Meaning of Occupation-Based Groups for Low-Income Urban Youths Attending After-School Care

Susan Bazyk and John Bazyk

KEY WORDS adolescent group processes health promotion interpersonal relations leisure activities socialization

The purpose of this phenomenological study was to describe the meaning of occupational therapy groups focusing on occupational engagement, group process, and socialemotional learning for a purposeful sample of low-income urban youths attending after-school care. Interviews and participant observation were used to study how the children made sense of their experience. Qualitative data analysis resulted in two thematic descriptions of the experience. First, the groups were fun because of engagement in novel and challenging leisure occupations within a supportive group context. Participation in creative activities that allowed choice transformed moodchildren experienced happiness and wanted more of these experiences. Second, the participants valued being able to talk about feelings and learn strategies for dealing with anger. Findings provide a glimpse into the possibilities of enhancing occupational balance by engaging children in occupations they find to be fun.
Bazyk, S., & Bazyk, J. (2009). The meaning of occupation-based groups for low-income urban youths attending after-school care. American Journal of Occupational Therapy, 63, 6980.

Susan Bazyk, PhD, OTR/L, FAOTA, is Associate Professor, Occupational Therapy Program, Department of Health Sciences, Health Sciences Building, Room 120, Cleveland State University, 2121 Euclid Avenue, Cleveland, OH 44115; s.bazyk@csuohio.edu John Bazyk, MS, OTR/L, is Chairperson, Department of Health Sciences, Cleveland State University.

ccupational science isanacademicdisciplinethatfocusesonthehumanneed foroccupations,theabilitytoparticipateinoccupations,andtheorchestration ofdailyoccupationsthroughoutthelifespan(Johnson&Yerxa,1989;Zemke& Clark,1996).Recentinternationalchangesinhowhealthisviewed(WorldHealth Organization,2002)andadvancesinoccupationalsciencehavebroughtaboutnew waysofconceptualizingtheprovisionofservicestoaddresstodayspublichealth concerns(Crepeau,Cohn,&BoytSchell,2003).Asanexample,Wilcocks(1993, 2000,2006)researchontherelationshipbetweenoccupationandhealthhasinspired ashiftinoccupationaltherapystraditionalfocusonclinicalmedicinetoanexpanded pursuitofoccupationalhealthforallpeopleandcommunities.Closelyrelatedto thebroaderconceptofsocialjustice,whichemphasizesequalityinsocialrelations and conditions of living, occupational justice focuses on occupational equity (Wilcock,2006).Allhumansneedopportunitiestoengageinarangeofoccupations tocreatebalanceamongphysical,mental,social,andrelaxationneeds.Byadopting anoccupationalperspective,therapists and assistants are called toactively work towardcreatingoccupationallyjustsocietiesbyuncoveringandaddressingoccupationalinjusticesinnewpracticearenas(Whiteford,2000). Socioculturalchangesmaylurepeopletoselectandengageinanarrayofoccupationsthatarenotconducivetohealth(Wilcock,1993).Factorssuchaspoverty, lackofresources,orinequalityofaccesstoneededresourcesmayleadtooccupational deprivationtheinabilitytoexpressonesoccupationalnature(Wilcock,1998). Numerousproblemscanbeattributedtotheseriskfactors,includingboredom, depression, disease, obesity, and alcoholism (Whiteford, 2000). In particular, impoverishedchildrenmaynothavethesocialorfinancialresourcesneededtobe exposedtoandengageinavarietyofstructuredleisureoccupations.Withoutregular opportunitiestoparticipateinhealth-promotingleisureoccupations,involvement
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innonlegitimateoccupationssuchasvandalismandgang activitymaybecomeattractivealternativestomeetsocial, physical,andrelaxationneeds(Snyder,Clark,MasunakaNoriega,&Young,1998).Inthespiritofoccupationaljustice,theOccupationalTherapyGroupsforHOPE(Healthy OccupationsforPositiveEmotions)weredevelopedbySusan Bazyk to meet the occupation-based and social emotional needs of low-income urban youths attending after-school care. A brief summary of the needs of lowincome urban youths is followed by a description of the HOPEgroups.Thefindingsofaqualitativestudyexploring themeaningofparticipationintheHOPEgroupsfromthe childrensperspectivearepresentedalongwithadiscussion ofimplicationsforpractice.

