SHE Level 4
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code MHB926072
Module Leader Katie Thomson
School School of Health and Life Sciences
Subject Occupational Therapy
  • A (September start)

Pre-Requisite Knowledge

Normally successful completion of Level 3 of the BSc (Hons) Occupational Therapy Programme or equivalent

Summary of Content

The Common Good curriculum facilitates learners to become confident, creative and responsible global citizens. The aim of the Common Good vision is to achieve social innovation. This module grounds occupational therapy's contribution to achieving these goals by supporting learners to engage in critical evaluation of Occupational Justice to achieve social transformation. A prime concern of occupational therapy is both inclusion and justice, addressing restrictions placed on individuals, groups or societies due to disability, poverty, violence or environmental disasters (World Federation of Occupational Therapists, 2016). This module will facilitate students to engage in the evaluation of local and international policy and societies to support the student to actively engage as a global citizen. The module aims to engage students in critical evaluation of occupational justice for individuals, groups and societies at a micro to macro level by engaging in critical evaluation of contemporary global issues such as displaced individuals, climate justice, and health promotion. Deepening this learning, students will be facilitated to critically engage in evaluating the structural and contextual factors of local and global contexts of these contemporary issues considering social, economic, environmental and health disparities. This module will be underpinned by critical engagement in theories of occupational and social justice, social leadership, transformation and entrepreneurialism to support the student apply their knowledge of occupation to achieve sustainable and globally orientated societal change.


-360b7 Demographics of populations/ political and economic environments/ local health, social and educational needs/ local health and social disability/education/employment, justice/arts and culture sectors/ legislation/ locally relevant ways of promoting the sustainable development of new occupational therapy services. b7 Social justice theories/occupational justice and the role of occupational therapy. -360b7 Global health and social challenges to occupation in a local and global context. -360b7 Health as a human right and the right to occupation. -360b7 Local health giving occupations - as a tool to enhance wellbeing or restore health, a tool for social and community development, bridging the gap between disadvantage, deprivation and potential. -360b7 Occupational therapy service leadership/ transformative change/ leadership to achieve occupational/ social justice/teamwork. -360b7 Improvement of occupational therapy services/design/implement and manage professional or organisational change.

Learning Outcomes

On successful completion of this module the student should be able to:Learning outcomes have been mapped to HCPC Standards of Proficiency (2013) in brackets.1. Demonstrate evaluation of how occupational therapy leadership can achieve transformational change & occupational justice (9.2, 9.7, 9.10, 13.12, 13.14, 14.1)2. Demonstrate analysis of the current and predicted health and wellbeing needs including social, economic, environmental and health disparities and the associated occupations relevant to local, national and international communities (5.1, 5.2, 5.3, 5.4, 6, 8.5, 9.7, 13.2, 13.3, 13.5, 13.6, 13.7, 13.8, 14.7, 14.20)3. Design, and make recommendations for implementation of professional quality improvement to achieve occupational justice for individuals, groups, and/ or society(9.8, 12.1, 12.2, 12.3, 12.4, 12.5, 12.6, 12.7, 13.7, 13.14, 14.1, 14.12, 14.22, 14.23, 14.24)4.Demonstrate appraisal of professional and political influences on the occupational therapy profession and able to influence the future directions of the profession to achieve occupational justice (9.2, 13.12, 14.7)5. Demonstrate entrepreneurial skills and business acumen and apply this to occupational therapy practice at a micro to macro level to facilitate occupational justice (5.1, 5.2, 5.3, 5.4, 6, 8.5, 8.6, 8.7, 9.2, 9.7, 13.7, 13.14)6. Demonstrate knowledge and skills in promoting change towards a more inclusive and participatory society responding to social and health disparities, diversity and human rights issues for local populations, communities and individuals (5.1, 5.2, 5.3, 5.4, 6, 8.5, 8.6, 8.7, 9.7, 9.8, 13.2, 13.3, 13.5, 13.6, 13.7, 13.8)7.Demonstrate evaluation of the use of transformational occupation with a range of populations, communities and individuals to achieve occupational justice(5.1, 5.2, 5.3, 5.4, 6, 8.5, 9.7, 13.2, 13.3, 13.5, 13.6, 13.7, 13.8, 14.20)

Teaching / Learning Strategy

Learning will be facilitated using a blend of methods. Lectures will be used to introduce key concepts and stimulate critical thinking and discussion. Seminars will compliment lectures and provide the opportunity for students to engage in group tasks and to consolidate their learning. Independent learning will be encouraged by asking students to prepare for both lectures and seminars through use of identified reading materials and use of interactive learning activities such as quizzes and debates. The virtual learning environment will provide a range of additional material and resources such as videos, links to websites, reports or scanned book chapters. Formative assessment will provide students with the opportunity to develop a shared understanding of the assessment criteria. The module assessment will focus on learners identifying a topic related to occupational justice and presenting their strategy to lead and support occupational innovation and transformation through the development and presentation of an oral poster presentation.

Indicative Reading

GBD 2016 Disease and Injury Incidence and Prevalence Collaborators (2017), Global, regional, and national incidence, prevalence, and years lived with disability for 328 diseases and injuries for 195 countries, 1990-2016: a systematic analysis for the Global Burden of Disease Study 201, Lancet; 390(10100): 1211-1259. MARSHALL, B., WIGGINS, L, SMALLWOOD, J. 2018. Beyond the Toolkit: Leading quality improvement in health and social care. Farringdon: Libri Publishing RUGER, J. (2010). Health and social justice. Oxford: Oxford University Press. SAKELLARIOUS, D., Pollard, N. (2016) Occupational Therapies without borders: integrating justice with practice. Elsevier. SUTHERLAND, R. (2014). Education and social justice in a digital age. Bristol: The Policy Press. TEBBUTT, E., BRODMANN, R., BORG, J., MACLACHLAN, M., KHASNABIS, C., HORVATH, R. 2016. Assistive products and the Sustainable Development Goals (SDGs), Globalization and Health, 12:79. TOWNSEND, E. 2013. Enabling occupation II?: advancing an occupational therapy vision for health, well-being and justice through occupation. (2nd ed.). Canadian Association of Occupational Therapists. UNITED NATIONS. 2017. Toolkit for Disability in Africa, Inclusive Health Services for People with disabilities. Available at: <https://www.un.org/esa/socdev/documents/disability/Toolkit/Inclusive-Health.pdf> [Accessed 05.06.19] WATSON, R. & SWARTZ, L. (eds). 2004. Transformation Through Occupation. London & Philadelphia: Whurr Publishers. WITCHER, S. (2013). Inclusive equality a vision for social justice. Bristol: Policy.

Transferrable Skills

-360b7 Research skills including use of data b7 Critical thinking b7 Independent and self-regulated study b7 Problem solving b7 Business skills b7 Report writing

Module Structure

Activity Total Hours
Assessment (FT) 20.00
Independent Learning (FT) 144.00
Seminars (FT) 24.00
Lectures (FT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 0.25 100.00 40% Oral Poster Presentation 10 minutes