Overview
This unit introduces occupational therapy assessment and intervention processes involving activity and occupation as core concepts. You will become familiar with a range of common meaningful occupations and learn how to undertake an occupational therapy activity analysis. Concepts of participation limitations at the person level will be introduced. You will engage in a variety of workshop activities that link key theoretical concepts to occupational therapy practice contexts for activity analysis. You will explore ways of grading and adapting activities to enable client participation. You will be supported to undertake a range of tasks that facilitate future attendance at professional practice placements. This unit will complement occupational therapy theory and practice in regard to occupation focused assessment and client centred information gathering.
Details
Pre-requisites or Co-requisites
OCCT11002 Pre-requisite ALLH11004 Co-requisite
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2017
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Have Your Say
Approachable staff, co-lecturer gave another perspective and shared clinical experiences
Maintain team teaching approach at both campuses to support students in their foundational learning.
Feedback from Have Your Say
CRO’s useful- textbook not as helpful.
Consider alternative texts for 2017 and beyond to replace 2010 edition text. To consider if necessary course readings can be met through CRO’s alone.
Feedback from Have Your Say
Workshop activities enjoyable, practical learning was good.
Workshop activities will be retained as a key feature of OCCT11001.
Feedback from Have Your Say
Classes could have been shorter with less explanation of slides. Some content was considered unnecessary.
Class duration will be reviewed in parallel with expectations for student preparation and readings before class. Provide more clarification for students regarding how all content may not be directly assessed but is necessary for developing new graduate knowledge and competencies in occupational therapy.
Feedback from Have Your Say, personal communications with students, academic staff reflection
Students enjoyed the assessments- instructions needed clarification.
Maintain assessment suite with focus on clarifying and simplifying task instructions further. Consider introducing a template for the Practical and Written task.
- Use relevant terminology to define and classify concepts related to human performance in activity and occupation.
- Choose suitable methods for grading common meaningful occupations.
- Reflect on personal participation in meaningful occupations to integrate theoretical and practical knowledge.
- Use occupational therapy processes for comprehensive activity analysis.
- Provide evidence for completion of preclinical requirements.
This unit feeds directly into Occupational Therapy Australia Competencies for unit accreditation requirements:
1.4 Promotes and facilitates occupation through application of knowledge, skills, attitudes and evidence appropriate to the practice context.
2.1 Performs relevant, comprehensive assessment of occupational performance
3.2 Promotes client occupational performance and participation
4.2 Demonstrates ability to understand and conduct multiple evaluation methods and techniques
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Practical Assessment - 20% | |||||
| 2 - Practical and Written Assessment - 40% | |||||
| 3 - Group Work - 40% | |||||
| 4 - Portfolio - 0% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Practical Assessment - 20% | ||||||||||
| 2 - Practical and Written Assessment - 40% | ||||||||||
| 3 - Group Work - 40% | ||||||||||
| 4 - Portfolio - 0% | ||||||||||
Textbooks
Introduction to occupation : the art and science of living.
Edition: 2nd (2010)
Authors: Christiansen, C., Christiansen, C., & Townsend, E. A.
Pearson
Upper Saddle River Upper Saddle River , NJ , USA
ISBN: 9780131999428 0131999427
Binding: Paperback
Additional Textbook Information
This is a foundational text for the occupational therapy profession. It has a companion Website with learning activities that students will find useful for reviewing information from the text along with relevant web links for global occupational therapy. Chapter 1 is available as a CRO, however much of the text will be referred to during the unit.
Students will also need to access the prescribed text for OCCT11002 in this unit, Willard & Spackman's Occupational Therapy (2014).
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
m.oreilly@cqu.edu.au
Module/Topic
Occupation: Basic concepts
Working in a team
Chapter
Chapter 1 Christiansen & Townsend (2010)
Events and Submissions/Topic
Module/Topic
Therapeutic utilisation of activity
Chapter
Creighton, C (1992). The Origin and Evolution of Activity Analysis. The American Journal of Occupational Therapy, 46(1), 45-48.