Unique Needs of Low-Income Urban Youths

Children need to engage in a balance of occupations to achieveoptimaldevelopmentandtoexperiencehealthand well-being.Inparticular,participationinawiderangeof structuredleisureoccupationsisassociatedwithacademic achievementandenhanceddevelopmentinseveralareas, includingpersonalidentity,initiative,emotionalself-regulation, social interaction, and team work (Durlak, Weissberg, & Collaborative for Academic, Social, and Emotional Learning, 2007; Dworkin, 2003; Passmore, 1998).Exposuretoarangeofpotentialleisureoccupations andtheavailabilityofresourcestosupportengagementare criticalfactorslinkedwiththelikelihoodthatchildrenwill developandmaintainhealthyleisureinterests.Youngpeoplefromfamilieswithhighersocioeconomicstatushave thefinancialresourcestopursueandgainsatisfactionfrom alargerangeofleisureoccupationssuchasmusic,dance, and organized sports (Bouffard et al., 2006; Duffett & Johnson,2004;Passmore,1998).Highlystructuredleisure occupationsareassociatedwithregularparticipationschedules,directionbyoneormoreadultleaders,rule-guided interaction,anemphasisonskilldevelopment,andperformancethatrequiressustainedattentionandtheprovision of feedback (Mahoney & Stattin, 2000). When people learntoenjoycomplexoccupationsthatprovidechallenges correspondingtotheirskills,theyaremorelikelytodevelop innateabilities,experiencepositiveself-esteem,andshow happiness(Csikszentmihalyi,1993). Incontrast,youthslivinginpovertyorfragmentedfamiliesgenerallyhavefeweropportunitiestoexploreandparticipate in structured leisure occupations (Bouffard et al., 2006;Duffett&Johnson,2004;Farnworth,1999).Ifonly passiveopportunities(e.g.,hangingout)oraggressiveopportunities for action (e.g., gang activity, violent computer games)areavailable,childrenwillmissopportunitiestoseek
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out and experience health-promoting challenges. Passive formsofleisureusuallylackcomplexity,providelittleorno challenge,andrequirenoskills.Asaresult,feelingsofboredommayleadpeopletoseekstimulationfromanyactivity (evenillegal)thatisinterestingorchallengingtoreachan optimallevelofarousal(Farnworth,1998). Participationinstructuredleisureoccupationsisparticularly important during after-school hours. Research has found that participation in high-quality after-school programsreducesthelikelihoodofinvolvementinriskybehaviors(e.g.,drinking,smoking,sexualactivity)andpromotes improvements in social and behavioral skills (e.g., peer friendships,conflictresolution;Hall,Israel,&Shortt,2004; NationalInstituteonOut-of-SchoolTime,2007;Roffman, Pagano, & Hirsch, 2001). High-quality after-school programs are thought to reduce negative behaviors in lowincomechildrenbyproviding(1)supervised,constructive activitiesthatenhancethedevelopmentofcriticalskills;(2) asafeenvironmentduringpeakhoursforjuvenilecrime;and (3)astructuredprogramforenhancingacademic,social,and emotional skills (Durlak et al., 2007; Posner & Vandell, 1999). Inadditiontoparticipationinmeaningfulactivitiesduring after-school hours, children need opportunities to developsocialemotionalskillsandcloseconnectionswith caringadults.AccordingtoElias,Zins,etal.(1997),aprimarygoalofeducationalprogramsistohelpchildrenbecome knowledgeable,responsible,andcaringindividualsbyproviding thoughtful, sustained, and systematic attention to social and emotional learning. This goal requires relevant adults(e.g.,teachers,daycarestaff)toallowfeelingstobe used constructively in education, out-of-school activities, and family life (Elias, Zins, et al., 1997). Although it is importanttofosteremotionalintelligenceinallchildrenas ameansofpreventingsocialandemotionaldifficulties,lowincomeurbanyouthsmayhaveaheightenedneedforsuch programming,giventheinherentrisksassociatedwiththeir livingsituation.Povertyaffectschildrendirectlybylimiting materialresourcesavailabletothemandindirectlybythe psychologicaldistressitcausesparents,whichcannegatively influenceparentalbehavior(McLoyd,1990).Programsthat fosteremotionalintelligencehelpchildrenrecognizefeelings, control impulses, and acquire important social skills for developing and maintaining healthy relationships in life (Goleman,1995). Finally, children need opportunities to develop close attachmentstopeople.Asignificantbodyofscientificevidencedemonstratedthathumansarebiologicallyhardwired forcloseattachmentstootherpeople,beginningwithour mothers,fathers,extendedfamily,andthenmovingoutto the broader community (Institute for American Values,
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2003,p.14).Meetingachildsneedforhumanconnectedness and moral meaning is essential for health and development.

Preventive Occupation-Based Groups

Onthebasisofchildrensinherentneedsforstructuredleisure occupations, socialemotional learning, and close human connections, preventive occupation-based groups forlow-incomeurbanyouthsattendingafter-schoolcare theOccupationalTherapyGroupsforHOPEwasdevelopedandconducted.This9-weekprogram,embeddedin afaith-basedafter-schoolsettinginalargeMidwesterncity, hasbeenofferedyearlyasaservice-learninginitiativesince 2003.UnderthesupervisionofSusanBazyk(anoccupationaltherapyfacultymember),groupsofgraduateoccupationaltherapystudentscoplanandfacilitatethe1-hrweekly groups,eachmadeupof810children.After-schoolcare providers also participate in the group activities to learn howtosimultaneouslyengagechildreninmeaningfuloccupations and attend to socialemotional learning needs (Bazyk,2005). Each group is organized into three major segments includinganintroductoryconversationtime,participation inastructuredleisureoccupation,andashortclosurediscussion(Williamson&Dorman,2002).Duringtheconversationtime,asocialemotionalthemeisintroducedtohelp the children develop basic socialemotional competencies (understandingtherelationshipamongfeelings,thoughts, and behaviors; Elias,Zins,etal.,1997; Goleman,1995). ThemeshavebeenadaptedfromSelf-Science: The Emotional Intelligence Curriculum byMcCown,Jensen,Freedman,and Rideout(1998)andVolcano in My Tummy: Helping Children to Handle Anger (Whitehouse&Pudney,1996).Learning activities focus on developing an expanded vocabulary of feelingwords,recognizingandexpressingfeelings,respondingtoothersfeelings,andlearninghowtoexpressangerin appropriateways. Theoccupation-basedprojectisconsideredtheheartof thegroupbecauseitexposesthechildrentostructuredleisure occupations that may develop into long-term interests. Groupprojectsreflectacombinationofshort-termactivities thattakeplaceduringonesessionandlong-termprojects that last for 2 to 3 sessions. Short-term projects include leather stamping (e.g., making bracelets), constructing crossesoutofwoodenclothespins,andsimpleyarnprojects (e.g.,makingGodseyecrosses),tonameafew.Examples oflong-termactivitiesincludemakinggreetingcardsusing rubberstamping,creatingpapiermchmasks,knitting,and doingyoga.Thesocialemotionalthemeisreinforcedduring thegroupactivityandlaterrevisitedduringgroupclosure.
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Group closure also focuses on occupational reflection thinkingabouttherelationshipbetweendoingtheactivities andhowonefeels(Jackson,Carlson,Mandel,Zemke,& Clark, 1998). This focus allows the children to begin to consider the health-relevant consequences of their occupations. Inadditiontoparticipationinmeaningfuloccupation, theHOPEgroupsweredesignedtofosterpeerinteraction and group process (Schwartzberg, 2003). Occupational therapystudentsarealsoinstructedontheuseofpositive behavioralsupportsandencouragedtoapplythesestrategies duringthegroups(Sugaietal.,2000).Strategiesincluded creatingapositiveculture(e.g.,respect,warmth,andcaring),creatingclearrulesandexpectations,andproviding effectiveinstruction(e.g.,simple,cleardirections).Further detailsabouttheHOPEgroupproceduresandcurriculum aredescribedinpreviouslypublishedwork(Bazyk,2005, 2006). Reilly (1971) once said that occupational therapists havemoremedicalknowledgethantheyneedtoapplyin practice,andpracticemoretheuseandapplicationofoccupation than they have knowledge to support (cited in Rebeiro&Cook,1999,p.177).Althoughresearchonthe basicandapplieddimensionsofoccupationhasgrownsince thefoundingofoccupationalsciencein1989,therecontinuestobeaneedforfurtherresearchonoccupationandits useinpractice,particularlyinnewpracticearenas(Clarket al., 1991; Rebeiro & Cook, 1999). Studies exploring the personsexperiencesoftherapeuticoccupationareneeded (Gray,1997;Sviden&Borell,1998).Thisknowledgewill contributetotheprofessionsunderstandingoftheimpact ofoccupationalengagement,promotethefacevalidityofthe profession(Reilly,1971),andinstillconfidenceinoccupationaltherapistsastheyusemeaningfuloccupationsinpractice(Rebeiro&Cook,1999).Inparticular,littleisknown aboutthemeaningofandperceivedhealthbenefitsofpreventive occupation-based groups for low-income urban youthsattendingafter-schoolcare.Knowinghowchildren experienceandwhattheyvalueaboutsuchgroupswillhelp occupationaltherapistsandoccupationaltherapyassistants indesigningeffectivegroupsandarticulatingthebenefitsof participation.

