occt1001 introduction to occupational ... -...

Unit study package code: OCCT1001

Mode of study: Internal

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Lecture: 1 x 1 Hours Weekly Science Laboratory: 1 x 2 Hours Weekly

This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units: Nil

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: MrName: Ben MilbournPhone: 0892661084Email: [email protected]: 401Room: 375A

Teaching Staff: Name: Elaine LedgerwoodPhone: 08 9266 1105Email: [email protected]: 401Room: 356

Name: Claire MorrisbyPhone: +618 9266 3611Email: [email protected]: 401Room: 346

Name: Melissa ScottPhone: 08 92663600Email: [email protected]: 401Room: 362

Administrative contact: Name: Admin officerPhone: 0892663600Email: [email protected]

Unit Outline

OCCT1001 Introduction to Occupational Therapy Semester 1, 2015

Faculty of Health Sciences School of Occupational Therapy and Social Work

OCCT1001 Introduction to Occupational Therapy Bentley Campus 20 Feb 2015 School of Occupational Therapy and Social Work, Faculty of Health Sciences

Page: 1 of 13CRICOS Provider Code

WA 00301J, NSW 02637BThe only authoritative version of this Unit Outline is to be found online in OASIS

http://fees.curtin.edu.au/incidental_fees.cfm

Building: 401Room: Reception

Learning Management System: Blackboard (lms.curtin.edu.au)





http://lms.curtin.edu.au/

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus Introduction to the occupational perspective of humans and health. Consideration of occupation - human activity which is purposeful, meaningful and active - as the way humans form individual and collective identities, realise a meangful existence, and ultimately achieve and maintain health. Frameworks used to understand humans as occupational beings. Consider contemporary issues impacting on occupational health.

Introduction “Be the change you wish to see in the world”. Mahatma Gandhi

Welcome to Introduction to Occupational Therapy OCCT1001. This unit will introduce you to an occupational perspective of humans and health. Occupation is a termed used by occupational therapists and means much more than just your job. In fact, occupation and its link to health are so complex that we are devoting a whole unit to introducing you to these, and related concepts.

This unit is concerned with helping you see the world from an occupational perspective; it is a crucial foundation for working as an occupational therapist. For those students who are not studying occupational therapy, understanding humans as occupational beings and the link between occupation and health will be useful to you also. No matter what other units you study or what work you do in the future – another healthcare profession, management, education, politics – understanding the importance of occupation to humans will enable you connect with those you work with in a powerful way

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

Curtin's Graduate Attributes

On successful completion of this unit students can: Graduate Attributes addressed1 Describe current theories of occupation and relate them to everyday life

2 Apply selected frameworks for understanding occupation

3 Analyse the influences on, and relationship between, occupation and health

4 Discuss the transactional nature of person, environment and occupation within relevant contexts

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

Learning Activities Lectures

There will be a one hour interactive, seminar style lecture weekly in which you are expected to come prepared. Please note readings are compulsory and you are required to complete your readings prior to the lecture, ready to participate in a variety of activities during the lectures. There are a number of visiting guest lecturers who participate in the lectures throughout the semester to broaden your understanding of the link between occupation and health. The lectures are designed to provide you with the foundational material of the course. All lectures will be available on FLECS- blackboard. It is essential if you are not attending the lecture in person that you view the lecture online prior to attending the weekly laboratory.

Laboratories

The laboratories are designed to encourage independent learning and are mostly experiential in nature. The weekly readings are preparatory material for the laboratories. You will be expected to come prepared and actively participate in laboratory activities. The laboratories provide you with the opportunity to apply principles learnt in lectures.

Participation in this unit requires the following essential commitments from all students:

• Attendance and participation in all scheduled laboratories and lectures

• Active participation, interaction, questioning and critical thinking

• Ownership of making your educational journey interesting, challenging and exciting

• Recognition that constructive debate is healthy

• Acceptance that learning includes thinking about things not ordinarily considered, hearing different points of view that challenge personal opinion and exploring the wonderful shades of grey that make up human existence

• Respect for the diverse social and cultural experiences that we all bring to the classroom

Students are expected to attend all laboratories. This is in accordance with accreditation requirements in ensuring you meet the course learning outcomes.

Attendance is taken into account at the Board of Examiners where your results are approved. Unexplained absences may be taken into account when determining if you have met the unit learning outcomes and suitability for a supplementary exam.

