OCCT1001 Introduction to Occupational Therapy Semester 1, 2017ctl.curtin.edu.au/teaching_learning_services/unit... · OCCT1001 Introduction to Occupational Therapy Bentley Campus

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present. The Centre for Aboriginal Studies aspires to contribute to positive social change for Indigenous Australians through higher education and research.

Syllabus Introduction to the occupational perspective of humans and health. Occupational science. Occupation and its impact on health and ill-health. Consider contemporary issues impacting occupational health. What is occupational therapy and what do

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: B-OCCT (v.0) Bachelor of Science (Occupational Therapy) or any previous version OR ST-CURCOL (v.0) Service Teaching Component - Curtin College Diploma or any previous version OR B-HLTHSC (v.0) Bachelor of Science (Health Sciences) or any previous version

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: Nigel GribblePhone: 08 9266 4591Email: [email protected]: Building: 401 - Room: 370C

Teaching Staff: Name: Karenza HardingPhone: 9266 3600Email: [email protected]: Building: 401 - Room: 370C

Administrative contact: Name: Kerrylyn JohnstonPhone: 08 9266 7214Email: [email protected]: Building: 401 - Room: Level

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

Unit Outline

OCCT1001 Introduction to Occupational Therapy Semester 1, 2017

Faculty of Health Sciences School of Occupational Therapy and Social Work

OCCT1001 Introduction to Occupational Therapy Bentley Campus 10 Feb 2017 School of Occupational Therapy and Social Work, Faculty of Health Sciences

Page: 1 of 14CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

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occupational therapists do. Occupational therapy frameworks used to understand humans as occupational beings.

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

Learning Activities Lectures There will be a one hour 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. We will organise some guest lecturers who will 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 MAY be available via the iLecture system link on the BlackBoard site (i.e. if they record properly). It is essential if you are not attending the lecture in person that you view the lecture online prior to attending the weekly tutorial.

Tutorials The tutorials are designed to encourage independent learning and are mostly experiential in nature. The weekly readings are

On successful completion of this unit students can: Graduate Attributes addressed

1 Describe current theories of occupation and the influences on, and relationship between occupation and health

2 Apply selected frameworks for understanding occupational performance

3 Define and discuss occupational therapy and the role of the occupational therapist in various healthcare settings

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





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preparatory material for the tutorials. You will be expected to come prepared and actively participate during all tutorials.

Participation in this unit requires the following commitments from all students: • Attendance and participation in all scheduled tutorials 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 tutorials. 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 or Nigel Gribble (unit coordinator) by email 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

Blackboard is an important tool where a range of resources will be posted to enhance your learning experience.

All questions regarding assessment for the unit will only be answered on the Blackboard discussion board. You are encouraged to post questions that will be replied to in a timely manner.

Learning Resources Essential texts

The required textbook(s) for this unit are:

l Brown, T., Bourke-Taylor, H., Isbel, S., & Cordier, R. (Eds.). (2017). Occupational Therapy in Australia. Crows Nest, Australia: Allen and Unwin.

(ISBN/ISSN: 9781925266634)

Other resources

All readings for each week are lcoated in the weekly Program Schedule in this unit outline. All readings can be downloaded from the Curtin LIbrary website. Instructions on how to download journal articles is on the BlackBoard site.

Assessment Assessment schedule

Detailed information on assessment tasks

1.

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1Group presentation 20 percent Week: 6

Day: 3-6 April Time: during tutorial

1,4

2Individual written assignment 40 percent Week: 11

Day: Thursday 11 May Time: by 11:59pm

2,3,4

3Final Examination 40 percent Week: Exam weeks

Day: Time:

1,2,3,4





Group Presentation (20% of final grade)

DATE: in class during Week 6 from 3-6 April

AIM: Occupation is a complex phenomenon that is central to occupational therapy. More importantly, occupation defines humans, both individually and collectively, and our participation in occupations (or lack of) impacts our health. The aim of this task is to explore the meaning that various people gain from participating in a leisure occupation. You will analyse their participation in the occupation using occupation and occupational science literature and present your analysis to your tutorial group.

