Introduction / Rationale: Most occupational therapy (OT) services in Japanese schools are provided indirectly through teachers and OT as outside professionals. Although the percentage of occupational therapists participating in schools and the number of research papers is still small, the opportunities for occupational therapists to be called upon in educational settings are increasing every year. Therefore, there is a need to train occupational therapists to be involved in schools.
Objectives: The purpose of this study is to explore the competencies required for occupational therapy services in Japanese schools.Furthermore, we will explore perspectives necessary for the education of newcomers in order to foster occupational therapy for schools.
Methods / Approach: Occupational therapist who has been providing support for 10 years in schools was interviewed. The interview was for 50 minutes using the interview guide, asking how OT is involved (e.g., systems used for support, frequency, etc.), competencies required of occupational therapists, and she acquired those competencies. The interview data was transcribed and analyzed using the Trajectory Equi-finality Approach (TEA). Ethical approval was obtained.
Results / Practice Implications: The junctures that the participants go through before establishing occupational therapy support in the schools were identified. In addition, the following topics were identified: “how to get involved in schools,” “barriers,” “necessary skills,” and “future prospects for occupational therapy in schools in Japan”. In particular, the importance of multidisciplinary collaboration was clarified, and the perspectives of occupational therapists needed in schools were inferred.
Conclusion / Significance to the Occupational Therapy Profession: The competencies required for occupational therapy in schools in Japan and the perspectives necessary for the education of newcomers were determined.