Participation is comprised of two essential elements: attendance (defined as ‘being there’ in the situation) and involvement (defined as the experience while attending). According to the family of Participation Related Constructs (fPRC), participation occurs through transactional processes among the person in context. When aiming to optimise participation outcomes, most research has focused on increasing attendance at discretionary (e.g., leisure) or mandatory (e.g. school) activities. More recently, focus has turned to improving our understanding of the experience of involvement, although this remains a key gap in our knowledge. In particular, we know little about the transactions that occur between children and carers in the context of daily life that influence involvement.

In this workshop we focus on the transactions that occur in daily routines – that is those activities that must occur every day – thus participation ‘attendance’ is not really in question. Participation involvement, is however.  To address the learning outcomes, participants will engage with material about the fPRC, and the Child Active Routines (CAR) framework that describes how children with cerebral palsy classified at GMFCS Level IV or V and their carers negotiate daily routines.

The CAR framework aims to provide a practical frame work to focus on the abilities of children with CP at GMFCS IV&V. It  provides a framework to support families and therapists to derive goals for children that are relevant to everyday life and therefore can be practiced and used in everyday life thus building capacity of the child over their lifespan.

The framework proposes how to support building the child’s capacity so skills that are  useful in the transactions that occur between carers and children in everyday routines can be practiced and further developed in therapy sessions, at school and in the community.

Interactive Element

The workshop will be presented in three parts, each of which will include power-point presentation and audience active involvement: (1) the fPRC will be used to identify key transactional elements that need to be considered when promoting participation; (2)  video-recordings of children and carers working together will be used to demonstrate and practice undertaking structured observations of participation transactions; (3) the CAR framework will be introduced and used to work through case-study material in small groups, followed by large group discussion.

Thomas-Banks