GROUP ALLOCATIONS: Within your tutorial in Teaching Week 1, you will be allocated into groups of 4-5. Your group will be allocated a leisure occupation by your tutor. It is your responsibility to make sure you are allocated to a group.

IMPORTANT: It is expected that each group member contribute equally to the group presentation including attending all meetings and conducting interviews on-site of the allocated occupation, researching, developing the content and spiel for the presentation and, developing PowerPoint slides or other media used in the presentation. As such, SPARKPLUS rating factors will be used to adjust individual marks for this assignment. See information below.

TASKS TO DO

1. Locate an organisation where people participate in your allocated occupation. You are responsible for finding a relevant place where the occupation takes place. You may need to contact numerous organisations before someone agrees for your group to come on to their site. Make a time for your whole group to attend on TWO occasions.

2. During the 1st visit: participate or observe the occupation AND identify TWO different adults who regularly participate in the occupation who consent to be interviewed for 20-30 minutes each. Observe BOTH people participating in the occupation for an extended period of time. Take photos and video (if relevant) AND ONLY if you have written approval (form on BlackBoard).

3. 2nd visit: conduct interviews with the TWO people. Preferably interview the people at the site the occupation takes place. Talk to BOTH people for approximately 20-30 minutes each. DO NOT record or video the interviews.

4. Ask BOTH interviewees the following questions:

BACKGROUND INFORMATION l Including but not limited to - age, gender, work and/or educational history, family roles, living arrangements.

Importantly, find out about the array of other leisure, productive and self-care occupations each person participates in. You could try and determine the approximate percentage of time each person spends on each occupation per week/month.

THE ALLOCATED OCCUPATION Patterns of Participation

l How frequently does each person participate in the allocated occupation? What is their weekly/monthly routine of participation in doing this occupation? How much time is spent doing this per week/month? How long have they been doing this occupation? Do they have breaks during the year? Have their participation been continuous or has it been on and off over the years? Costs involved in participation?

The Past l Why did they start? Who invited them to begin? What did they think of the occupation when they first participated?

What did they think of the occupation BEFORE they first participated? Meaning

l Why do they continue to do this occupation? What meaning does each person gain from the selected occupation? What benefits does the person gain from participating? What are their personal values that align with this occupation? Is there any clash of values between themselves and the occupation/the organisation that runs the occupations etc? Are there any negatives in participating in the selected occupation? e.g. they spend too much time doing the occupation when they should be doing something else. Are they being harmed when doing the occupation – e.g. injuries? What aspects of the occupation provides the LEAST satisfaction?

The Future l What are their plans for participation in the future? Are they thinking about quitting? Or increasing their level of

participation? What other changes are they considering? …plus ask any other relevant questions that will assist your presentation.

Thank the person and ensure they understand their identity will be confidential i.e. their names will be changed when presented at university.





THE PRESENTATION

Each group will deliver a professional 10-12 minute presentation to your peers during your weekly tutorial. Your presentation will be marked by your tutor (and videoed for moderation purposes).

Every group member is required to speak for approximately 2-3 minutes each. Speak with energy, passion and engage the audience. MAKE THE PRESENTATION INTERESTING. Be creative. Use props or costumes or video or music or any other media, that will enahnce the presentation. During the presentation:

1. Describe the selected occupation – use video, photos, role-play and/or props. IMPORTANT: 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.

2. Provide background information about the two people you interviewed. Change names for confidentiality.

3. Drawing on theory related to occupation and occupational science, discuss the similarities and differences in the patterns of participation, the past and future and the meaning that each person gains from the allocated occupation. In doing so, you may need to refer to the array of other leisure and productive occupations each person participates in.

4. You are required to use a minimum of 6+ occupational therapy/occupational science pieces of literature to support your ideas within the presentation. References should be from 2007 or newer - however, the use of one or two (max) older references that are seminal e.g. research on the benefits of occupaiton - are OK.