Events and Submissions/Topic
Module/Topic
Physical Function in Occupation
Chapter
Chapter 21. Willard & Spackman's Occupational Therapy (2014)
Events and Submissions/Topic
Module/Topic
Activity Analysis
Chapter
Chapter 21. Willard & Spackman's Occupational Therapy (2014)
Events and Submissions/Topic
Module/Topic
Frames of Reference for Activity Analysis in Occupational Therapy
Chapter
Chapter 23. Willard & Spackman's Occupational Therapy (2014)
Events and Submissions/Topic
Notify presentation groups
20% "What is Occupational Therapy?" Poster Due: Week 5 Friday (11 Aug 2017) 5:00 pm AEST
Module/Topic
No classes
Chapter
Events and Submissions/Topic
Module/Topic
Occupational Behaviour
Chapter
Chapter 5. Christiansen & Townsend (2010)
Events and Submissions/Topic
Module/Topic
Social aspects of occupation- group dynamics
Chapter
Chapter 7. Christiansen & Townsend (2010)
Events and Submissions/Topic
Notify Presentation activity & condition choice
Module/Topic
Occupational perspective on development
Chapter
Chapter 6. Christiansen & Townsend (2010)
Events and Submissions/Topic
Progress check on Pre-clinical requirements
Module/Topic
Occupational Participation
Chapter
Chapter 11. Christiansen & Townsend (2010)
Events and Submissions/Topic
Module/Topic
Occupational Deprivation
Chapter
Chapter 12. Christiansen & Townsend (2010)
Events and Submissions/Topic
Module/Topic
Activity Limitation and Adaptation
Chapter
Unit 5. Activity Gradation and Adaptation. In Hersch, G., Lamport, N. K., & Coffey, M. S. (2005). Activity analysis : application to occupation. Thorofare, NJ : Slack (pp 63-72).
Events and Submissions/Topic
Complete Practice Self and Peer Assessment (SPA) by 11.45pm Monday 25 September
Module/Topic
Self directed learning- achieving occupational balance.
No classes this week.
Chapter
Chapter 9. Christiansen & Townsend (2010).
Events and Submissions/Topic
Module/Topic
All students must attend Tuesday 10 October 9am-12.00pm for Group Presentations.
Chapter
Events and Submissions/Topic
Complete Final SPA Due Tuesday 10 October 11.45PM AEST
40% Occupational Therapy & Activity Analysis Presentation Due: Review/Exam Week Tuesday (10 Oct 2017) 8:00 am AEST
Module/Topic
Chapter
Events and Submissions/Topic
1 Practical Assessment
Scenario:
The CQUniversity Open days occur regularly in late August each year. You have been talking with some friends about what you have been doing in OCCT11001 this term, and they think it sounds fun! They would like to know more about “activity and occupation” and how occupational therapists use this concept in their work. They are planning to come to the Open Day to find out more about the occupational therapy course.
Your lecturer has asked you to produce a poster for display at the Open Day that includes
- A definition of “activity and occupation” as used in occupational therapy literature
- A simple explanation of how and why Occupational Therapists use Activity Analysis - suitable for non-occupational therapists to understand
Your poster should explain the concepts in an organised and attractive way, using good poster design principles.
It is NOT expected that students will produce a professionally printed poster for this task - a large format cardboard sheet with elements drawn, written, or printed and securely attached will suffice. You may choose the size and colour of your poster - however it should be easily readable from a distance of 3-4 metres.
Students are to ensure their name is on the BACK of the poster.
The poster should be submitted in hard copy to campus staff at Bundaberg and Rockhampton by close of business on the due date. Each student should submit their own marking sheet to Moodle by the due date.
Week 5 Friday (11 Aug 2017) 5:00 pm AEST
Week 7 Friday (1 Sept 2017)
Each poster will be given marks reflecting the quality of work as below:
85-100% Exemplary work that demonstrates clear, accurate, detailed and comprehensive understanding of the relevant facts and is attractive and well organised in presentation.
75-84% Accomplished work that demonstrates mastery of the relevant facts and is organised in presentation
65-74% Commendable work that is reflecting progress towards mastery of the relevant facts and organisation of content.
50-64% Acceptable work that shows limited depth of understanding of facts and limited organisation of presented content.
<50% Inadequate understanding of facts and poorly organized content
- Use relevant terminology to define and classify concepts related to human performance in activity and occupation.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
2 Practical and Written Assessment
Scenario:
You will take part in a variety of practical activities in the weekly class workshops.
