching was used across different practices and the impact of these practices for schools (e.g., capacity-building) and children (e.g., increased functioning), and highlighted how relationship-building is key to facilitating the implementation of this model.
IMPLICATIONS.: Lessons learned may be helpful for others implementing P4C in their own contexts.
职业治疗学校合作变革（P4C）模式主要在安大略省得到记录。
本实施研究描述了 P4C 在魁北克的两所小学（P4C-Q）的实施情况，以及治疗实践、影响、被认为影响实施的因素和建议。
采用了顺序混合方法设计。治疗师（n=2）完成了每日日记，描述了 P4C-Q 级别的活动。治疗师和其他学校利益相关者（n=11）参加了半结构化访谈，通过内容分析框架进行分析。
每日日记表明，大部分治疗时间用于针对整个教室的活动，以及与教育者的合作。访谈说明了教练如何在不同的实践中使用，以及这些实践对学校（例如，能力建设）和儿童（例如，功能增强）的影响，并强调了建立关系对于促进该模型的实施是关键。
吸取的经验教训可能对其他在自己的环境中实施 P4C 的人有帮助。