WHAT TO SUBMIT in HARD COPY - hand to your tutor before you start your presentation One document from the whole group containing:

1. A cover page with student names, Curtin ID Number and name of your tutor

2. A copy of your PowerPoint presentation slides (2-4 slides per page is OK)

3. A reference list that contains a minimum of 6+ occupational therapy/occupational science references that has been

correctly referenced and used within the presentation. Use APA 6th for referencing.

MARKING: Assessment 1 is worth 20% of final grade and your mark will be determined using the marking rubric which will be on Blackboard. SPARKPLUS stands for “Self and Peer Assessment Resource Kit”. It is a web-based tool that enables students to confidentially rate their own, as well as their other group member’s contributions to the team task. SPARKPLUS generates a rating factor for each group member that will be used by the Unit Coordinator to adjust individual marks as part of the group assessment. This provides a fair and equitable way of improving accountability for student contribution to the relevant group task. You will learn more about SPARKPLUS during a workshop in the CMHL1000 Foundations for Professional Health Practice unit.

The SPARKPLUS rating factor will be used to adjust your marks in this assignment. Marks may decrease or increase depending on feedback from your group members.

DUE DATE for SPARKPLUS: every student must login and complete Sparkplus by Monday 10 April 2017.

Students who do not complete SPARKPLUS may receive a 20% deduction in their mark.

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2. Individual Assignment (40% of final grade)

Due date: Thursday 11 May by 11:59pm.

The assignment MUST be completed individually.

Part A: Video

Create a 3 minute (strict limit – no more) video where you define and explain occupational therapy to someone who does not know what occupational therapy is. The other person needs to be in the video. The video should include:

a. A definition of occupational therapy with an explanation of key terms related to occupational therapy. Use some practical examples to explain OT e.g. use the range of occupations the person you are talking to is involved in, examples explaining what OTs do in a specific area of practice





b. What makes occupational therapy unique when compared to other health professions?

Your explanation needs to be comprehensive but easy for the person to understand i.e. do not use too much technical jargon. You will LOSE MARKS if you are seen to reading from a scripted response. Rehearse so you sound confident and clear. Ultimately, what you say in this video should be how you answer the question “So, what is occupational therapy?” when anyone asks you.

Upload your video to YouTube – video must be created as PUBLIC or UNLISTED (not Private).

Part B: Written

i. Drawing on core concepts that are central to occupational therapy practice, explain your rationale for describing

occupational therapy the way you did in your video. Use at least 6 references. (600 words – strict limit, no more)

ii. Select ONE of the following areas of practice where occupational therapists are employed.

l Paediatrics - working with children l Aged care residential facilities - i.e. nursing homes l Neurology - working with people who have experienced neurological problems e.g. acquired/traumatic brain injuries,

degenerative conditions, spinal cord or peripheral nerve problems l Vocational rehabilitation - assisting people to return to work after workplace injuries or assisting people with

disabilities attain and maintain paid employment l Mental health - working with people with mental health conditions l Hand and upper limb rehabilitation – working with people with acute or chronic hand and upper limb injuries l Or select another area of OT practice – but please confirm this is OK by emailing Nigel Gribble

Research the area of practice and write 600 words (strict limit, no more) that includes: l The role of the occupational therapist in this area of practice l The types and range of people and medical conditions that the occupational therapist may work with in this area l Explain what occupational therapists offer in this area of practice. What is the purpose of OTs working with these

people with these types of injuries or disabilities? Refer to core concepts that are central to occupational therapy practice.

l Use at least 6 references. References should be from 2007 or newer - however, the use of one or two (max) older references that are seminal e.g. research on the benefits of occupaiton - are OK.

WHAT TO SUBMIT l A cover page – with assignment title, your name, Curtin ID number, tutor name, a signed plagiarism checklist

(available on blackboard) (not included in word count) l A contents page (not included in word count) l YouTube link to your video (not included in word count). l Written reponses to Part B written questions i.e. 600 words for Part i and ii – i.e. 1200 words total. l Reference list (not included in word count)

Students must submit their assignments through Turnitin via the Grade Centre on Blackboard. Multiple submissions will be allowed and the final uploaded version will be the one that is marked. 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.