You will choose one of the activities you have participated in during the weekly class workshops. You will complete a written activity analysis report for your chosen activity. This assessment task links with the "Practice Reasoning" component of the Occupational Therapy Practice Process (OTPP) as it involves your reflection about your personal activity participation. It will also help you develop skills for client assessment which relates to the "Information Gathering" and "Occupational Assessment" components of the OTPP.
Part 1: After the workshop sessions, you will individually complete a 1200 word report focusing on one activity. You will use the Activity Analysis template found in Table 21.2 of Willard and Spackman’s Occupational Therapy (Schell et al, 2014. pp241-243). You must cite the complete APA reference for the chapter author and edited book source of this template in your reference list.
You are to complete only the template sections listed below from the perspective of how someone without any significant health condition would usually perform the activity:
- Task description
- Equipment/objects used
- Space requirements
- Task step sequence
- Required motor, process and social skills (see Schell et al, 2014, pp252-254)
- Body structures and functions used for each task step
- Safety hazards
Part 2: You are to write a brief narrative paragraph (up to 300 words) reflecting on the following questions:
- What feelings did you experience prior to, during and after doing the activity?
- What meaning did doing this activity have for you?
- Describe anything that surprised you about your participation.
-
What did you think about the therapeutic potential of this activity for working with clients?
Cite 2-3 APA style references from the professional literature (textbooks or relevant published journal articles) to support your opinion.
Week 9 Friday (15 Sept 2017) 11:45 pm AEST
Week 11 Friday (29 Sept 2017)
Marks will be allocated as follows:
- Task description, Space requirements, and Objects used (15 marks)
- Task step sequence and Required skills (25 marks)
- Body structures and functions, safety hazards (25 marks)
- Reflective Narrative (25 Marks)
- Professional presentation and References (10 Marks)
- Use relevant terminology to define and classify concepts related to human performance in activity and occupation.
- Choose suitable methods for grading common meaningful occupations.
- Reflect on personal participation in meaningful occupations to integrate theoretical and practical knowledge.
- Use occupational therapy processes for comprehensive activity analysis.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Group Work
Scenario:
After seeing the poster about occupational therapy at the University Open Day, many people wanted more information about the profession. It has been decided to invite interested potential students to a seminar explaining how occupational therapists work with clients, using meaningful activity. OCCT11001 students will take part in the Occupational Therapy and Activity Analysis seminar.
Students will select their own group members for this task. Groups must consist of at least 3 students. Students are to advise the unit coordinator the names of students in their group in the Week 5 class.
Groups of 3-4 students will prepare and present an activity analysis of an Activity of Daily Living (ADL) or Instrumental Activities of Daily Living (IADL) task for a person with a condition that would likely be referred to occupational therapy. This task will allow students to demonstrate their emerging professional reasoning skills for information gathering, identifying occupational issues and possible interventions, as part of the Occupational Therapy Practice Process (OTPP).
Groups must select from ADL categories of
- bathing/showering
- bowel and bladder management
- dressing
- eating and feeding
- personal hygiene and grooming
- toilet hygiene
OR IADL categories of
- meal preparation
- shopping
- community mobility
Groups must choose one of the conditions listed below:
- Amputations
- Arthritis
- Cerebral Palsy
- CVA (Stroke)
- Hand and Wrist conditions
- Orthopaedic conditions-hip and knee replacements
- Spinal cord injury
- Traumatic brain injury
- Visual impairments
Some useful information about the conditions is available in pp 1098-1189 of Willard & Spackman's Occupational Therapy (Schell et al, 2014).
Groups must submit their choice of activity and condition to the unit coordinator by end of Week 7 for approval.
As the task is a valuable peer learning activity, it is important for there to be a range of conditions and tasks presented to the class. Groups who have selected the same condition and task as another group may be asked to modify their selection.
The maximum time allowed for each group presentation will be 20 minutes ± 2 minutes. All students are expected to attend the symposium, and each group member should speak for at least one section of the oral presentation.
A PowerPoint to accompany the group oral presentation should be prepared and submitted to Moodle by 8.00am on Tuesday 10 October.
