Providing school-based occupational therapy: A qualitative study of barriers and approaches

Abstract

Previous studies indicate the existence of several barriers that prevent initiating school-based occupational therapy (SBOT). This study aimed to clarify how occupational therapists overcome these barriers using the Trajectory Equifinality Model (TEM). We identified six Bifurcation points (BFPs) which are the critical in extensively providing SBOT, and five beliefs that determine the direction when occupational therapists face the BFPs. The common concept among the five beliefs was that occupational therapists strive to understand others and have an attitude to help others to show their strength. Our results suggest that these beliefs are the basis for overcoming several barriers before providing extensive SBOT.