Mindfulness and therapeutic relationships: A phenomenological inquiry into paediatric occupational therapists’ practices

Abstract

Background A growing body of literature points to the potential of mindfulness to support therapeutic relationships, and the importance of the therapeutic relationship when working with children and youth, yet little attention has been paid to this topic in occupational therapy. Aims/Objectives The aim of this study was to inquire into occupational therapists’ experiences of mindfulness in the therapeutic relationship with children and youth. Materials and Methods Hermeneutic phenomenology was the methodological approach, with Heidegger’s concepts of being-with and care as theoretical underpinnings of the study. Eight North American occupational therapists participated in semi-structured interviews that elicited first-hand accounts of mindfulness in the therapeutic relationship with children and youth. Interviews were transcribed verbatim and analysed using a phenomenological approach. Results Four key themes were identified: fostering a safe space, enhancing presence, being authentic, and cultivating acceptance. Conclusions and Significance The findings offer insights regarding the potential affordances of mindfulness to support clinicians in the development of therapeutic relationships with children and youth. Further, this study highlights research priorities for future inquiry.