Method
Phenomenologyisthestudyoftheindividualsexperience from her or his perspective (Finlay, 1999; Gray, 1997). Using a phenomenological approach, the purpose of this qualitativestudywastoidentifyanddescribethemeaning ofoccupationaltherapygroupsfocusingonengagementin structured leisure occupations, group process, and social
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emotional learning as experienced by low-income urban youthsattendingafter-schoolcare. HOPE Group Participants TheHOPEgroupswereprovidedto70childrenattending aninner-cityfaith-basedafter-schoolprogram.Underthe supervisionofSusanBazyk,22graduateoccupationaltherapystudents,assignedingroupsof2or3,co-facilitatedthe weekly groups. The children were placed in 9 groups5 groupsofboysand4groupsofgirls.Theaveragegroupsize was 78 children. All group participants were African American, ranging in age from 7 to 12 years and living within the low-income range or near the poverty level. Approximately70%ofthechildrenlivedinsingle,femaleheadedhouseholds(Bazyk,2005). Data Collection Methods Allphenomenologicalapproachesfocusonhowpeoplemake sense of experience and transform it into consciousness, whichrequirescapturinganddescribinghowpeopleexperiencethephenomenonhowtheyperceiveit,describeit, feelaboutit,judgeit,rememberit,makesenseofit,andtalk aboutitwithothers(Patton,2002,p.104).Toachievethis perspective, a combination of interviews and participant observationswereused(Patton,2002). In-Depth Interviews. Oneclearreasonforinterviewing youthfulrespondentsistoallowthemtogivevoicetotheir owninterpretationsandthoughtsratherthanrelysolelyon ouradultinterpretationsoftheirlives(Eder&Fingerson, 2002,p.181).Apurposefulsampleof10children(4boys, 6girls)wasinterviewedafterInvestigationalReviewBoard approval, written parental consent, and childrens assent. Intensity sampling guided the selection and consisted of thosechildrenwhorepresentedexcellentorrichexamples ofthephenomenonofinterest(Patton,2002,p.234).For thisstudy,excellentcasesweredefinedasthosechildren whoconsistentlyattendedtheHOPEgroups.Theinterviews tookplaceafterthechildrenhadexperiencedseveralweeks oftheHOPEgroupsbetweenWeeks4and9.Fromthe 10 children in the sample, 5 children were interviewed 3 times, 3 were interviewed twice, and 2 were interviewed once,resultinginatotalof23interviews.Thisformofserial interviewing over time is recommended for collecting indepthinformationandallowsfortheuseofcontentfrom the first interview to contribute to subsequent sessions (Morison,Moir,&Kwansa,2000). Interviewstookplaceonthedayaftertheweeklygroup andwereconductedinafamiliarconferenceroomatthe youthcenterduringafter-schoolhours.Questionsfocused onelicitinginformationaboutwhatwasdoneinthegroups,
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whatparticipantslikedanddisliked,andwhatparticipation meanttothem.Althoughopen-endedquestionswerewrittentoguidetheinterviews,eachwasfollowedbytheuseof probes to obtain a full understanding of the participants experienceofthegroups.Avaliditycheckwasconducted duringeachparticipantsfinalinterview.Thischeckinvolved verballysummarizinginformationprovidedduringthepreviousinterviewandaskingwhetherthecontentreflectedan accuratedescriptionoftheparticipantsthoughtsandfeelingsregardingtheHOPEgroups.SusanBazykconducted, audiotaped,andtranscribedverbatimalloftheinterviews. Participant Observation. Abenefitofdirectobservationis theopportunitytolearnaboutthingsthatpeopleareunable orunwillingtotalkabout.Althoughthesedatawerenotas essentialtounderstandingthemeaningsofthegroupsfrom thechildsperspectiveastheinterviewdata,theinclusionof observationdatacontributedtothecredibilityoftheinterviewfindings.SusanBazykrandomlyobservedfivedifferent groupsduringtheSessions4through8andwrotedetailed fieldnotesaftereachsession.Herrolewasoneoffullparticipantinthesettingbybeinganassistanttothegroupfacilitatorstodeveloptheperspectiveofaninsider.Boththegroup facilitatorsandthechildrenwerefamiliarwithBazykbecause ofherroleinoverseeingallgroupactivities.Observations lastedanywherefrom10to30minatatimeandfocusedon thechildrensexperienceofthegroup.Fieldnotesconsisted ofdetaileddescriptionsemphasizingthechildrensoccupationalengagement,socialinteractions,groupprocess,and thesetting.

Data Analysis
Credibility refers to the perceived accuracy, fairness, and believabilityoftheresearcherandfindings(Patton,2002). To enhance credibility, two forms of triangulation were usedmultiplequalitativemethodsandmultipledataanalysts.Theuseofmultipledatasourcesallowedforacomparison between the interviews and observations. Because mostoftheinformantswereinterviewedmorethanonce, wewereabletocross-checktheconsistencyofinformation obtained at different times and using various methods (Patton,2002).Theuseofmultipleanalysts(2occupational therapistswithmorethan25yearsofexperienceand1graduatestudentinoccupationaltherapy)wasthesecondtype oftriangulationused. Giorgis(1985)dataanalysisstrategies,asdescribedby Polkinghorne(1989),werecloselyfollowedtounderstand theessenceofthegroupexperiencefromthesubjectiveperspectiveoftheparticipants(seeAppendix).Dataanalysiswas initiatedaftertranscriptionofthefirstsetofinterviewsand wasongoingthroughoutthedatacollectionprocess.Analysts
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independentlystudiedtheinterviewsandobservationdata beforegroupdiscussionsfocusingonclarificationofproceduresandacomparisonofresultstoensureuniformityin theanalysisprocess.