If you are unable to attend your scheduled tutorial please advise the Tutor of your absence. If you fail to attend classes, you cannot expect the Lecturer or Tutor to brief you on what you have missed. Punctuality is expected. It is unprofessional behaviour to arrive late.

Blackboard is an important tool where a range of resources will be posted to enhance your learning experience. University is about mutual learning and you are encouraged to contribute to the learning experience through submission of resources that can be shared and included in teaching. Please note, all questions regarding assessment for the unit will only be answered on the unit blackboard discussion page. You are encouraged to post questions that will be replied to in a timely manner.

Learning Resources Library Reserve

There are resources for this unit in the library Reserve collection. To access these resources, please click on the following link:

http://link.library.curtin.edu.au/primo/course?OCCT1001





http://link.library.curtin.edu.au/primo/course?OCCT1001

Assessment Assessment schedule

Detailed information on assessment tasks

1. 1. Group Powerpoint Presentation (20% of final grade) (Nb: for assessment 1, you are no longer required to produce a poster).

Date for group presentation:

In class, week beginning 23rd March 2015

Aim:

Occupation is a complex phenomenon that is central to occupational therapy. More importantly, occupation defines humans, both individually and collectively, and it impacts on our health. The aim of this project, therefore, is to explore the link between occupation and health as seen through participation of a leisure activity in the community and using occupational therapy and science literature.

Within your tutorial class, you will be allocated into project group of 4 people. Your group will be allocated a community leisure activity that you will all participate in as group. You are then expected to carry out research using occupational therapy and occupational science literature to describe the relationship between occupation and health.

Each project group is required to produce a 10 minute presentation on your findings from participating in and researching the activity and will present your findings to your peers during class time. Your presentation will be marked by your tutor. It is your responsibility to make sure you are allocated to a group by Teaching week 2. Failure to do so will result in you completing this project as an individual rather than in a group.

What you need to do

Working in your group, you will be required to develop and deliver a professional presentation that lasts for 10 minutes to your classmates. Every group member is required to competently talk for 2 minutes of the overall 10 minutes about the content of the presentation to the audience.

1. Your group will need to research the allocated leisure activity including identifying relevant occupational therapy and occupational science literature using the Curtin library databases to search for literature that may pertain to the activity as an occupation and its impact on health and wellbeing. You are required to research and use a minimum of 6+ occupational therapy/occupational science pieces of literature to support your ideas within the presentation.

2. While participating in the group leisure activity; write down what you observe, take video and photos (ensure you have permission from (available on blackboard) those you video/photograph) and talk with other participants (outside of your group) who are doing the activity. You may want to ask them the following questions:

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Group presentation and poster 20 percent Week: week 4 Day: Week begining 23rd March Time: In class

1,2

2Individual written assignment 40 percent Week: week 10

Day: Thursday 7th May Time: 3pm

1,2,3

3

Final Examination 40 percent Week: exam week 1 or 2 2015 Day: exam week 1 or 2 2015 Time: TBA

1,2,3,4





l What do they get out of the activity? l What does the activity mean to them? l How does the activity influence who they are as a person and how they go about their life and their overall well-being?

3. Using the information you have collected from your library research, your group’s participation in the activity and interviewing others, prepare a professional PowerPoint presentation that involves an active contribution from all group members.

The presentation must be able to demonstrate using the activity and literature, the link between occupation and health. Each group powerpoint presentation must include the following:

l A title slide with all group members’ name and surname visible l A slide identifying each member's responsibilities and contribution to the creation of the PowerPoint

presentation. l Use of PEO model to help analyse the link between engagement in occupation and health. (Nb you may also use

Molineaux to help you). l A reference slide that contains a minimum of 6+ occupational therapy/occupational science references that has

been correctly referenced and used within the presentation. Please note APA 6th edition alphabetical referencing in required for this assignment.

l Evidence of all group members engaging in the activity. This can be in the form of photos/videos. All photos/videos used in the presentation need to be original (e.g. taken by a group member) and not taken from books or the internet.

Nb. You must get written permission from individuals who are part of any videos/photos and interviews used as part of your presentation. Consent forms can found on Blackboard.

