Abstract
Recent changes in educational legislation and societal views of health and wellness have resulted in sweeping changes in occupational therapy services delivery in school-based settings. Occupational therapy practitioners are uniquely equipped to identify the influence of supports and barriers on participation in meaningful contexts. With an understanding of student perception of occupational capacity and interest, practitioners can design client-focused, occupation-based interventions that promote lifestyle sustainability and community participation. The purpose of this article is to explore the role of occupational self assessment to enhance therapeutic partnership and empower students to identify and prioritize occupational needs and goals.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Occupational Therapy, Schools, & Early Intervention
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
