Document Type
Presentation
Publication Date
2026
Faculty Mentor
Kelly McGloon
Abstract
Background: New graduates in pediatric occupational therapy are frequently expected to be autonomous but experience poor self-confidence and challenges with clinical decision-making (Moir & Copley, 2025). Concurrently, parents of children receiving occupational therapy to improve regulation and socioemotional development often have limited understanding of these concepts, resulting in frustration and reduced carryover of therapeutic strategies at home. This dual gap highlights a clear need to enhance clinician confidence and caregiver understanding within pediatric occupational therapy practice.
Aim: This capstone project aimed to develop resources synthesizing key principles of pediatric practice and intervention to improve student clinician and new graduate confidence and efficacy in practice, as well as to enhance parent and caregiver understanding of strategies and improve implementation of strategies at home.
Methods: The project involved assessing the current needs of new graduates and parents, reviewing updated research on interpersonal neurobiology and child development, and developing targeted educational resources. The project utilized a two-pronged approach to improve understanding of interpersonal neurobiology and child development. Content included the importance of establishing regulation, felt safety, and connection; and use of practical, evidence-based strategies to enhance child participation and performance. First, accessible educational materials tailored towards parents and caregivers were created and disseminated. Second, a comprehensive resource guide was developed for student clinicians and new graduates, providing concise topic overviews and practical intervention strategies.
Results: Evaluation through survey responses indicated improved understanding of interpersonal neurobiology and child development, as well as increased confidence in selecting and implementing appropriate strategies among both caregivers and new clinicians.
Conclusions: These findings demonstrate that targeted, evidence-based resources have the potential to enhance caregiver carry-over and support new clinician competence in pediatric outpatient occupational therapy.
Recommended Citation
Andrews, Lily, "Bridging Research and Practice in Occupational Therapy: Education on Regulation and Socioemotional Development for Caregivers and Novice Clinicians" (2026). Entry-Level Occupational Therapy Doctorate - Doctoral Capstone Symposium. 121.
https://medica-musc.researchcommons.org/muscotd-elotd/121