OCCUPATIONAL PERFORMANCE 1

SHE Level 1
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M1B922580
Module Leader Leona McQuaid
School School of Health and Life Sciences
Subject Occupational Therapy
Trimester
  • A (September start)

Pre-Requisite Knowledge

BSc Hons Occupational Therapy entry requirements

Summary of Content

This module aims to begin the process of professional socialisation by presenting the history of Occupational Therapy and considering the importance of therapeutic relationships with individuals, groups and when working with communities. Core concepts which underpin and support the practice of the profession are investigated such as locus of control, self efficacy and open systems theory. The conceptual frameworks of Person Environment Occupational Performance (Christiansen & Baum, 2005) and the International Classification of Function, Disability & Health (WHO, 2001) are introduced which directs the students' ability to analyse the complex integration of factors which account for the diversity observed in human occupation and functional performance. Students are also introduced to the core skill of activity analysis which they have the opportunity to practice.

Syllabus

-586b7 History and development of Occupational Therapy b7 Therapeutic Relationships b7 Working with Groups b7 Change & development b7 Motivation & locus of control b7 Open Systems Theory b7 Self efficacy & personal causation b7 Define the Person, Environment and Occupational Performance model of practice b7 International Classification of Function, Disability & Health b7 Use of activity as a therapeutic tool b7 Activity Analysis b7 Grading of Activities

Learning Outcomes

On successful completion of this module, students should be able to:Learning outcomes have been mapped to HCPC Standards of Proficiency (2013) in brackets.1. Describe the occupational perspective and core skills that occupational therapists bring to health and social care. (13, 13.1, 13.4, 13.10, 14, 14.17)2. Discuss the historical context, growth and development of Occupational Therapy as a profession. (13, 13.9, 13.10)3. Describe the nature of the therapeutic relationship and the therapeutic environment (8.3, 8.4, 8.5, 9, 9.6)4. Explore the context of group work within the occupational therapy context, using personal experience of group interactions to enhance learning. (8.3, 8.4, 8.5, 9, 9.6, 9.8, 9.9)5. Define the Person, Environment and Occupational Performance model of practice (PEOP) (5, 5.3, 5.4, 13, 13.1, 13.2, 13.5, 13.6, 13.8)6. Define the elements of the International Classification of Function, Disability & Health and describe a relationship with PEOP. (5, 5.3, 5.4, 13, 13.1, 13.2, 13.5, 13.6, 13.8)7. Describe the concept of activity analysis and identify components within the framework used (13, 13.3, 13.4, 14, 14.6)

Teaching / Learning Strategy

Students will participate in lectures, tutorials and practical sessions which will facilitate their ability to assimilate new concepts while being encouraged to use their own experiences to illustrate their understanding of human performance. Life stories will be used to help create real and vivid illustrations of human experiences which students can link to theoretical concepts and models of practice. Reflective activities will encourage students to utilise and share their own life experiences to contextualise the theoretical concepts covered within the module. Films and web based materials will be used alongside class based lectures and small group working to facilitate a blended approach to learning and teaching.

Indicative Reading

CHRISTIANSEN, C.H., BAUM, C.M. & BASS, J., 2015. Occupational therapy: performance, participation, and well-being . 4th ed. Thorofare, NJ: Slack Incorporation. COLLEGE OF OCCUPATIONAL THERAPISTS, 2004. Guidance on the use of the International Classification of Functioning, Disability and Health (ICF) and the Ottawa Charter for Health Promotion in occupational therapy services. London: COT COLLEGE OF OCCUPATIONAL THERAPISTS, 2015. Code of ethics and professional conduct. London: COT. DANCZA, K. & RODGER, S., 2018 Implementing occupation-centred practice: a practical guide for occupational therapy practice learning . Abingdon: Routledge. DUNCAN, E.A.S., 2012 Foundations for practice in Occupational Therapy, 5th edition. Edinburgh Elsevier; Churchill Livingstone. HEALTH AND CARE PROFESSIONS COUNCIL, 2016. Standards of conduct, performance and ethics London: HCPC. HEALTH AND CARE PROFESSIONS COUNCIL, 2013. Standards of Proficiency - Occupational Therapists. London: HCPC. HEALTH AND CARE PROFESSIONS COUNCIL, 2016. Guidance on conduct and ethics for students. London: HCPC. SCHELL, B. & GILLEN, G., & 2018. Willard and Spackman's occupational therapy . 13th ed. Philadelphia: Wolters Kluwer. WORLD HEALTH ORGANISATION, 2001. International Classification of Functioning, Health and Disability. Geneva: World Health Organisation. Additional Recommended reading BANDURA, A., 1977. Social learning theory. Englewood Cliffs, N.J.: Prentice Hall. MASLOW, A. H., 1962. Toward a Psychology of being . Princeton: D. Van Nostrand Company. ROGERS, C. 1957. The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, Vol. 21(2), pp.95-103. ROTTER, J.B., 1966. Generalized expectancies for internal versus external control of reinforcement, Psychological Monographs: General and Applied , 80(1), pp. 1-28. LAW, M., BAUM, C. & DUNN, W. 2017. Measuring occupational performance?: supporting best practice in occupational therapy. 3rd edition. Thorofare, NJ?: Slack Incorporation. PROCHASKA, J. AND DICLEMENTE, C. 1983. Stages and processes of self-change of smoking: Toward an integrative model of change. Journal of Consulting and Clinical Psychology , 51(3), pp.390-395. -359 Reading for academic writing skills FAIRBAIRN, G. & WINCH, C., 2011. Reading, writing and reasoning: a guide for students. 3rd ed. Maidenhead: Society for Research into Higher Education. COTTRELL, S., 2013 The study skills handbook. 4th ed. Basingstoke: Palgrave Macmillan. -359 WORLD HEALTH ORGANISATON, 2001. International Classification of Functioning, Health and Disability. Geneva: World Health Organisation.

Transferrable Skills

Activity analysis Group working Ability to share ideas and opinions Ability to give verbal feedback Ability to source information using a variety of sources Reflection

Module Structure

Activity Total Hours
Independent Learning (FT) 120.00
Tutorials (FT) 48.00
Lectures (FT) 12.00
Assessment (FT) 20.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 0.00 100.00 40% 1500 word essay based on analysis of a case story using the concepts covered within the module.