Addressing the ethical issues of school-based occupational therapy practice: Perspectives from Quebec-Canada

Abstract School-based occupational therapists often encounter ethical issues that challenge core professional values. When unresolved, these ethical issues can have significant negative consequences. However, solutions to address them are not well-documented in existing literature. This study aimed to describe the solutions used or considered by school-based occupational therapists to address the ethical issues encountered in their practice. A qualitative inductive research design inspired by Husserl?s descriptive phenomenology was employed. Nineteen school-based occupational therapists practicing in Quebec, Canada were interviewed individually. Data analysis revealed 31 distinct themes. The results indicate that participants used 20 different solutions to address specific categories of ethical issues they face. Most of these solutions targeted ethical issues emerging from the micro-environment and are individual in nature. Additionally, the study identified 11 potential solutions applicable across all categories of ethical issues, the majority of which are structural in nature. By providing a comprehensive overview of these solutions, this study offers valuable insights and practical tools for occupational therapists to address the ethical issues of school-based practice.