Preliminary mixed‐methods investigation: Impact and acceptability of a combined life skills and adventure therapy program for adolescents

Abstract

AbstractIntroductionMeaningful occupational therapy interventions for neurodivergent, transition‐age adolescents are understudied, and novel intervention approaches that are motivating to this population are needed. Accordingly, in this study we explored the acceptability and impact of a combined life skills/adventure therapy (LS/AT) intervention program for addressing self‐identified goals for adolescents with regulation‐ and sensory‐based challenges.MethodsWe used a convergent mixed‐methods design. All adolescents accepted into the intervention program were invited to participate. We described our sample using data from the Child Occupational Self‐Assessment. Participants created and rated goals through a modified Canadian Occupational Performance Measure interview before intervention, after intervention and 3 months post‐intervention and participated in semi‐structured interviews pre‐ and post‐intervention. We calculated COPM change scores, analysed qualitative interview data, and integrated findings into a joint display for interpretation following recommended procedures for mixed‐methods data.ResultsTen adolescents consented to participate (n = 6 males, n = 4 females; mean age 13.92 years, SD = 0.54). Mean COPM performance change scores were 3.72 (SD = 1.39) from pre‐ to post‐intervention and 2.40 (SD = 1.19) from pre‐ to 3 months post‐intervention, with the largest change scores for goals related to life skills. Data from semi‐structured interviews expanded on these findings, revealing that participants made changes related to being in the moment, finding a sense of purpose and achieving a sense of belonging. Participants reported high acceptability of the intervention.ConclusionThis exploratory research supports the use of combined LS/AT intervention with transition‐age adolescents experiencing sensory and regulation‐based limitations on participation. Preliminary data shows positive changes in performance and satisfaction in self‐identified goal areas as well as changes related to mindfulness, a personal sense of competence and relatedness. In practice, occupational therapists should consider integrating elements of this LS/AT intervention to support this population, including addressing life skills through engagement in unique and motivating activities.