Each group is required to email a digital copy of their presentation including scanned copies of associated consent forms to your lab tutor the day before your in-class presentation. All group members must contribute to the presentation. Failure to hand in a copy or attend the laboratory without permission will result in a fail grade for this assessment.

Marking

Assessment 1 is worth 20 marks (20% of final grade) and your mark will be determined using the marking rubric (see blackboard for copy of marking rubric). All group members will receive the same grade.

2. 2. Individual Written assignment (40 % of final grade)

Due date: Thursday 7th May 2015, 3pm

Submission Process:

Students must submit their assignments through Turnitin via the Grade Centre on Blackboard. Please make sure you retain your Turnitin receipt. It is important that students keep a copy of their submitted assignment to present, if necessary, in the event of any technological problems with the electronic assignment submission process.

Word Length and format

A maximum of 1500 words (approximately 5 pages of A4 for main text) including in text citations is required. You may go over the limit by 10% (150 words). The marker will not read or mark work beyond the word limit. A full reference list and appendices (if required) should be included at the end of the assignment (reference list and appendices are not included in the word count). You will require a heading page, a signed plagiarism checklist (available on blackboard) and a contents page (not included in word count). Heading page should include your name, student ID number, lab tutor and day of lab and name of assignment. Please use following format for your word document assignment: Font/size: Ariel 12 ; 1.5 line spacing; 2.0 cm margins on the left, right, bottom and top of the page. Please note APA 6th edition alphabetical referencing is required for this assignment. You are required to use a minimum of 10+ occupational therapy and occupational science scholarly references (scholarly references include journal articles and books) to support your work and integrate these appropriately within your assignment.





NB you are required to write this assignment using third person style.

The task

Students will use theory of occupation to analyse the occupation of volunteering and participating at a community organisation from the perspective of a community volunteer. During class time, students will have the opportunity to visit a community association with your lab tutor (site information will be placed on blackboard prior to the visit). On the day, you will meet the volunteers, observe what they do and have opportunity to ask questions that will help write your assignment. Please be aware that the participants are volunteers and to be treated with the utmost respect. Ensure that you thank the volunteers and organisation for their time on the day of the visit.

For this assignment, you are required discuss the occupation of being a volunteer and answer the following question:

How does the occupation of volunteering influence health and well-being?

This assignment has two (2) parts in answering the question:

1. Using the information you collected from the community organisation visit and relevant occupational therapy and occupational science literature, you will apply Molineux "nature of occupation" to the occupation of volunteering. This requires more than simply describing the model but analyzing what you observed on the visit in relation to the model and telling the marker how you would define the volunteers as “occupational beings’. (Maximum 500 words)

2. Using the information you collected from the community organisation visit and relevant occupational therapy and occupational science literature, you will apply the Canadian Model of Occupational Performance and Engagement (CMOP-E) model to the occupation of volunteering. Using each of the 11 the CMOP-E headings you will:

A. Provide examples and discuss how each CMOP-E heading may be a barrier (negatively impacting) on engaging and participating in the occupation of volunteering.

B. Provide examples and discuss how each CMOP-E heading may enable (positively impacting) engaging and participating in the occupation of volunteering.

(Maximum 1000 words)

Nb. An introduction and conclusion is not required for this assignment.

Marking and Feedback

Assessment 2 is worth 40 marks (40% of final grade) and your mark will be determined using the marking rubric (see blackboard for copy marking rubric). Please note you will receive constructive feedback comments via your submitted online paper. The feedback does not determine your grade rather: 1. Identifies areas where you need to develop. 2. Provide ideas for you to develop your academic thinking and writing for future assignments.

Students can expect to receive their grade and feedback within approximately 20 working-business days after the assignment due date. If there is any deviation from this timeframe, the unit coordinator will inform students via blackboard.

3.

3. A two hour written examination during examination week one or two of semester 1, 2015. The exam is worth 40% of your final mark. Examination revision will take place during the final lecture and week for the unit.





Pass requirements

To pass this unit, students are required to complete and submit all pieces of assessment and achieve an overall grade of 50% or greater. Submission of a blank assignment does not constitute ‘completing an assessment.”

