SHE Level 1
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M1B926065
Module Leader Amy Cooper
School School of Health and Life Sciences
Subject Occupational Therapy
  • A (September start)

Summary of Content

This module aims to begin the process of professional socialisation by presenting the history of both Occupational Therapy and Occupational Science. Students are introduced to Occupational Science as a body of knowledge that is used to underpin occupationally based practice. The purpose, scope and development of Occupational Science provides a platform from which students can develop their understanding of the complex and diverse nature of occupation in a culturally relevant context. The module encourages students to consider and investigate the core concepts which underpin and support the practice of the profession such as locus of control, self-efficacy and Occupational Justice. The conceptual framework, Person Environment Occupational Performance (Christiansen, Baum & Bass, 2015) is introduced within this module which directs the students' ability to analyse the complex integration of factors which account for the diversity observed in human occupation and occupational performance.


-360b7 History and development of Occupational Therapy and Occupational Science b7 Change and development b7 Motivation and locus of control b7 Open/dynamic systems theory b7 Occupational justice and occupational risk b7 Self-efficacy and personal causation b7 Person, Environment and Occupational Performance model of practice (PEOP) b7 Doing, being, becoming and belonging b7 Occupational development b7 Occupational health and well being b7 Occupational profiles b7 Time use and temporality -586

Learning Outcomes

On successful completion of this module, students should be able to:1. Describe the historical context, growth and development of Occupational Therapy as a profession. (13, 13.9, 13.10)2. Demonstrate an understanding of Occupational Therapy and Occupational Science (13.9, 13.10, 14.7)3. Describe and define the occupational nature of the human experience. (13.1, 13.2, 13.3, 13.5)4. Define and apply the Person, Environment and Occupational Performance framework (PEOP). (5, 5.3, 5.4, 13, 13.1, 13.2, 13.5, 13.6, 13.8)5. Describe and apply a range of concepts to demonstrate understanding of the complex nature of human occupation and occupational performance. (13, 13.1, 13.2)

Teaching / Learning Strategy

Learners will participate in lectures, tutorials and seminars which will facilitate their ability to assimilate new concepts while being encouraged to use their own experiences to illustrate their understanding of the relationship between Occupation, Health and Wellbeing. Life stories will be used to help create real and vivid illustrations of human experiences which students can link to theoretical concepts and conceptual frameworks. Reflective activities will encourage learners 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. Independent learning will be incorporated within the module by asking learners to prepare for both lectures and tutorials. Learners will also be encouraged to engage with digital learning and self-development activities throughout the module A range of formative learning activities will be utilised within the module to support learners to meet the identified learning outcomes and engage in module assessment. Student generated learning activities will be explored in collaboration with learners.

