1st Edition

Occupational Performance Coaching A Manual for Practitioners and Researchers

    248 Pages 10 B/W Illustrations
    by Routledge

    248 Pages 10 B/W Illustrations
    by Routledge

    This book presents a definitive guide to understanding, applying, and teaching Occupational Performance Coaching (OPC). Grounded in principles of occupational therapy, person-centredness, and interprofessional frameworks of health and disability, this book will be of interest across health and rehabilitation professions.

    Supporting people affected by disability to do well and live the life they want is the ultimate outcome of all rehabilitation professionals, no matter where on the lifespan our clients sit. Coaching is increasingly recognised as highly effective in achieving this aim. This accessible manual provides case examples related to diverse health conditions alongside practitioner reflections. Uniquely, this manual presents coaching methods designed specifically for the rehabilitation environment.

    This book is a manual for practitioners, researchers, students, and lecturers interested in gaining a robust understanding of OPC methods, theoretical basis, and implementation.

    An e-Resource linked to the book provides access to video demonstrations, a podcast from Dr Graham, and downloadable materials including a self-assessment of OPC skills (OPC Fidelity Measure), templates for clinical work, and teaching presentation material. You can access this eResource via http://resourcecentre.routledge.com/books/9780367427962

    Table of Contents





    Chapter One: Introduction



    Chapter Two: Theoretical and Conceptual Foundations

    Key messages

    Reflective questions

    Occupational Performance Coaching, in a nutshell

    OPC targets participation outcomes

    The concept of occupational performance

    Person- and family-centred care

    Alignment of OPC with person- and family-centered care

    Person-centred care explained

    Family-centred care explained

    Coaching single and multiple clients: merging person- and family-centred practices

    Building family capacity through coaching

    Self Determination Theory

    What is SDT?

    Adult learning

    Alignment of OPC to adult learning theory

    Transformational learning theories

    Contrasting OPC with other coaching interventions

    Distinguishing aspects of OPC from other coaching interventions

    Occupational Performance Coaching logic model




    Chapter Three: Implementation Procedures

    Key messages

    Reflective questions

    Overview of the OPC domains: Connect, Structure and Share

    The first domain: Connect

    Connect: Listen

    Mindful awareness

    The challenge of listening

    Connect: Empathise

    Empathy and self-care of practitioner

    Connect: Partner

    Why is partnering challenging?

    Have we got time to partner?

    How can we cultivate partnership?

    The second domain: Structure

    Structure: Establish valued participatory goals

    Why do goals need to be ‘valued?

    Why do goals need to be ‘participatory’?

    How do we describe degree of change or the scale of OPC goals?

    How can we measure goal progress?

    Whose goals are targeted in OPC?

    What does OPC with multiple clients look like?

    Structure: Collaborative Performance Analysis

    Collaborative Performance Analysis: Envision

    Collaborative Performance Analysis: Explore

    Exploring the ‘Person’

    Exploring the ‘Task’

    Exploring the ‘Environment’

    Collaborative Performance Analysis: Engage

    Structure: Act

    Act: Intentions

    Act: Doing it

    Structure: Evaluate

    Structure: Generalise

    The third domain: Share

    Share: Curiosity

    Share: Expect resourcefulness

    Share: Ask first

    Share: Prompt reflections

    Share: Teach principles




    Chapter Four: Fidelity Processes

    Key messages

    Reflective questions

    A fidelity framework

    What practitioner background training is needed?

    Are there pre-requisite practitioner competencies for OPC?

    How is OPC training delivered?

    Practitioner training

    Researcher training

    Minimising implementation drift

    Tailoring of training

    Training of trainers in OPC

    What dosage of OPC is required to effect change?

    What delivery formats are suitable for OPC?

    How is fidelity to OPC measured?

    OPC Fidelity Measure

    How have client perspectives of fidelity been gathered?

    How is OPC fidelity monitored?

    External observer monitoring

    Self-monitoring of fidelity

    How can OPC be tailored?

    Are outcome measures considered an adaptation to OPC?

    Can I grade language and visual supports without tailoring OPC?

    How is cultural diversity accommodated within OPC delivery?

    What therapeutic strategies are beyond tailoring of OPC?




