Pediatric Mental Health Treatment and Confidence through the Lens of the School Based Occupational Therapist’s Role

Abstract

Given the rise in mental health needs in children and adolescents and the historical roots of occupational therapy in psychiatry, occupational therapists may be well-equipped and well-suited to offer expert contributions on school-based mental health teams. Occupation-based assessments and interventions for schoolchildren with mental health conditions are essential but are often overlooked because occupational therapy is traditionally solicited to support children with physical health concerns. The research problem for this study was that it was unclear how school-based occupational therapists perceive pediatric mental health treatment preparedness and confidence. The purpose of this basic qualitative study was to explore school-based occupational therapists’ perceptions of their preparedness and confidence to offer pediatric mental health treatment. Semistructured interviews were conducted through video conferencing. Self-efficacy and adult learning theories were used as guiding frameworks. Results of thematic analysis exposed five themes: the importance of university and fieldwork education; professional self-directness and intrinsic motivation; readiness to learn and role clarity; collaboration and communication; and advocacy. These findings have significant implications for occupational therapy students as well as their educators and employers.