A service user perspective informing the role of occupational therapy in school transition practice for high school learners with TBI

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dc.contributor.authorJacobs-Nzuzi Khuabi, Lee-Ann
dc.contributor.authorSwart, Estelle
dc.contributor.authorShaheed Soeker, Mogammad
dc.date.accessioned2021-09-15T11:27:28Z
dc.date.available2021-09-15T11:27:28Z
dc.date.issued2019-08
dc.description.abstractBackground. In the South African context, there are no specific guidelines regarding how to prepare and support adolescents for the transition from a health care to a high school setting post TBI. This raises questions about the relevance and responsiveness of the current transition practices in occupational therapy in terms of adequately preparing and supporting these adolescents toparticipate in school and hence exercise their right to a quality education. Method. This study explored adolescents and otherkey role players’ perspectives on and experiences of the high school transition (i.e., school reentry and continued school participation) post TBI. It was anticipated that this would provide an increased understanding of the enablers and barriers to high school reentry and participation post TBI. This served as a basis to explore the main aim of this study which was to help occupational therapists identify where efforts in terms of service delivery are needed. This study was situated in the interpretivist qualitative paradigm and used a multicase study design, which included semistructured interviews with eight adolescent learners with TBI, their primary caregivers, teachers, and principals as well as observations and documentation review. Results. This paper will focus on a central theme in the research, namely, the nature and extent of support needed to facilitate the high school transition of adolescents with TBI within a developing context. Similar to the findings of studies conducted in developed contexts, participants highlighted that they felt that adolescents need support at various stages of the school transition. Participants further alluded to support that should be collaborative, coordinated, flexible, and monitored to ensure it is relevant and responsive to these adolescents’ changing needs. Conclusion. The study findings conclude that occupational therapists have a crucial role in fostering an enabling environment (directly and indirectly) through fulfilling various roles including that of a facilitator, intermediary, coach, collaborator, supporter, and advocator.en_US
dc.identifier.citationJacobs-Nzuzi Khuabi, L.-A., Swart, E., & Soeker, M. S. (2019). A Service User Perspective Informing the Role of Occupational Therapy in School Transition Practice for High School Learners with TBI: An African Perspective. Occupational Therapy International, 2019, 1201689–15. https://doi.org/10.1155/2019/1201689en_US
dc.identifier.urihttps://doi.org/10.1155/2019/1201689
dc.identifier.urihttp://hdl.handle.net/10566/6681
dc.language.isoenen_US
dc.publisherWiley/Hindawien_US
dc.relation.ispartofseriesOccupational Therapy international;volume 2019, Article ID 1201689
dc.subjectoccupational therapyen_US
dc.subjecttraumatic brain injuryen_US
dc.subjectTBIen_US
dc.subjectadolescenten_US
dc.subjectSouth Africaen_US
dc.subjectWestern Capeen_US
dc.subjectpremorbid psychiatric conditionsen_US
dc.subjectsevere cognitive and language impairmentsen_US
dc.subjectpost TBIen_US
dc.subjectprimary caregiveren_US
dc.subjectoccupational therapistsen_US
dc.subjectservice deliveryen_US
dc.subjectinterpretivisten_US
dc.subjectqualitativeen_US
dc.subjectcase studyen_US
dc.subjectmulticase studyen_US
dc.subjectsemi-structured interviewsen_US
dc.subjecthigh school transitionen_US
dc.subjectdeveloping contexten_US
dc.titleA service user perspective informing the role of occupational therapy in school transition practice for high school learners with TBIen_US
dc.title.alternativeAn African perspectiveen_US
dc.typeArticleen_US

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