R:OK,outoftheonesthatyouremember,whichones didyoulikebest? C:Uhh,thepuppets.(smiles) R:Youdid?Whatmadeyoulikeitsomuch? C:Cuzyougottotalktoitwithapuppet...Icreated somethingthatislikeifyoupickup...likeifyoumake asandwichathome,Idtakethepuppetwith thehole inthebottominthebackofmypuppetandItakethe puppetandmakeiteatitandthenitsallinmyhandand thenthepuppeteatsthesandwich.(smilinganddemonstratingwithhishands) R: Oh, eat your sandwich? (chuckling) . . . pretend it waseating? C:Yeah....(smiling)

Findings
Afterreadingtheinterviews,identifyingmeaningunits,and transformingthemeaningunitsusinganoccupationalscienceperspective,itbecameapparentthatasynthesisofthe meaningunitscouldbepresentedintermsofoccupational meaning,form,andfunction.Participantresponsestothe interviewquestionsandfollow-upprobesprovidedinformationaboutthemeaningascribedtothegroups(occupational meaning),whatactuallytookplaceduringthegroups(occupationalform),andtheperceivedeffectsofgroupparticipation(occupationalfunction).Twomajorthemesdescribing theessentialelementsofthegroupexperienceemergedfrom the data:TheHOPEgroups arefun andthechildren learned to talk about their feelings and express anger in appropriateways.Eachthemeisdescribedinthefollowing sections along with selections of the interviews presented verbatimtoprovidethereaderwithatruesenseofthechildrensvoices.TheRintheinterviewexcerptsstandsfor theresearcher.Pseudonyms,selectedbyeachparticipant,are usedinsteadofactualnamestoensureconfidentiality.Atotal of6girlsand4boyswereinterviewed;theiragesrangedfrom 9to12years. Groups Are Fun
Meaning of Occupation. Whenaskedwhatcomestomind whenthinkingoftheoccupationaltherapygroups,all10 participantssaidthatthegroupsarefun(occupationalmeaning)becauseoftheprojectsandbecauseofbeingabletotalk abouttheirfeelings(occupationalform),resultinginfeeling happyandwantingtorepeattheexperience(occupational function).Coreyemphasizedhisenjoymentofcreatingas notedinthisexcerpt: R:Whatsthefirstthingthatcomestomindwhenyou thinkaboutthegroupsonWednesdays? C: I think that we gonna have a fun project and were gonnahavefun. R:Whatmakesitfunforyou? C:IlikecreatingthingsandIlikedoingthem.(emphasizedcreating things) R:Oh....whatkindofprojectshaveyoumadesofar? C:Wemadeacross,puppets,bowls....(voicetrailsoff) R:Thosemosaicbuttonbowls? C:Yeah...
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The childrens nonverbal behaviors supported their claimsofhavingfunbysmilingorlaughingwhentalking aboutthegroupactivities.Gabrielleindicatedthatfunmeans beinghappy,havingalotofenergy,andwantingtodoit again.Althoughalloftheparticipantsagreedthatthegroups arefunbecauseoftheactivities,2girlsinthefourthandfifth gradesalsoemphasizedthatbeingabletotalktoeachother wasasignificantpartofwhythegroupswereenjoyable,as notedinthisexcerptfromNicole:
R:So,thefirstquestioniswhatcomestomindwhen youthinkofthegroupsonWednesday? N:ThatIwishtheycouldcomeeveryday. R:Because? N:Becauseitsfunandsometimeswedonthavenothin elsetodobutsitintheclassroom. R:Hmmandwhatmakesitfunforyou? N: That we can design a group project and talk about ourfeelings. R:Whenyousaydesign,whatdoesthatmean? N:Likegroupprojects...thelittleplate. R:Thebowlwiththebuttons? N:Yes. R:Andhowdidyoudesignyours? N: A whole lotta heartsthat Im gonna give to my granny. Form of Occupation. Whenaskedwhatmakesthegroups

fun, five overlapping features of occupational form were identified as contributing to the meaning of the HOPE groups:(1)doingnovelandchallengingstructuredleisure occupationsthatpromotecreativityandchoice,(2)being able to talk about feelings and interests during both the structuredandtheunstructuredsegmentsofthegroup,(3) workingtogetherinacooperativemanner,(4)interacting
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withgroupleaderswhoarecaringandcreateasupportive andnurturingcontext,and(5)participatingingroupsthat aredifferentfromtheregularafter-schoolprogrammore childthanadultdirected. Doing novel and challenging structured leisure occupations that promote creativity and choice. Theprojectswerenewto the children (e.g., rubber stamping cards, making Guatemalan worry dolls and mosaic button bowls) and ofteninvolvedtheuseofnewtools(e.g.,papercrimper,glue gun)andthedevelopmentofnewskills(e.g.,grouting,mixingpaintcolors).Childrenenjoyedthecreativeaspectsof making the projects such as selecting materials from an appealingassortmentbasedonpersonalinterestsandthen choosinghowtoconstructordesigntheitem.Coreyindicatedthathelikeddoingtheprojectsbecauselikeyouget topickwhateveryouwanttoputonit.Thisprocesscreatedchallengeandpromotedautonomy.Additionalmeaningwasassociatedwithalloftheprojectsbecausetheparticipantswereabletotakethefinalproducthomeanduse it(e.g.,pencilholder),playwithit(e.g.,puppets),orgive itasagifttoalovedone(e.g.,greetingcards,pottedplant). Thefinalproject,whichinvolvedmakingapersonalframe fortheirgrouppicture,providedameaningfulandlasting memoryoftheirgroupexperience.Terrenceindicatedthat hestillhadhisgrouppicturefromthepreviousyearinhis bedroom.Jamesexclaimedthathewasgoingtokeepitand keeponkeepinit. Beingexposedtoarangeofdifferentstructuredleisure occupationsallowedthechildrentoexperiencefirsthandthe skills, requirements, and benefits of each task. All of the participantswereabletoidentifyfavoriteactivitiesbasedon personalinterests,thusenhancingsenseofself. When asked what was not fun, children indicated justcoloring,cuttingmagazines,andwheneverybody doesthesamething.Theseresponsessuggestthatalackof noveltyandchoicearelessdesirablequalitieswhendoing activitiesandprojects. Being able to talk about feelings and interests during both the structured and unstructured segments of the group. Although allofthechildrenexpressedenjoymentinbeingabletotalk aboutfeelings,thisoccupationwasespeciallymeaningfulfor someofthefourth-andfifth-gradegirls.Inparticular,Lakisha andNicoleappreciatedhavingtheopportunitytotalkand indicatedthattalkingaboutfeelingsmadethegroupexperiencedifferentfromtheotherdaysoftheweekintheafterschoolprogram.Duringtheactivityorprojectportionofthe group, talking was child directed and generally revolved aroundtheactivityorlightconversationsabouteverydaylife eventsandpersonalinterests.Childrentalkedaboutfavorite colors,howtheyweregoingtodesigntheirproject,andalso dislikes. Sometimes during an activity children spontane74

