Physiotherapy assessment and collaboration – an interview study from psychiatric paediatric physiotherapy practice

Abstract

Aim: The aim of the article is to add knowledge about the value of the relational quality in pediatric physical therapy assessment. Design: Qualitative research interview. Material and methods: This study investigated physiotherapeutic assessment of a child, within a psychiatric paediatric practice. One strategically selected physiotherapist was interviewed about his major focus when assessing a child. The data were analysed and interpreted within a hermeneutic frame of reference. Results: The analysis shows that the physiotherapist structures the assessment of the child in accordance with the central features that characterize a meaningful dialogue. The child is recognised as an active and equal dialogue partner, and is strengthened in its ability to establish and participate in acknowledging interplays. The assessment situation creates an opportunity to build upon the child’s individuality, self-esteem and assertiveness. Conclusions: Physiotherapy assessments which focus on relational aspects in the situation, opens up possibilities for acknowledging and understanding the child. Hence, such assessment situations can have therapeutic potentials.

Keywords

• (Pediatric) physiotherapy
• assessment
• relation
• dialogue
• psychiatry