Indicative Reading

Books and chapters -360b7 BAUM, C.M., CHRISTIANSEN, C.H. & BASS, J.D., 2015. 'The Person-Environment-Occupation-Performance (PEOP) Model'. In: CHRISTIANSEN, C.H., BAUM, C.M. & BASS, J.D. eds. Occupational Therapy. Performance, participation and well-being. 4 th ed. Thorofare, NJ: Slack Inc. pp.49-55. -360b7 BAUM, C.M., CHRISTIANSEN, C.H. & BASS, J.D., 2015. 'Theory, models, frameworks, and classifications'. In: CHRISTIANSEN, C.H., BAUM, C.M. & BASS, J.D. eds. Occupational Therapy. Performance, participation and well-being. 4 th ed. Thorofare, NJ: Slack Inc. pp.23-48. -360b7 HASSELKUS, B.R., 2011. The meaning of everyday occupation. 2 nd ed. Thorofare, NJ: Slack Inc. -360b7 IKIUGU, M.N. & POLLARD, N., 2015. Meaningful living across the Lifespan: Occupation-Based Intervention Strategies for Occupational Therapists and Scientists. London: Whiting and Birch Ltd. -360b7 KRONENBERG, F. & POLLARD, N., 2005. 'Overcoming occupational apartheid: a preliminary exploration of a political nature of occupational therapy'. In: KRONENBERG, F., ALGADO, S. & POLLARD, N. eds. Occupational Therapy without Borders: Learning from the spirit of survivors. Edinburgh: Churchill Livingstone Elsevier. pp.58-86. -360b7 PIERCE, D., 2014. Occupational Science for Occupational Therapy. Thorofare, NJ: Slack Inc. -360b7 REED, K.L., 2015. 'Key occupational therapy concepts in the Person-Occupation-Environment-Performance Model'. In: CHRISTIANSEN, C.H., BAUM, C.M. & BASS, J.D. eds Occupational therapy. Performance, participation and well-being. 4th ed. Thorofare, NJ: Slack Inc. pp.565-648. -360b7 STADNYK, R.L., TOWNSEND, E.A. & WILCOCK, A., 2014. Occupational Justice. In: CHRISTIANSEN, C.H. & TOWNSEND, E.A. eds. Introduction to occupation: The art and science of living. 2 nd ed. Essex: Pearson Education, pp. 207-336. -360b7 WHITEFORD, G.E. & HOCKING, C., 2012. Occupational Science: Society, Inclusion, Participation. Oxford: Wiley-Blackwell. -360b7 WILCOCK, A.A. & HOCKING, C., 2015. An occupational perspective of health. Thorofare, NJ: Slack Inc. Journal Articles -360b7 BLANK, A.A., HARRIES, P. & REYNOLDS. F., 2015. ''Without occupation you don't exist': Occupational engagement and mental illness'. Journal of Occupational Science. 22 (2), pp.197-209. -360b7 BROOKS, L., KIM-HUONG, NGAN, T., TOWNSEND, A.F. & BACKMAN, C.L., 2019. "I just love it": Avid knitters describe health and well-being through occupation. Canadian Journal of Occupational Therapy. 86 (2), pp.114-124. -360b7 EKLUND, M., ORBAN, K., ARGENTZELL, E., BEJERHOLM, U., TJORNSTRAND, C., ERLANDSSON, L.K. & HAKANSSON, C., 2017. The linkage between patterns of daily occupations and occupational balance: Applications within occupational science and occupational therapy practice. Scandinavian Journal of Occupational Therapy. 24 (1), pp.41-56. -360b7 HOCKING, C., 2017. 'Occupational justice as social justice: The moral claim for inclusion'. Journal of Occupational Science. 24 (1), pp.29-42. -360b7 HUNT, E. & MCKAY, E.A., 2015. A scoping review of time-use research in occupational therapy and occupational science. Scandinavian Journal of Occupational Therapy. 22 (1), pp.1-12. -360b7 KRISTENSEN, H.K. & PETERSEN, K.S., 2016. Occupational science: An important contributor to occupational therapists' clinical reasoning. Scandinavian Journal of Occupational Therapy. 23 (3), pp.240-243. -360b7 LALIBERTE RUDMAN, D., POLLARD N., CRAIG, C., KANTARTZIS, S., PISKUR, B., ALGADO SIMO, S., VAN BRUGGEN, H. & SCHILLER, S., 2019. Contributing to social transformation through occupation: Experiences from a think tank. Journal of Occupational Science. 26 (2), pp.316-322. -360b7 LAW, M., COOPER, B., STRONG, S., STEWART, D., RIGBY, P. & LETTS, L., 1996. The Person-Environment-Occupational Model: A Transactive Approach to Occupational Performance. Canadian Journal of Occupational Therapy. 63 (1), pp.9-23. -360b7 ROBERTS, A.E.K. & BANNIGAN, K., 2018. Dimensions of personal meaning from engagement in occupations: A metasynthesis. Canadian Journal of Occupational Therapy. 85 (5), pp.386-396. -360b7 YERXA, E.J., CLARK, F., JACKSON, J., PIERCE, D. & ZEMKE, R., 1990. 'An introduction to occupational science, a foundation for occupational therapy in the 21 st century'. Occupational Therapy in Health Care. 6 (4), pp.1-17. Blog post -360b7 P RUETT, S., 2017. The PEO Model of Occupational Performance and Universal Design [online]. Available from: -360

Transferrable Skills

-360b7 Group working b7 Ability to share ideas and opinions b7 Ability to give verbal feedback b7 Ability to source information using a variety of sources b7 Reflection b7 Communication

Module Structure

Activity Total Hours
Tutorials (FT) 40.00
Lectures (FT) 12.00
Independent Learning (FT) 128.00
Assessment (FT) 20.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 0.00 100.00 40% 1500 word essay