ouslybroughtuptopicsreflectingthechallengesthatarea partoftheirlives(e.g.,presenceofguns,violence,sex,peer pressuretofight)aswellasthestrengths(e.g.,closerelationshipwithgrandmothers,churchinvolvement).Bycontrast, duringthestructuredconversationsegmentsofthegroup, thetalkingwasmoreadultdirected,focusingonthesocial emotionalthemefortheweek. Working together in a cooperative manner. Inadditionto enjoyingdoingtheprojects,manyofthechildrenspecified that they liked to work together while doing them. The experienceofdoingandhavingfuntogetherappearedespeciallysignificantforTerrenceandDe.Theboysinthisgroup wereobservedenjoyingthesharedcamaraderieofdoing versustalkingtogetherappearingtobeconnectedtoeach otherbytheactivity.Groupleadersdesignedtheprojector activitysothatchildrenworkedinacirclewhilesittingona throwrugoronchairsaroundatable.Thispromotedclose face-to-face interaction, sharing of materials, and helping eachother.Apreferenceforgroupcooperationandpositive behaviorversusarguingwasexpressedbyseveraloftheparticipants.Whenaskedwhattheyconsideredtobenotfun, twoparticipantssaidthattheydidntlikewhentheirpeers goballistic,catchanattitude,ormisbehavebecausethis takesawayfrombeingabletodotheproject.Funwasassociatedwithproductiveactivityversusnegativeformsofbehaviorandconflict. Interacting with group leaders who are caring and create a supportive and nurturing context. Funwasalsodirectlyattributedtogroupleaderqualities.Alloftheparticipantsindicatedthatthegroupleaderswerenicebecauseofavariety ofthefollowingcharacteristics:  Positive mood and playful interaction:Keishaindicatedthat shelikedhavingfunandexciteful[sic]grownupsaround. Participants noticed the group leaders mood (e.g., that theycameinsmiling)andwerepositivelyaffectedbyit (e.g.,madethemfeelhappy).Gabriellelikedthattheleaderssaidfunnythingsandthattheycouldlaughtogether Whentheyteachushowtodoitifyoudontknowhow andthen,uh,andsomethingliketheyaskyouwhatyoure doingandsometimestheybelaughingwithyouthen youllcrackupandthenbelaughingtogether(chuckles). Thiscommentsuggeststhatthegroupleaderspromoted funbyusingplayfulstylesofinteraction.  Effective teaching and responsive to needs: Participantsindicated that the group leaders explained things clearly, whichmadetheprojectseasytolearn.Leaderswerealso viewedasresponsivetoneedsbystoppingandanswering questions.  Caring and concerned: Deajiathoughtherleaderswere caringbecausetheytookapersonalinterestinherby askingheraboutherday.Nicoleappreciatedthatgroup
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leadersattendedtoherfeelingsyoucanlikeexpress your feelings and like, if Im angry, they say do you wanttositdownandtalkaboutit?ordoyouwantto talk about it in group? If you say no, they say, Ill respectthat.  Flexible and open to play:Thesegroupleaderqualitieswere acknowledgedincommentssuchastheleadersletyou playandstuff,letushavefun,andletustalk.Less restrictiveruleswereassociatedwiththegroupsessions comparedwiththeregularafter-schoolprogram.  Understanding: Antonajia appreciated that the leaders understoodwhenmistakesweremadebysayingaccidentshappen.  Respectful: Participantsappreciatedtheleaderstalkingto themversusyellingwhenrequestsweremadetomodify behavior.Nicolerecognizedpolitenesswhenleaderssaid pleasebequietversusshutup.  Nurturing: Leaderswereseenasencouraging.Itbecame clearduringtheinterviewsthatgroupleaderinteraction played a significant role in how the group was perceived. Participating in groups is different from the regular afterschool programmore child than adult directed. Participants indicated that the HOPE groups were different from the other after-school activities because of doing projects and activities.After-schoolactivitiesscheduledduringtheother daysincludedmathskills,computerskills,Biblestudy,soccer,andhomeworkhelp.Mostoftheactivitieswereconductedwiththechildrensittingatdesksinatypicalclassroomfashion.Bycontrast,theHOPEgroupswerespecifically designedtopromotegroupinteractionandtrust.Participants indicatedthattheyhadmorefreedomtomakechoicesand dothingsbythemselvesthantheotherdaysoftheweek. Inaddition,theapproachusedforbehaviormanagementappearedtodifferbetweentheafter-schoolstaffand occupationaltherapystudents.Deajia,Keisha,andNicole indicatedthattheydidntlikebeingyelledatbytheirteachers.Lakishaalsoexpresseddispleasureovernotbeingableto talktoherfriendsintheclassroomduringtheotherdaysof theweek.Bycontrast,byapplyingpositivebehavioralsupportsstrategiesduringthegroups,occupationaltherapystudentspromotedpositivebehaviorbybeingcaringandcommunicatingclearrules(Sugaietal.,2000). Function of Occupation. Many examples of how the groupsinfluenceemotionalhealthandqualityoflifehave alreadybeenmentionedintheprevioussections.Forexample,participationinmeaningfulstructuredleisureoccupationsledtofeelinghappyandenergized.Childrenbeganto experience a relationship between doing meaningful and challengingactivitiesandfeelinggoodasnotedbyLakisha inthisexcerpt:
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R: When you think of the Wednesday groups, what comestomind? L:Theyfun.(voiceinflectedupward) R:Theyrefun? L:Becausetheyhelpmeforgetaboutwhathappenedat school. R:Mmm-hmmm. L: And they help for um, when like, when Im feeling bad,theyhelpme. R:Uh,sowhatisitaboutthegroupthatyouthinkmakes youfeelbetter? L:Thatitsfunbecausewedoactivitiesandstuffandit aintboringliketheotherdays. R:Theotherdaysareboringsometimes? L: (L interrupts) cuz our teacher always doing is make usbequiet. R:Makesyoubequiet.... L:AndIdontevergettotalk.