FORMAT l Stick to the word and time limits as stated above. The marker will not read or mark work beyond the word limit. l A full reference list must be included at the end of the assignment (references are not included in the word count). l Please ensure the assignment is PROFESSIONALLY formatted. Refer to the CHAS booklet

(http://healthsciences.curtin.edu.au/wp-content/uploads/sites/6/2015/11/CHAS_BOOKLET_2014-16112015.pdf) for information on writing style and how to format the written assignment.

l Please note APA 6th edition alphabetical referencing is required for this assignment. l You are required to write this assignment using third person style.





http://healthsciences.curtin.edu.au/wp-content/uploads/sites/6/2015/11/CHAS_BOOKLET_2014-16112015.pdf

l an introduction and conclusion is not required for this assignment.

Marking and Feedback Assessment 2 is worth 40% of final grade and your mark will be determined using the marking rubric (see Blackboard for 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.

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3. Examination (40 % of final grade) A two hour written examination during examination weeks. 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 (e.g. 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 (e.g. examinations, tests) or due date/time (e.g. 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 via email to [email protected] l If circumstances for your extension are likely to impact on multiple units, please contact the course coordinator





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

Deferred assessments

Supplementary assessments

Supplementary assessments, if granted by the Board of Examiners, will have a due date or be held between 10/07/2017 and 14/07/2017 . 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 OASIS for details.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each semester.

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

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

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. Assessments under investigation will not be given a mark until the matter is concluded. This may result in the unit grade being withheld or a grade of Fail Incomplete (F-IN) until a decision has been made by the Student Disciplinary Panel. This may impact on enrolment in further units/study periods.

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.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

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

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

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

Deferred examinations/tests will be held from 10/07/2017 to 14/07/2017 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.





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

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

http://life.curtin.edu.au/health-and-wellbeing/disablity_services_eligibility.htm#/health-and-wellbeing/10126.htm

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

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

https://academicintegrity.curtin.edu.au/students/AIP.cfm

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

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel

Additional information Course Switching for students not enrolled in the BSc(Occupational Therapy) Course Important notice to all Health Science students enrolled in Introduction of Occupational Therapy OCT1001: In the event that we have places available, you are able to apply to course switch into BSc(Occupational Therapy) at 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 2016, the minimum cut off score was a CWA of >75%.

For any queries, please contact the occupational therapy course coordinator Julie Brayshw 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 Values and Signature Behaviours 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.

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 Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

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





https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

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

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

https://evaluate.curtin.edu.au/info/dates.cfm

1. Assignments have been improved for clarity purposes based on feedback from 2016 students

2. Tutorial and lecture flow improved to strengthen students understanding of the importance of occupation before commecing the analysis of occupational performance using the PEO framework and CMOP-E.

3. Occupations used for the group presentation have been changed

4. SparkPLUS will be used so group members can assess and give feedback to other groups members and the factor rating used to adjust individual marks. See above for more information.





Program calendar PROGRAM CALENDAR and READINGS

Week Lecture Tutorial Readings to Enhance your Understanding

Week 1

27 Feb l What on Earth is

occupational therapy?

l Core concepts underpinning occupational therapy practice

l Where do OT’s work?

l Introduction to ‘occupational therapy’ and ‘occupation’

l Group presentation - allocation into groups

l TEXTBOOK - Brown, T., Bourke-Taylor, H., Isbel, S., & Cordier, R. (Eds.). (2017). Occupational Therapy in Australia. Crows Nest, Australia: Allen and Unwin – READ Chapter 1: OT in an Australian Context, [pages 2-11]

l TEXTBOOK – Chapter 5: Scope of practice of OTs in Australia, [READ pages 62-71[

l American Occupational Therapy Association. (2014). The role of occupational therapy in primary care. American Journal of Occupational Therapy, 68(Supp1), S25–S33. [READ all]

Interesting information ie. not mandatory:

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

Week 2

5 March

l What is occupation? l Categorising

occupations l Patterns of

participation in occupation

l Occupations through the lifespan

l Occupational roles l Occupation as a

therapeutic medium

l What is occupation?