The oral presentation should include:
- A brief description of the chosen condition (citing your evidence based sources on your slides and in your reference list)
- An explanation of the likely impact of the condition on the person’s ability to participate in the activity. (citing your evidence based sources on your slides and in your reference list)
- A detailed description of the chosen task and an occupational analysis using an occupational therapy template of your choice (cite your occupational therapy analysis template source on your slide and in your reference list)
- A description of 3 ways the task could be graded to decrease challenge, and 3 ways to increase the challenge for the person with the chosen condition (cite evidence that your grading is relevant on your slide and in your reference list)
Students will complete the Self and Peer Assessment (SPA) twice. A video explaining how to do the SPA is available here.
SPA will be practiced in Week 11 for students to get feedback as a group member and to become familiar using the SPA tool (not marked).
The Final SPA will be worth 20% of the Seminar Presentation marks. All students must complete the Final SPA by Tuesday 10 October at 11.45pm. Students who do not complete the Final SPA for their group by the due date will not receive any marks for this section.
Review/Exam Week Tuesday (10 Oct 2017) 8:00 am AEST
Marks and feedback will be posted in Moodle 2 weeks after the presentation date
Marks will be allocated as follows:
- Comprehensive Occupational Analysis using referenced occupational therapy template or method (20 marks)
- Appropriate and realistic grading of task for both decreasing and increasing challenge (20 marks)
- Accurate evidence based information from professional journals or textbooks about the condition and likely impact on participation (20 marks)
- Correct on slide APA style citations and reference list for 4-6 sources (10 marks)
- Professional oral delivery and presentation of visual material (PowerPoint and handout) including spelling, terminology and grammar (10 marks)
- Self and Peer Assessment (SPA) mark (20 marks)
- Use relevant terminology to define and classify concepts related to human performance in activity and occupation.
- Choose suitable methods for grading common meaningful occupations.
- Reflect on personal participation in meaningful occupations to integrate theoretical and practical knowledge.
- Use occupational therapy processes for comprehensive activity analysis.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
4 Portfolio
Students should have already commenced or completed the following preclinical requirement tasks as part of OCCT11002:
- National Police Check
- Blue Card
- Vaccination requirements including Hepatitis B and Mantoux Test
It is strongly suggested the next tasks to be organised urgently are
- Find provider and book into CPR and First Aid training (Week 1-2)
- Make GP appointments for completion of vaccination series (e.g. MMR, Hepatitis B) and serology results (Week 2-4)
Time in class from Weeks 1- 9 will be allocated for students to complete the online learning modules required by Queensland Health. Students must register for an iLearn account with Queensland Health.
Your progress with all requirements will be checked in Week 8. Students who have submitted documents by Week 8 will receive feedback about which items are incomplete or missing before the Week 10 deadline. You will receive notification of Pass for the assessment item when all documents are checked off as completed and correct by unit coordinator.
Students are required to read and follow the instructions in the Professional Practice Guide for Allied Health Students. This document contains information regarding pre-clinical requirements. This guide will be updated regularly, however some external organisation requirements are subject to change. Teaching staff will inform students of any additional requirements as soon as known.
As stated in the guide, some requirements for professional practice must be renewed yearly. It is the student’s responsibility to note when requirements are due for renewal.
Important:
Students who were awaiting issue of Blue Cards and/or Police Check Certificates from Term 1 must ensure these are provided as part of your preclinical requirements for OCCT11001. Students who do not complete preclinical requirements are at risk of failing OCCT11001. Students with outstanding requirements cannot take part in Professional Practice. Failure to complete preclinical requirements may also affect your ability to progress to further units of study in occupational therapy.
Week 10 Friday (22 Sept 2017) 11:45 pm AEST
Week 12 Friday (6 Oct 2017)
All documents completed correctly and submitted by Week 10 deadline= Pass
Some or all documents missing or incomplete by Week 10 deadline = Interim PO (Practicuum Outstanding) grade.
If you cannot submit all requirements by the Week 10 deadline you MUST discuss this as soon as possible with your unit coordinator.
Incomplete requirements by Friday Week 12= Fail
NB: Students with F grade for OCCT11001 will not be permitted to enrol in OCCT12003.
- Provide evidence for completion of preclinical requirements.
- Problem Solving
- Information Literacy
- Information Technology Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