Exposuretoarangeofprojectsandactivitiesalsoresulted in the children beginning to identify personal skills and interests.Participantsindicatedthatthegroupshelpedthem learnhowtoworktogetherasateamandtheywereobserved sharingmaterialsandcomplimentingeachothersproducts. Inadditiontotheseexamplesofoccupationalfunction,childrenspecificallytalkedaboutlearninghowtoexpresstheir feelings and respond appropriately to anger, which were componentsofthesocialemotionallearningcurriculum. Learned How to Express Feelings and Respond to Anger in Healthy Ways The second major theme reflected the socialemotional learningaspectoftheHOPEgroups.Amajorityoftheparticipantsindicatedthattalkingaboutfeelingswasfuntoo. Deajiaindicatedthattalkingaboutfeelingswasnotsomethingthatwasdoneduringthetypicalafter-schoolprogram. Whenaskedwhatwaslearnedfromthegroups,mostofthe participantsindicatedthattheylearnedhowtoidentifyand expressdifferentemotions.Someofthelearningactivities wereidentifiedasbeinghelpful,suchasthefeelingcontinuumandfeelingcharades(McCown,Jensen,Freedman,& Rideout,1998).Severalparticipantsconveyedanappreciationfortalkingaboutfeelings,especiallywhensomething wasbotheringthem. Most of the participants indicated that they learned appropriate(clean)andinappropriate(dirty)strategiesfor expressingangerandwereabletogiveexamplesforhowthey wouldapplythesestrategiesintheirownlives.Nicolefound the role play of ways to express anger particularly helpful because she was able to envision expressing anger like the
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groupleaderdid.Manyofthechildrenwereabletostatethe angerrulesalmostverbatimitsOKtobeangry,butdont hurtyourselfanddonthurtothers(Whitehouse&Pudney, 1996).Theseexamplesindicatethattheparticipantsgaineda cognitive understanding of anger management. Two boys, however,alsogaveexamplesofapplyingthisunderstanding inrealsituations.Terrenceindicatedthathewalkedawayfrom aconflictatschool,andJamesdescribedhowhetriedtocalm downaclassmatewhowasangry.Thestrategyofstopand thinkwasdemonstratedwhenhesaidItoldhimtostopand tryandtakeadeepbreath.Hehaddirtyangerthough... yeah,Ibelike,thinkofsomething,thinkofsomethingyou do,youredoing,saywhatyouredoinginyourmind.

therelationshipbetweenactiveparticipationinmeaningful occupations, fun, and life satisfaction to children, afterschoolcareproviders,andparents. Designing Groups for Fun The HOPE groups were carefully designed to attend to multipleaspectsofoccupationalform,which,inturn,influencedoccupationalfunction.Thesignificantaspectsofoccupationalformthatemergedfromthedataincludedacombinationofwhatwasdone(e.g.,projects,activities,talking) andenvironmentalfactors(e.g.,therapistchildinteraction, settingcharacteristics).Thissupportstheclaimthatoccupationaltherapistsneedtoattendtoboththeoccupationand theenvironmenttoinfluencetheperson(Rebeiro&Cook, 1999). Findings suggest, that for this group of children, engagement in structured leisure occupations provided enjoymentandlifesatisfaction,opportunitiesforenhanced development, and occupational enrichment (occupational function). Activity Features. AccordingtoCsikszentmihalyi(1990), enjoymentorfunoccurswiththepresenceofseveralmajor componentsthat,basedonthefindings,werepresentinthe HOPEgroupactivities.Enjoymentoccurswhenactivities havecleargoals(e.g.,makinggreetingcards),involveconcentration(e.g.,thinkingabouthowtodesignthecard),are doable(e.g.,childrenhaveaclearchanceofcompletingthe cards),andprovideimmediatefeedback(e.g.,childrenare abletoseetheendproductandtakethecardshometogive to family and friends). Enjoyable experiences also allow peopletohaveasenseofcontrolovertheiractions,orchoice. TheopportunitytoexercisechoicewasexplicitlymadeavailableintheHOPEprojectsbyofferingavarietyofmaterials forthechildrentochoosefrom. Challengeisanotherimportantelementofenjoyment wheretheopportunitiesoractionperceivedbytheindividualareequaltohisorhercapabilities(Csikszentmihalyi, 1990,p.53).Occupationaltherapistshavetraditionallyvalued the use of occupations that provide the just-right challengeaconceptinspiredbyA.JeanAyres(1998).The occupational therapy students were acutely aware of the importanceofthisfeaturewhendesigninggroupactivities. Whentheoccupationaltherapystudentssucceededindoing so,theyfeltthat,atsomelevel,theactivityranthegroup. Creating the just-right challenge however, demanded thoughtfulplanninginvolvingacarefulconsiderationofthe childrensskillsandinterestscombinedwithananalysisof theactivitydemandsandthegroupdynamics.Occupational therapistscandesigngroupsforfunbyexplicitlyattending toalloftheseelements. Features of the Environment. Occupational therapists nowrecognizetheenvironmentasanimportantconsiderJanuary/February 2009, Volume 63, Number 1