Students are expected to attend all the tutorials/laboratories to ensure they are able to demonstrate the unit’s learning outcomes. Failure to meet the attendance requirements may compromise your ability to pass the unit. Please advise the unit coordinator if you have concerns about your attendance record.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission (eg a mark

equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

l Applications for extension should be submitted to the Admin contact (See details listed on page 1 of unit outline) l If the circumstances for your extension application are likely to impact on multiple units, please contact the course coordinator

Deferred assessments

If your results show that you have been granted a deferred assessment you should immediately check your OASIS email for details.

Deferred examinations/tests will be held from 13/07/2015 to 17/07/2015 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

Supplementary assessments

Supplementary assessments, if granted by the Board of Examiners, will have a due date or be held between 13/07/2015 and 17/07/2015 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

It is the responsibility of students to be available to complete the requirements of a supplementary assessment. If your results show that you have been granted a supplementary assessment you should immediately check your OASIS email for details.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: library.curtin.edu.au.





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

http://students.curtin.edu.au/administration/

http://library.curtin.edu.au/

Academic Integrity (including plagiarism and cheating)

Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

For more information, including student guidelines for avoiding plagiarism, refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au.

Additional information Course Switching for students not enrolled in the Occupational Therapy Course

Important notice to all Health Science students enrolled in Introduction of Occupational Therapy OCT1001:

Thank you for your interest in Occupational Therapy and for selecting this unit as an option.

In the event that we have places available, you are able to apply to course switch into BSc(Occupational Therapy) and the end of semester 1. Kindly note that the process is competitive and applications are assessed on the basis of several criteria, including course weighted average (CWA). In 2014, the minimum cut off score was a CWA of 65%.

A folder has been set up on Blackboard specifically for information pertaining to students enrolled in this unit who would like to consider course switching into Occupational Therapy. Please check this regularly for information.

For any queries, please email the OT course coordinator on: [email protected]

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities website at: students.curtin.edu.au/rights.





http://academicintegrity.curtin.edu.au/

http://students.curtin.edu.au/rights/

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes We welcome feedback as one way to keep improving this unit. Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system (see evaluate.curtin.edu.au/info/).

Recent changes to this unit include:

1. Changes to assessment 2, written assessment 2. Unit readings updated.

To view previous student feedback about this unit, search for the Unit Summary Report at evaluate.curtin.edu.au/student/unit_search.cfm. See evaluate.curtin.edu.au to find out when you can eVALUate this unit.





mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

http://evaluate.curtin.edu.au/

Program calendar

Week Week commencing

Monday:

Elizabeth Jolley Lecture Hall: 210:101

Pre-readings for the week

ER= available online via library E reserve

Tutorial Assessment Due

1. 2nd March

The history of occupational therapy

Gordon D. (2009). The history of occupational therapy. In Crepeau, E. B., Cohn, E. S., & Schnell, B. A. (Eds.), Willard and Spackman’s Occupational Therapy (Eleventh Ed. pp 202 – 215). Lippincott Williams and Wilkins: Philadelphia ER

Pierce, D. (2001). Untangling occupation and activity. American journal of occupational therapy, 55, 138-146. ER

http://www.theguardian.com/social-care-network/2015/jan/28/occupational-therapy-mental-health-support

Introduction to Occupational Therapy.

Intro to assessment 1 group assignment and allocation to group.

Using e-reserve

2. 9th March The theoretical underpinning of occupation

Molineux, M. (2009). The nature of occupation. In M. Curtin, M. Molineux & J. Supyk-Mellson (Eds.), Occupational Therapy and Physical Dysfunction: Enabling Occupation (Sixth ed., pp. 17-26). Edinburgh: Elsevier ER

Law, M., Cooper, B.,Strong, S., Stewart, D., Rigby, P., and Letts, L. (1996), The Person-Environment Model: A transactive approach to occupational performance. Canadian Journal of Occupational Therapy, 63, 9 – 23 ER

Strong, S., Rigby, P., Stewart, D., Law, M., Letts, L., Cooper, B. (1999). Application of the Person-Environment-Occupation Model: a practical tool. Canadian Journal of Occupational Therapy, June, 66, 122 - 134 ER

Application of Molineaux +PEO model to case study

3. 16th March

Living a meaningful life through occupation

Hammell, K. (2004). Dimensions of meaning in the occupations of daily life. Canadian Journal of Occupational Therapy, 71, 298-305. ER

Hasselkus, B. (2006). Eleanor Clarke Slagle Lecture—The world of everyday occupation: Real people, real lives. American Journal of Occupational Therapy, 60, 627–640. ER

Wilcock, A. (1999). Reflections on doing, being and becoming. Australian Occupational Therapy Journal, 46, 1-11. ER

Occupation and identity-Group activity

You are required to bring an object that reflects you as an occupational being and talk in class about your identity through your object.