    Chapter Five: Threshold Concepts

    Key messages

    Reflective questions

    Threshold Concept #1: High trust partnerships are critical to coaching and are intentionally developed.

    What are high trust partnerships?

    The power of high trust partnerships

    High trust partnerships in action

    Threshold Concept #2: Meaningful goals are when dreams come true, rather than problems minimised.

    What are meaningful goals?

    The power of motivating goals

    Motivating goals in action

    Threshold Concept #3: Impairments rarely inform solutions. Enabling strategies can arise from anywhere.

    What are enabling strategies for occupational performance/ participatory goals?

    The power of a systems view for identifying strategies

    A systems view of enablement in action

    Threshold Concept #4: Clients, rather than practitioners, are the agents of change in coaching.

    What is client agency within coaching?

    The power of client agency

    Client agency in action

    Threshold Concept #5: Expertise in coaching lies in how we engage with people rather than what we know about them.

    What does it mean to be expert at engaging with clients?

    The power of expertise in engaging with people

    Expert engagement in action




    Chapter Six: Research Findings

    Key messages

    Reflective questions

    OPC with primary caregivers

    Client strategies which effect change arising from OPC

    Lived experience of engaging in OPC

    Mothers’ perspectives

    Therapists’ perspectives

    OPC with teachers

    Research using adapted versions of OPC

    OPC after stroke

    Future research




    Chapter Seven: Practice in Diverse Service Delivery Contexts

    Key messages

    Reflective questions

    Service delivery implications

    How does OPC fit with service values?

    How does OPC impact on practitioner time use?

    How can OPC principles inform first contact and triage?

    How might OPC affect team structures?

    Does OPC affect the overall amount of therapy clients receive?

    How can the principles of OPC inform service delivery beyond researched populations and formats?

    OPC with at-risk infants and their parents

    OPC in single session contacts


    Adaptive equipment assessment

    Can OPC work through interpreters?

    Does OPC translate across diverse cultures?

    When is OPC not the right fit?

    How should I evaluate outcomes of OPC in my clinical work?

    As a service leader, how can I support application of OPC?

    Support practice change at all levels

    Mentor new staff

    Communicating OPC

    What does written communication informed by OPC look like?


    Communicating OPC to colleagues and partner agencies




    Electronic Resources Reference Page

    Chapter One: Podcast

    Chapter Five: Video demonstration series

    Introductory Teaching Resources


    Appendix A: Occupational Performance Coaching Fidelity Measure (OPC-FM)

    Scale Descriptors and Rating Guide

    Appendix B: Occupational Performance Coaching Process

    Appendix C: Occupational Performance Coaching: Goal Examples

    Child related goal examples

    Adult related goal examples

    Appendix D: Occupational Performance Coaching: Goal Development Example and Template

    Appendix E: Suggested Wording for Occupational Performance Coaching (OPC) Template for Intervention Description and Replication (TIDieR)

    Appendix F: Occupational Performance Coaching: Session Schedule

    Appendix G: Occupational Performance Coaching: Casenote Audit Tool

    Appendix H: Occupational Performance Coaching: Casenote Template

    Appendix I: Occupational Performance Coaching: Discharge Report Template







    Fiona Graham is Senior Lecturer in interprofessional rehabilitation at the University of Otago, New Zealand. Fiona has over 25 years’ experience working with children and families in public, private, health, and education sectors. She travels internationally, speaking and teaching on the use of coaching in rehabilitation settings. Dr Graham developed Occupational Performance Coaching as part of her doctoral studies with Vale Professor Sylvia Rodger and Professor Jenny Ziviani at The University of Queensland. Her research continues to examine the use of OPC in diverse settings, knowledge translation, and interprofessional practice. Ann Kennedy-Behr is Senior Lecturer in occupational therapy at the University of South Australia. An experienced clinician, she is passionate about supporting parents and caregivers of children with disabilities and making healthcare as accessible as possible, particularly for people living in rural and remote areas. Jenny Ziviani is Professor of Occupational Therapy at The University of Queensland with extensive experience in family-centred multi-disciplinary research for children with developmental challenges and their families. Her specific interest is in strategies that harness motivation and support self-competence as children and their families navigate their way to achieving personally meaningful life goals.