Discussion
Thisstudyrevealedhowlow-incomeurbanchildrenexperienceandwhattheyvalueaboutparticipationinoccupationbasedgroupsembeddedinafter-schoolcare.Thefindings haveimplicationsforhowtherapistsandtherapyassistants can designandimplementgroupstoaddresstheoccupational and socialemotional needs of children. Moreover, findingsmaybeusedtoarticulatethementalhealthbenefits ofparticipationinoccupation-basedgroups. Groups Are Fun Thefirstessentialelementisthatthegroupsarefun(occupationalmeaning)becauseofengagementinnovelandcreativestructuredleisureoccupationsthattakeplaceinasupportivegroupcontext(occupationalform),whichresultsin feelinghappyandadesiretorepeattheexperience(occupationalfunction).Theinterrelationshipbetweenoccupational meaning,form,andfunctionisevidentinthistheme. Relationship Between Fun and Quality of Life Funisdefinedasthatwhichprovidesmirthandamusement;enjoyment;playfulness(Parham&Fazio,1997,p. 230).Althoughliteratureaddressingtherelevanceoffun inchildrensliveswasnotidentified,literatureontheimplicationsofenjoyment,awordroughlysynonymouswithfun, was.Inhisresearchonoptimalexperience,Csikszentmihalyi (1990)observedarelationshipbetweenenjoymentandquality of life, specifically happiness. On the basis of years of researchstudyingthousandsofpeoplearoundtheworldto identifywhenpeopleexperiencethemostenjoymentintheir lives, he concluded that optimal experience occurs when peopleareactivelyversuspassivelyengagedinmeaningful activity.Inthisstudy,byactivelyengagingchildreninmeaningfuloccupations,theHOPEgroupswereviewedasenjoyable.Occupationaltherapistsneedtobeawareofhowto designgroupstopromotefunand,moreover,toarticulate
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ationinoccupationaltherapypractice(Rebeiro,2001,p. 81).Providingmeaningfuloccupationwithinanenvironmentperceivedtobesafeandsupportiveisrecommended (Rebeiro,2001).Studyfindingssuggestthatboththesocial and the physical environments influenced occupational meaning. Thesocialenvironmentofferedthechildrenanopportunitytointeractwithadultrolemodelswhowereviewed ascaring,positive,andplayful;effectiveteachers;flexible; understanding; respectful; and nurturing. According to Rebeiro(2001),thesequalitiesareimportantforcreatinga just-rightenvironmentonethatissafe,fun,andclient driven.Occupationaltherapystudentswereencouragedto connectwiththechildrenbytakingapersonalinterestin theirlivesandfocusingontheirabilities.Theexperienceof care and support from a positive role model is especially criticalforyouthslivinginfragmentedfamiliesthatmaybe unabletoofferthesetypesofexperiences(Dworkin,2003). Inacaringrelationship,thetherapistfeelsacommitmentto thechildsneedsandinteractsinawaythatsupportsthe childsgrowth(Wright-St.Clair,2001). The occupational therapy students affect was also notedbysomeofthechildren.BothKeishaandGabrielle appreciatedtheleaderspositiveaffect(theycameinsmiling)andplayfulinteractionstyle(sayingfunnythingsand laughingtogether).Playfulnessisastyleofinteractionthat communicates flexibility and promotes having fun (Bundy,1997). Althoughleadersencouragedthechildrentohavefun by interacting in a playful and flexible manner, they also elicitedcooperationthroughtheuseofpositivebehavioral supportsandcleardirectives.Childrenrecognizedtheleaders asbeingrespectfulandappreciatedbeingtalkedtoversus yelled at when requests were made to modify behavior. Severalparticipantsstatedthattheydidnotlikewhenother childreninthegroupmisbehavedorwereuncooperative. Childrenspreferenceforcooperationandrespectfulinteractions points out how critical it is for group leaders to be knowledgeable and skilled in using strategies to promote positivebehaviorandgroupinteraction. Structuring the physical environment to bring about groupcohesioninvolvedthoughtfulpreparationaswell.A considerationofthespatialcontextofinterventionincludes anappreciationofhowspacesandobjectssupport,shape, andinhibitindividualorgroupexperience(Pierce,2001, p.254).Groupleadersrearrangedtheclassroomenvironmenttopromoteface-to-faceinteractionandsharingamong group members. Group projects were completed either aroundatableorwhilesittinginacircleonthefloor. Thesefindingssuggestthatoccupationaltherapistsneed tobeskillfulindesigningthejust-rightoccupationandthe
The American Journal of Occupational Therapy

just-right environment to promote trust, group cohesion, positivebehavior,andfun.Beingawareoftheimportance ofbothelementsisessentialingroupdevelopment.

Educating Children and Caregivers About the Mental Health and Developmental Benefits of Fun. Inadditiontodesigning

groupstopromotefun,occupationaltherapistsneedtobe awareofandarticulatethementalhealthbenefitsofparticipationinsuchactivities.Enjoymentinvolvesbecomingfully absorbedintheactivityandallowingthepersontoforgether orhisproblems.Whenfullyabsorbed,orinastateofflow, the person does not have enough attention left to think aboutanythingelseexceptdoingtheactivityand,inasense, becomes one with the activity (Csikszentmihalyi, 1990). Temporaryrelieffromtheeverydayanxietyandconcerns may be particularly significant for children living in lowincomeurbanenvironmentsbecauseoftheassociatedrisks ofhigherratesofinternalizing(e.g.,depression)andexternalizing (e.g., aggression) symptoms (Grant et al., 2004). BothGabrielleandLakishaindicatedthatthegroupshelped themtoforgetabouthavingabadday.Forexample,when askedhowshewillbedifferentfrombeinginthegroups, Lakishasaid,ItsgoingtohelpmebedifferentcuzIaint going to always bein grouchy. . . . I forget about being grouchy. As a part of intervention, occupational therapists can educate children, after-school staff, and parents about the immediateandlong-termmentalhealthbenefitsofengaging inactivitiesthatpromoteflow.Csikszentmihalyi(1993)found that flow does not just improve the quality of experience momentarily,butitalsohasimportantlong-termeffects(p. 41).Teenagerswhoexperiencemoreflowreportbeinghappier andmoreacademicallysuccessfulthanthoseexperiencingless flowintheirdailylife(Csikszentmihalyi,1993).Whenapplied tothisstudysfindings,Csikszentmihalyisworksuggeststhat thefunexperiencedduringtheHOPEgroupsmayhavebenefitsbeyondtheactualgroupexperience. Itisalsoimportantforoccupationaltherapiststocommunicate the developmental benefits of participation in structured versus nonstructured leisure (Dworkin, 2003; Passmore,1998).Bybeingexposedtoavarietyofactivities, childrenlearnnewskills,resultinginexplorationandidentitywork.Participantsinthisstudybegantoidentifyfavorite activitiesbasedoninnateskillsandpersonalinterests.
Embedding Occupational Therapy Services to Promote Occupational Enrichment. Inadditiontoenhancinglifesatis-

factionandmentalhealth,findingssuggestthatengagement in structured leisure occupations provided occupational enrichmentfortheparticipants.Thisparticularafter-school programwasdesignedtoemphasizeavarietyofspiritual, academic, and physical activities offered by after-school teacherswithinaclassroom-likesetting.Occupational enrich77

mentreferstothedeliberatemanipulationoftheenvironment to facilitate participation in a range of occupations designed to reduce the state of deprivation (Molineux & Whiteford,1999,p.127).Byfocusingonstructuredleisure andsocialemotionallearning,theHOPEgroupswerespecificallydesignedtodojustthat.Whenaskedwhatmakes theoccupationaltherapygroupsdifferentfromwhatisdone theotherdaysoftheweek,participantsindicatedthatthe groups were different because of doing fun projects and activities,gettingtotalkaboutfeelings,andhavingchoices. Occupationaltherapistsneedtobeonthelookoutfor occupationalimbalanceordeprivationwithinourplacesof employment and within a variety of community settings. Thistypeofoccupationalperspectivecanbeusedasafoundationforinfluencingthesocialandinstitutionalstructures preventingchildrenfromparticipationinarangeofhealthpromotingoccupations.
SocialEmotional Learning: Expressing Feelings and Controlling Anger. Thesecondmajorthemeconcentratedon

childrensideas,thoughts,andfeelingsusingtheirownwords andlanguagestructure(Eder&Fingerson,2002).Although thelanguageskillsofchildreninthisstudyweregenerally poor, each participant listened carefully to the interview questions and answered thoughtfully. The children were clearintheirlikesanddislikes.

