FOUNDATIONS OF OCCUPATIONAL THERAPY AND OCCUPATIONAL SCIENCE

SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMB926054
Module Leader Jamie McDermott
School School of Health and Life Sciences
Subject Occupational Therapy
Trimester
  • B (January start)

Summary of Content

The aim of this module is to develop learners' critical understanding of the key foundational concepts that underpin occupational science and occupational therapy in order to support understanding of the relationship between occupation, health and wellbeing. Yerxa (1993) defined the science of occupation as a basic science devoted to the study of the human as an occupational being. As such, it is at liberty to explore the widest and deepest questions concerning human beings who must adapt to the demands and challenges of their environments via the use of skills and capacities, which can be categorised as occupations. This module will develop both the breadth and depth of learners' understanding of the relationship between occupational science and the core concepts of occupational therapy. Learners will be supported to develop a critical focus on the occupational nature of human beings and the centrality of occupation as a fundamental human right. At its core, the module will locate occupational therapy and occupational science as cognate disciplines that are well placed to support the personal and societal transformation required to achieve occupational justice for individuals, families, communities and populations.

Syllabus

History, development and scope of Occupational Therapy and Occupational Science Motivation, mastery and competency Occupational and lifespan development Occupational Justice and Occupational risk Climate justice Person, Environment, Occupation Performance Model Occupation, health and well-being Environmental factors and the influence on occupational performance Doing being, becoming and belonging Change and development Open/dynamic systems theory

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. Synthesise the relationships between human occupation, health and wellbeing (4.1, 5, 5.1, 5.3, 5.4, 8.3, 8.9, 13, 13.10)2. Demonstrate a critical understanding of the relationship between Occupational Science and Occupational Therapy(13, 13.1,13.2, 13.3, 13.4, 13.8, 13.9, 14, 14.7)3. Critically evaluate Occupational Justice and risks to occupation(4.1, 5, 5.1, 5.3, 5.4, 8.3, 8.9, 13, 13.3, 13.5, 13.8, 13.10, 14,14.18)4. Critically analyse and evaluate the factors which influence occupational performance, participation and engagement(4.1, 5, 5.1, 5.3, 5.4, 8.3, 8.9, 13, 13.3, 13.5, 13.8, 13.10, 14, 14.18)5. Describe and critically evaluate core concepts of occupational therapy practice(13, 13.1, 13.2, 13.3, 13.4, 14, 14.7)

Teaching / Learning Strategy

A range of teaching and learning methods will be employed in this module to develop learners' understanding of the concepts of occupational therapy and occupational science and their application to professional practice. Lectures will be used to disseminate information for the purpose of establishing a knowledge base. Seminars will be used to explore concepts which underpin occupation and the use of methodological approaches in occupational science will enable learners to develop their skills in communication and interactive skills and provide a basis for case material which will be used in the classroom. Learners will participate in learning and teaching methods 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 A mixture of films, case materials, learner experiences and web based resources will be used to provide a blended approach to learning and teaching and provide learners with a range of opportunities and environments for learning. A range of formative learning activities will be utilised within the module to empower learners to achieve the learning outcomes in a self-directed manner and engage in module assessment. Student generated learning activities will be explored in collaboration with learners.

Indicative Reading

Books BAUM, C.M., CHRISTIANSEN, C.H. & BASS, J.D., 2015. Occupational Therapy. Performance, participation and well-being. 4 th ed. Eds. Thorofare, NJ: Slack Inc. HASSELKUS, B.R., 2011. The meaning of everyday occupation. 2nd ed. Thorofare, NJ: Slack Inc. 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. KRONENBERG, F., ALGADO, S. & POLLARD, N., 2005. Occupational Therapy without Borders: Learning from the spirit of survivors. Eds. Edinburgh: Churchill Livingstone Elsevier. PIERCE, D., 2014. Occupational Science for Occupational Therapy. Thorofare, NJ: Slack Inc. 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. CHRISTIANSEN, C.H. & TOWNSEND, E.A., 2014. Introduction to occupation: The art and science of living. 2nd ed. Eds. Essex: Pearson Education, pp. 207-336. WHITEFORD, G.E. & HOCKING, C., 2012. Occupational Science: Society, Inclusion, Participation. Oxford: Wiley-Blackwell. WILCOCK, A.A. & HOCKING, C., 2015. An occupational perspective of health. Thorofare, NJ: Slack Inc. Journal Articles 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. 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. 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. HOCKING, C., 2017. 'Occupational justice as social justice: The moral claim for inclusion'. Journal of Occupational Science. 24(1), pp.29-42. 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. 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. 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. 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. 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. YERXA, E.J., CLARK, F., JACKSON, J., PIERCE, D. & ZEMKE, R., 1990. 'An introduction to occupational science, a foundation for occupational therapy in the 21st century'. Occupational Therapy in Health Care. 6(4), pp.1-17.

Transferrable Skills

-360b7 Evaluative essay writing b7 Discussion skills b7 Framing of questions b7 Critical analysis of source material b7 Communication b7 Group working b7 Reflection Self-awareness

Module Structure

Activity Total Hours
Lectures (FT) 24.00
Assessment (FT) 15.00
Independent Learning (FT) 87.00
Seminars (FT) 24.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 50% 3500 word essay