4. 23rd March

Participation and Health: A world view of activity

Hemmingson, H., & Jonnson, H. (2005). An Occupational Perspective on the Concept of Participation in the International Classification of Functioning, Disability and Health: Some Critical Remark. American Journal of Occupational Therapy, 59, 569-576. ER

Assessment 1. Group presentations during

class time.

Assessment 1

5. 30th March

Health and ill health: The relationship to occupation

Tonneijck, H., Kinebanian, A., & Josephsson, S. (2008). An exploration of choir singing: Achieving wholeness through challenge. Journal of Occupational Science, 15, 173-180. ER

Chang, E. (2008). Drug use as an occupation: Reflecting on Insite, Vancouver's supervised injection site. Occupational Therapy Now, 10, 21-23. ER

Analysis of the impact of activity on health through

drug use and choir singing

Public holiday- good Friday 3rd April.

6. 7th April Tuition Free Week

7. 13th April Tuition Free Week

8. 20th April

Canadian model of occupational performance and engagement

(CMOP-E)

Turpin, M. (2011) Using occupational therapy models in practice: A field guide.117-135 ER.

Wilson N & Cordier R. (2013). A narrative review of Men's Sheds literature: reducing social isolation and promoting men's health and well-being. Health and Social Care in the Community, 21: 451-46 ER

To assist you in writing your assignment:

APA 6th Edition Referencing Curtin Library

http://libguides.library.curtin.edu.au/content.php?pid=141214&sid=1335391

OT seeker web site

http://www.otseeker.com/

Preparation for assignment. Application of CMOP-E to case study.

9. 27th April

No live lecture Heath, T., Case., T., McGuire, B., Law, M. (2006) Successful participation: The lived experience among children with disabilities. Canadian journal off Occupational therapy, 74, 38-47. ER

Simulated activity using CMOP-E. analysis of enablers and barriers of activity.

Anzac day Monday 27th April. Public

holiday







http://www.otseeker.com/

10. 4th May

Canadian model of occupational performance and engagement

Enablers and barriers

Celinder, D & Peoples, H. (2012). Stroke patients’ experiences with wii sports during inpatient rehabilitation. Scandinavian Journal of Occupational Therapy, 19, 457-463. ER

Case study analysis using CMOP-E

Assignment due Thursday 7th May 3pm

11. 11th May Occupational Justice Stadnyk R, Townsend EA, Wilcock A. Occupational justice. Introduction to occupation: The art and science of living, 2nd ed, CH Christiansen, EA Townsend. Prentice Hall, Upper Saddle River, NJ 2010; 329–58. ER

Nilsson, I., & Townsend, E. (2010). Occupational justice –bridging theory and practice. Scandinavian Journal of Occupational Therapy, 17, 57-63. ER

Black, (2011). From kites to kitchens: collaborative community based occupational therapy with refugee survivors of torture. Occupational therapies without borders. Vol. 2 towards an ecology of occupation based practices, ch. 23 pp 217-225. ER

Application of occupational justice framework to refugees

12 18th May

Occupational justice Whitford, G. (2000) Occupational deprivation: Global challenge in the new millennium. British Journal of Occupational Therapy, 63, 200-204. ER

http://www.theguardian.com/social-care-network/2015/jan/28/prisoners-young-offenders-occupational-therapy

Application of occupational justice to prisoners

13 25th May Occupational rights and critical occupational therapy

Whalley Hammell, K., Iwama, M. 2012. Well-being and occupational rights: An imperative for critical occupational therapy. Scandinavian Journal of Occupational Therapy, 19, 385-394. ER

Whalley Hammell, K. 2009. Sacred texts: A sceptical exploration of the assumptions underpinning theories of occupation. Canadian journal of occupational therapy, 76, 6-13. ER

Critical debate on an inequality issue using occupational justice framework and ICF.

14 1st June Exam Preparation Mind mapping of major concepts for prep for exam

15 8th June Study Week

16 15th June Exams Week 1

17 22nd June Exams Week 2







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