Table 1 Mapping the intervention and the conceptual framework
Contributors to Occupational Performance | Intervention |
|---|---|
Volition A person’s values, personal causation and interests [14] | The intervention seeks to influence participants’ interest and motivation by giving them a musical instrument as well as instruction in its use. The playing of an instrument may be viewed as a desirable skill, enhancing participants’ self-esteem. |
Habituation The acquired and exhibited patterns of occupational performance based on habits and roles [14] | Offering the intervention sessions three times per week may facilitate forming a regular pattern of participation. Because participants keep their instruments for the duration of their involvement in the program, they may develop practice habits during their free time. Participants may see themselves in new roles, such as: learner, musician, or orchestra member. |
Performance Capacity Ability to perform an activity based on one’s mental and physical capacities and lived experiences [14] | Providing music education may enhance participants’ skill and confidence in playing a stringed instrument. |
Environment The physical and social aspects that impact how meaningful activities are motivated, organized, and performed [14] | The intervention has been designed to use both a group setting and a supportive teacher-student interaction which may promote social supports and motivation for engagement. |