Summary
Thetaskofasoundeducation,Platoarguedtwenty-five centuriesago,istoteachyoungpeopletofindpleasure intherightthings.Ifchildrenenjoyedmath,theywould learnmath.Iftheyenjoyedhelpingfriends,theywould grow into helpful adults. If they enjoyed Shakespeare, theywouldnotbecontentwatchingtelevisionprograms. Iftheyenjoyedlife,theywouldtakegreaterpainstoprotectit.(Csikszentmihalyi,1993,p.39)

socialemotionallearning.Althoughthisaspectoftheprogramwassecondarytotheoccupationalfocus,eveninarelativelyshortamountoftime,theparticipantsrecognizedthe importanceofidentifyingandcommunicatingtheirfeelings and learning appropriate strategies for dealing with anger. Nicolestated,Likethetalkingpart,youcanlikeexpressyour feelingsandlike,ifImangry,theysaydoyouwanttosit downandtalkaboutit?Findingsalsosuggestthatthegroups offeredtheparticipantsanopportunitytothinkaboutanger asanormalfeelingandtodifferentiateappropriateandinappropriatewaystorespondtoanger.Thechildrenwerealso abletodescribetheangerrulesandgiveexamplesofhow to apply them in their lives, indicating that they gained a cognitiveunderstandingofangermanagement(Whitehouse &Pudney,1996).Oneboywasactuallyobservedbyagroup leader in applying an anger management strategy to help anotherboytocalmdownwhenhewasangry. Althoughtheinterviewparticipantswereabletoverbally describethesocialemotionallessons,withoutfurtherobservationorassessmentitwouldbedifficulttoassessthelongtermbenefitsfromsuchaprogram.Itisrecommendedthat socialemotionallearningskillsbetaughtincrementallyand reinforcedoveralongperiodoftime(Elias,Bruene-Butler, Blum,&Schuyler,1997).Occupationaltherapistscanadvocate for childrens mental health by helping teachers and caregiverslearnhowtotuneintoandrespondtochildrens socialemotionalneedsonadailybasis. Althoughthispurposefulsampleof10childrenappears small,itmetthepurposeofthestudy.Onelimitationmay havebeenthatthechildrenslanguageskillssomehowlimitedtheirabilitytodescribetheessenceoftheirexperiences. Thenagain,thegoalofinterviewingwastolearnaboutthe
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Byapplyinganoccupationalscienceperspective,theoccupationaltherapygroupsforHOPEweredesignedtohelp low-incomeurbanyouthsfindpleasureintherightthings (Csikszentmihalyi,1993,p.39).Findingsofthisstudycontribute to an understanding of the role of occupational therapyinarelativelynewpracticearenaafter-schoolprogramsinlow-incomeurbancontexts.Interviewsofthechild participantsprovidedaninsideviewintotheirthoughtsand feelingsabouttheHOPEgroups.Whengivenanopportunitytotalkabouttheirexperiences,childrenwereclearabout whatwasmeaningful.Theoccupationaltherapygroupswere fun because of the just-right occupation (those providing opportunitiesforcreativityandchoice)providedwithinthe just-rightenvironment(flexibleandsupportive).Thisstudy providesaglimpseintothepossibilitiesofenhancingoccupationalbalanceandmentalhealthbyengagingchildrenin occupations they find to be fun. There is a clear role for occupationalscientiststoexplorethesepossibilitiesandan equally clear role for occupational therapists to promote occupationalenrichmentforchildrenatriskoforexperiencingoccupationaldeprivation. s

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Appendix
ThisstudyrelflectedPolkinghornes(1989)descriptionofGiorgis(1985)dataanalysisstrategiesasawaytounderstand thesubjectiveperspectiveofparticipants: 1. Obtain a sense of the whole.Analysisbeganbyreadingthroughthedatafromoneprotocol(1participant)toobtaina senseofthewhole.Thiswasrepeatedwitheachofthetranscribedinterviewsandwrittenfieldnotes. 2. Divide content into meaning units.Duringaslowersecondreading,theprotocolwasdividedintounitsorthemesthat seemtorepresentaself-containedmeaningfromanoccupationalscienceperspective.Whilereading,eachtimea changeinmeaningwasnoted,themeaningunitwasdocumented.Sensitivitytothephenomenonbeingstudied (occupation-basedsocialskillsgroups)andtotheresearchersdiscipline(occupationalscience)resultedinattention toparticipantstatementshavingtodowithoccupationalform,meaning,andfunctionaswellassocialemotional learningandgroupinteraction.Theendofthisstepresultedinaseriesofmeaningunitsstillexpressedintheparticipantsownlanguage. 3. Transformation of the meaning units into the disciplinary language. Theresearcheranalyzedtheeverydayexpressionsof theinformantsandthroughtheprocessofreflectiondeterminedwhatwastrulybeingsaidbeforeredescribingthereflectiverealityinalanguageappropriatetothedisciplineofoccupationalscience.Whenadoptinganoccupationalperspective, thedatawereanalyzedthroughoccupationaleyesseeingphenomenaasfundamentallyoccupational.Anoccupational analysiswasusedtoredescribethemeaningunitsintermsofoccupationalform,meaning,andfunction. 4. Synthesis of the transformed meaning units intoa descriptive statement of the essential elements of the experience.Synthesis involvedreflectingonthetransformedmeaningunitsorthemestodeterminewhichwereessentialindescribingthe phenomenonunderstudy(Giorgi,1997).Theresearcherdevelopedthematicdescriptionsoftheessentialelements ofthegroupexperiencethatemergedfromthedataforeachparticipantbeforedeterminingthemesthatwouldapply totheentiredataset.Thisstepinvolvedcombiningthemesthatwereredundantandeliminatingthemesthatwere notconsistentthroughouttheentiredataset. 5. Develop a generalized structural description of the phenomenon that leaves out the particulars of the situation.Aftercompletingtheabovefourstepswitheachparticipantstranscriptionsandtheobservationfieldnotes,afinalgeneral descriptionoftheentiredatasetwasdevelopedreflectingthecoremeaningsoftheexperience.
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