l Types of occupation

l What do OTs focus on when treating and working with people?

l TEXTBOOK – Chapter 6: Values and philosophy of OT, [READ pages 76-79[

l American Occupational Therapy Association. (2014). Occupational therapy practice framework: Domain and process (3rd ed.). The American Journal of Occupational Therapy, 68(Supp1), S1–S48. http://doi.org/10.5014/ajot.2014.682006 [READ pages S5-S9 and S19-S21 related to occupation]


l Video of an inspirational OT using occupation as a therapeutic medium http://tvnz.co.nz/ sunday-news/new-hope-dementia-sufferers-and-their-families-video-3815993

l TEXTBOOK – Chapter 28: Looking forward – OT in Australia’s future, [READ pages 357-363]

Week 3

12 March

l What is health? l International

Classification of Function (ICF)

l Occupational perspective of health

l Your occupational profile

l Benefits of participating meaningful occupation

l Patterns of participation in occupation

l TEXTBOOK – Chapter 18: Occupational performance and core occupations, [READ pages 227-240]

l Pierce, D. (2001). Untangling occupation and activity. American Journal of Occupational Therapy, 55(2), 138–146. http://doi.org/10.5014/ajot.55.2.138 [READ pages 138-140 related to occupational versus activity]

l World Health Organization. (2002). Towards a Common Language for Functioning , Disability and Health ICF. Retrieved from http://www.who.int/classifications/icf/training/icfbeginnersguide.pdf [Download from this website - READ ALL]

l Hemmingsson, H., & Jonsson, H. (2005). An occupational perspective on the concept of participation in the International Classification of Functioning, Disability and Health - some critical remarks. American Journal of Occupational Therapy, 59(5), 569–576. http://doi.org/10.5014/ajot.59.5.569 [READ pages 569-576]


l http://www.bbc.com/news/uk-wales-37848589 l ICF Website: http://www.who.int/classifications/icf/en/





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



http://doi.org/10.5014/ajot.2014.682006

http://tvnz.co.nz/sunday-news/new-hope-dementia-sufferers-and-their-families-video-3815993



http://doi.org/10.5014/ajot.55.2.138

http://www.who.int/classifications/icf/training/icfbeginnersguide.pdf

http://doi.org/10.5014/ajot.59.5.569

http://www.bbc.com/news/uk-wales-37848589

http://www.who.int/classifications/icf/en/

Week 4

19 March

l Doing, being, becoming and belonging

l Occupational balance/imbalance and its impact on health

l A (brief) history of the occupational therapy profession

l Basic interview skills - to assist with your group assignment

l Past, present and future participation in occupations

l Occupational roles

l TEXTBOOK – Chapter 19: Occupations across the lifespan, [READ pages 244-257]

l Hitch, D., Pépin, G., & Stagnitti, K. (2014). In the footsteps of Wilcock, Part One: The evolution of doing, being, becoming, and belonging. Occupational Therapy in Health Care, 28(3), 231–246. http://doi.org/10.3109/07380577.2014.898114 [READ all]

l TEXTBOOK – Chapter 3: History of OT in Australia, [READ pages 27-44]


l Gordon, D. (2008). History of Occupational Therapy. In E. B. Crepeau, E. S. Cohn, & B. A. Boyt Schell (Eds.), Willard and Spackman’s Occupational Therapy Willard and Spackman’s Occupational Therapy (11th ed., pp. 202–215). Philadelphia, USA: Lippincott Williams & Wilkins. [READ pages 202–215 - or the chapter on the history of OT in the 12th edition]

l https://www.thestar.com/life/health_wellness/2016/10/17/ doctors-notes-how-occupational-therapists-can-help-with- transition-from-hospital-to-home.html

Week 5

26 March

l Occupational science

l What evidence exists that occupation is a therapeutic medium?

l Impact of occupation on health and ill-health: ‘drug use’ and the ‘Choir of Hard Knocks’

l TEXTBOOK – Chapter 10: Occupational science in Australia, [READ pages 117-126]

l Chang, E. (2008). Drug use as an occupation: reflecting on Insite, Vancouver’s supervised injection site. Occupational Therapy Now, 10(3), 21–23. [READ pages 21-23]

