SHE Level 1
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M1B913068
Module Leader Fiona Kennedy
School School of Health and Life Sciences
Subject Occupational Therapy
  • A (September start)-B (January start)

Pre-Requisite Knowledge

BSc Hons Occupational Therapy entry requirements

Summary of Content

Yerxa (1993) defined the science of occupation as being devoted to the study of the human as an occupational being. This module aims to explore and examine the purpose, scope and development of Occupational Science in relation to humans and their environment. The relationship between Occupational Science and Occupational Therapy provides the fundamental basis for learning and students are encouraged to explore the complexity of occupation through analysis of real of life experiences. Culturally relevant perspectives of occupation, health and occupational risks are used to develop students understanding of occupational performance and lifespan development.


What is Occupational Science - history, scope and growth Cultural perspectives of occupation Health and occupation Need for occupation Human evolution and survival Temporality and time use Lifespan development Occupational imbalance, deprivation and alienation Occupational justice / occupational apartheid Methodological approaches Doing, being and becoming Reflection Occupational transitions Controversies and tensions

Learning Outcomes

By the end of this module students should be able to:1. Define and describe the scope, development and growth of Occupational Science.2. Demonstrate an understanding of the relationship between Occupational Science and Occupational Therapy principles.3. Demonstrate an understanding of the occupational nature of the human experience.4. Explore the methodological approaches used in Occupational Science.5. Discuss and differentiate between occupational risks in the lives of people.6. Describe the influence of temporality and time use on lifespan development.7. Explain what the concept of occupational justice is.

Teaching / Learning Strategy

Class based lectures and small group tutorials are complemented by practical work to provide students with a variety of learning environments and opportunities. This diversity of learning environments lends itself to students developing a contextualized understanding of occupation through examination of their own learning and the occupational development of others. Lectures will be used to inform students of key concepts, while tutorials aim to encourage student participation and learning through group work. Reflective activities will be used to encourage students to engage with an exploration and understanding of themselves as an occupational being. Practical application of the methodological approaches used in Occupational Science will be facilitated by practical sessions carried out in environments out-with the classroom setting , leading to 48 hours of practice education experience being accrued within this module.

Indicative Reading

Christiansen, C., Baum, C., & Bass-Haugen, J., eds. 2005. Occupational Therapy: Performance, Participation, and Well-Being. Thorofare, NJ: Slack Inc. Christiansen, C., & Townsend, E., 2004. Intrdouction to occupation - the art and science of living. New Jersey: Prentice Hall. Csikszentmihalyi, M., 1993. Activity and happiness: towards a science of occupation. Journal of Occupational Science, 1(1), 38-42 Kramer, P., Hinojosa, J., Royeen, C., 2003 Perspectives in Human occupation Participation in Life. Maryland: Lippincot Williams & Wilkins. Kronenberg, F., Algado, S.S., & Pollard, N., 2005. Occupational Therapy without borders - learning from the spirit of survivors. London: Elsevier Churchill Livingstone. Mounter, C., & Ilott, I., 1997. Occupational science: a journey of discovery in the United Kingdom. British Journal of Occupational Therapy, 4(2), 50-55. Whiteford, G., & Wright-St.Clair, V., 2005. Occupation and practice in context. Australia: Elsevier. Wilcock A.A., 2006. An Occupational Perspective of Health, 2nd ed. Thorofare, NJ: Slack Inc. Wilcock A.A., 2001 Occupational Science: the key to broadening horizons. British Journal of Occupational Therapy, 64(8), 412-417 Yerxa, E., 1993. Occupational Science: a new source of power for participating in occupational therapy. Journal of Occupational Science, 1.1,3-10 Zemke R., & Clark F., 1996 Occupational Science: The Evolving Discipline. Philadelphia: FA Davis.

Transferrable Skills

Interviewing and listening Communication Group working Ability to source information using variety of sources Self awareness Reflection Negotiation Personal objective and goal setting ICT Skills Literacy

Module Structure

Activity Total Hours
Tutorials (FT) 24.00
Independent Learning (FT) 84.00
Practicals (FT) 48.00
Lectures (FT) 24.00
Assessment (FT) 20.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 0.00 80.00 35% 1500 word reflective report articulating attainment of agreed learning goals (as noted above)
Coursework 0.00 20.00 35% 500 word report defining agreed learning goals (based on module content)