Abstract
ABSTRACTA qualitative study was undertaken to explore pediatric physiotherapists’ perceptions and experiences of supervising dedicated aides responsible for the daily care of preschool children with cerebral palsy. Data were collected using individual semi-structured interviews. A theme-based content analysis yielded three major themes. Supervision and therapy were provided simultaneously, giving supervision a secondary priority. The physiotherapists transitioned their professional language into a common form of language to make the aides understand. The importance of letting aides attain first-person experiences of professional skills was highlighted. Implications of the findings for supervision in pediatric physiotherapy and for future research are addressed.
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