Week 6

3 April l Occupational

performance l PEO framework l Canadian Model

of Occupational Performance – Engagement (CMOP-E)

l Engagement l Why and how do

OTs use CMOP-E when working with patients

Group presentation during your tutorial

l TEXTBOOK – Chapter 15: OT practice models, [READ pages 185-188; 191-192; 199 related to use of CMOP-E].

l Turpin, M., & Iwama, M. (2011). Using Occupational Therapy Models in Practice: A Fieldguide. China: Churchill Livingstone. Retrieved from http://ebookcentral.proquest.com.dbgw.lis.curtin.edu.au/ lib/curtin/reader.action?docID=1722698 Chapter 5: Canadian model of occupational performance and engagement, [READ pages 117-135]

l Lawson-Porter, A., & Creek, J. (2010). The Core Concepts of Occupational Therapy. Philadelphia, USA: Jessica Kingsley Publishers. Retrieved from http://ebookcentral.proquest.com.dbgw.lis.curtin.edu.au /lib/curtin/reader.action?docID=581454 [READ pages 163-168 related to engagement]

Week 7

10 April TUITION FREE

Week 8

17 April TUITION FREE





http://doi.org/10.3109/07380577.2014.898114

https://www.thestar.com/life/health_wellness/2016/10/17/doctors-notes-how-occupational-therapists-can-help-with-transition-from-hospital-to-home.html



http://ebookcentral.proquest.com.dbgw.lis.curtin.edu.au/lib/curtin/reader.action?docID=1722698




Week 9

24 April l Understanding the

Environment and the Person aspects of CMOP-E

l Online tasks MUST be completed

l NO TUTORIAL this week because 25 April is ANZAC Day and there are 5 tutes scheduled that day

l American Occupational Therapy Association. (2014). Occupational therapy practice framework: Domain and process (3rd ed.). The American Journal of Occupational Therapy, 68(Supp1), S1–S48. http://doi.org/10.5014/ajot.2014.682006 [READ pages S22-S27 related to Client (i.e. Person) and Environment factors]

Week 10

1 May

l Analysing occupational performance using CMOP-E

l Barriers and enablers impacting occupational performance


Week 11

8 May



Week 12

15 May

l Guest speaker – Lauren Britton – occupation in action during occupational therapy practice


Week 13

22 May

l Occupational justice

l Occupational justice

l Hammell, K. W. (2015). Occupational rights and critical occupational therapy: Rising to the challenge. Australian Occupational Therapy Journal, 62(6), 449–451. http://doi.org/10.1111/1440-1630.12195 [READ all]

l Occupational Therapy Australia. (2016). Position paper: occupational deprivation. Retrieved from http://www.otaus.com.au/sitebuilder/advocacy/ knowledge/asset/files/21/positionpaper-occupationaldeprivation[april2016]- occupationaltherapyaustralia.pdf [Download from the website - READ all]

l Hammell, K. R. W., & Iwama, M. K. (2012). Well-being and occupational rights: An imperative for critical occupational therapy. Scandinavian Journal of Occupational Therapy, 19(5), 385–394. http://doi.org/10.3109/11038128.2011.611821. [READ all]

Week 14

29 May

l Exam preparation l Exam preparation





http://doi.org/10.5014/ajot.2014.682006

http://doi.org/10.1111/1440-1630.12195

http://www.otaus.com.au/sitebuilder/advocacy/knowledge/asset/files/21/positionpaper-occupationaldeprivation%5bapril2016%5d-occupationaltherapyaustralia.pdf




http://doi.org/10.3109/11038128.2011.611821

Week 15

5 June

Study Week

Week 16

12 June

Exam Week 1

Week 17

19 June

Exam Week 2





OCCT1001 Introduction to Occupational Therapy Semester 1, 2017ctl.curtin.edu.au/teaching_learning_services/unit... · OCCT1001 Introduction to Occupational Therapy Bentley Campus

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