Background: Emotional-behavioural problems in children present a barrier to engagement and participation in school occupations. Applying practice theory is an essential process to explore the impact of clinical problems and to orient clinical thinking to the domain of occupation. Purpose: Occupational therapy practice theory and frameworks are applied to the formulation of School-Based Filial Therapy, a viable treatment response to emotional-behavioural problems in children. Key issues: Bowen family systems theory, the Occupational Therapy Practice Framework IV and the Canadian Model of Occupational Performance and Engagement are applied to intervention formulation. Implications: School-Based Filial Therapy engages the dynamic interaction of the person, the occupations he/she engages in and the environment via therapeutic medium of play. It is consistent with the Occupational Therapy Practice Framework IV and the Canadian Model of Occupational Performance and Engagement and provides new possibilities as an intervention for occupational therapists working in children's mental health.

背景：儿童的情绪行为问题是参与和参与学校职业的障碍。应用实践理论是探索临床问题的影响和将临床思维导向职业领域的重要过程。目的：将职业治疗实践理论和框架应用于制定以学校为基础的孝道治疗，一种对儿童情绪行为问题的可行治疗反应。关键问题： Bowen 家庭系统理论、职业治疗实践框架 IV 和加拿大职业绩效和参与模型应用于干预制定。影响：校本孝道治疗通过游戏的治疗媒介参与人、他/她从事的职业和环境的动态互动。它与职业治疗实践框架 IV 和加拿大职业表现和参与模式一致，并为从事儿童心理健康工作的职业治疗师提供了新的干预可能性。