Patricia J. Baldwin,
OT, on a meaningful process for
therapy
Spirituality
and Pediatric Rehabilitation
Professionals
As an occupational
therapist working with children
with disabilities and their families,
my role, on the surface, is to
address the practical and functional
barriers that exist due to disability;
however, the nature of working
together with a child and family
around disability issues quickly
reveals a deeper spiritual element.
The experience of disability can
powerfully impact upon the child
or parent’s sense of both
the meaning of life and
the meaning in life. As
well, an individual’s spirituality
and spiritual beliefs can influence
their perceptions and attitudes
toward living with disability.
Concerns about ‘meaningfulness’ in
relationship to disability often
become a part of the therapist’s
interaction with the child and
family.
Hill & Pargament
[1] observe that the human experience
is understood and interpreted from within a
set of beliefs –beliefs about
self, others and creation. Spiritual
beliefs may be theistic, metaphysical
or humanistic in nature. They are
a unique and dynamic aspect of
the individual that may be formally
or informally articulated. In their
study of spirituality, religion
and pediatric medicine, Barnes,
Plotnikoff, Fox and Pendleton note “in
every clinical encounter, a child’s
and family’s spirituality
and religious life will interact
with that of the clinician.”[2]
Gaining an understanding of a child
and family’s spiritual needs
[3] and beliefs may provide insight
into their choices, their behaviours,
and the strengths and resources
from which they draw support as
they engage in therapy. The success
of therapy is linked with the use
of approaches that are tailored
to the child and family beliefs
and understanding of their needs.
{4] Related to the development
of a meaningful process for therapy,
this is distinctly different from
the work of spiritual care providers
who address an individual’s
spirituality and spiritual beliefs
as an outcome.
To gain a greater
understanding of spirituality in
relationship to therapy services,
therapists can benefit from the
knowledge and expertise of spiritual
care providers. Working with children
with disabilities and their families
in a truly holistic fashion requires
that pediatric rehabilitation professionals
[5]
- become aware
of personal values and spiritual
beliefs
- gain knowledge of a broad diversity of religious/spiritual beliefs and
practices
- develop skills that support the child and family in articulating their
personal values and beliefs related to therapy needs
- work collaboratively with the child and family to develop therapeutic goals
and treatment that are customized and meaningful
- engage in dialogue and research that will enhance and develop the collaborative
work between spiritual care providers and rehabilitation professionals
- be knowledgeable about hospital and community-based spiritual care supports
and make referrals to spiritual care supports of the child and family’s
choice
- advocate for inclusive participation of children with disabilities and
families in their faith communities
[1] Hill, P.C. and
Pargament, K.I. “Advances
in the Conceptualization and Measurement
of Religion and Spirituality: Implications
for Physical and Mental Health
Research”, American Psychologist,
January 2003, Vol 58:1, pp 64-74.
[2] Barnes, L. Plotnikoff, G., Fox, K., Pendleton, S. “Religious Traditions,
Spiritualities and Pediatrics: Intersecting Worlds of Healing”, Pediatrics 2000,
p. 901.
[3] Bartel, M., “What is Spiritual? What is Spiritual Suffering?”, Journal
of Pastoral Care & Counseling, Fall, 2004, Vol. 58, No. 3, pp. 187-201 –refers
to universal spiritual needs for love, faith, hope, virtue and beauty along
a spectra.
[4] King, G., Zwaigenbaum, L., King, S., Baxter, D., Rosenbaum, P. A Qualitative
Investigation of Changes in the Belief Systems of Families of Children with
Autism or Down Syndrome, in publication.
[5] These suggestions have been variously documented as professional training
and development needs of rehabilitation professionals by authors such as J.
Swinton, M.Egan & M.D.Delaat, L.Barnes et al, P.S. Richards and A.E.Bergin,
L. Treolar, and D.J.Morrison-Orton.
Patricia J. Baldwin, B.Sc.(O.T.), is an Occupational Therapist at Thames Valley
Children's Centre in London, Ontario. She has worked as an Occupational Therapist
for over 25 years. She is currently working part-time toward a Master of Divinity
at Huron University College in London, Ontario, Canada.
Do
you have thoughts about professional
practice you’d like to share with
your colleagues? Send an e-mail info@PlainViews.org.
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