Overview
This unit will build on knowledge and skills gained in OCCT11002 (Introduction to Occupational Therapy Theory and Practice) through exploration of 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.
Details
Pre-requisites or Co-requisites
Pre-requisite: OCCT11002Co-requisite: BMSC11008
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 - 2019
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" Informal student feedback Staff observation
Workshops provided valuable practical learning experiences.
It is recommended that the workshops continue to be offered to students as they are a key component of the unit.
Feedback from "Have your say" Staff reflection
Assessment items aided learning.
It is recommended that the assessment items are retained, with linkages to class content continued.
Feedback from "Have your say" Staff reflection
Some assessment instructions were unclear.
Recommended review of assessment task instructions to ensure clarity, in particular Assessment #2, which required the most clarification for students.
Feedback from "Have your say" Staff reflection
Relevance of some lecture content was not understood by students; further explanation of activity analysis components was required.
Recommend review of lecture content to ensure information is clear and relevance to practice is understood..
Feedback from "Have your say" Informal student feedback Staff reflection
Assessment feedback was delayed.
It is recommended that particular attention be paid to marking time frames and assignment due dates to ensure timely return of assessment feedback and results.
- 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.
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 | |
| 1 - Practical Assessment - 20% | ||||
| 2 - Written Assessment - 40% | ||||
| 3 - Group Work - 40% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 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 - Written Assessment - 40% | ||||||||||
| 3 - Group Work - 40% | ||||||||||
Textbooks
Occupation-based activity analysis
Edition: 2nd (2015)
Authors: Heather Thomas
Slack Inc.
Thorofare Thorofare , NJ , USA
ISBN: 978-1-61711-967-5
Binding: Paperback
Willard and Spackman's Occupational Therapy
Edition: 13th (2018)
Authors: Barbara Schell , Glen Gillen
Wolters Kluwer
Baltimore, Baltimore, , MD , USA
ISBN: 9781975106584
Binding: Hardcover
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Access to PowerPoint or similar
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
Christiansen, C.H., & Townsend, E.A. (2010). Chapter 1: An introduction to occupation. In C.H. Christiansen, & E.A. Townsend (Eds.), Introduction to occupation: the art and science of living (2nd ed., pp. 1-34). Upper Saddle River, N.J.: Pearson. Available as a CRO.
See Moodle for additional readings.
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. (See Moodle)
Coffey, M.S. (2015). Expressions of creativity in occupational therapy. In M.S. Coffey, N.K. Lamport, & G.I. Hersch (Eds.). Creative engagement in occupation: Building professional skills (pp.9-38). Thorofare, NJ: Slack Inc. (Available as a CRO)
See Moodle for additional readings.
Events and Submissions/Topic
Module/Topic
Physical Function in Occupation
Chapter
Thomas, H. (2015). Occupation-based activity analysis (2nd ed.). Thorofare, NJ: Slack Inc. Chapters 6 & 7.
See Moodle for
additional readings.
Events and Submissions/Topic
Module/Topic
Activity Analysis
Chapter
Thomas, H. (2015). Occupation-based
activity analysis (2nd ed.). Thorofare, NJ: Slack Inc. Chapter 1.
Schell, B. A. B., Gillen, G., Crepeau, E.B., & Scaffa, M.S. (2018). Analyzing occupations and activity. In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp. 320-334). Philadelphia, PA: Wolters Kluwer. (Ch. 25)
See Moodle for
additional readings.
Events and Submissions/Topic
Module/Topic
Dimensions of activity
Performance skills
Chapter
Thomas, H. (2015). Occupation-based activity analysis (2nd ed.). Thorofare, NJ: Slack Inc. Chapters 2,3 & 8.
See Moodle for additional readings.
Events and Submissions/Topic
Notify presentation groups
"What is Occupational Therapy?" Poster Due: Week 5 Wednesday (14 Aug 2019) 4:00 pm AEST
Module/Topic
No classes
Chapter
Events and Submissions/Topic
Module/Topic
Occupational Behaviour
Chapter
See Moodle for readings.
Events and Submissions/Topic
Module/Topic
Social aspects of occupation- group dynamics
Chapter
Thomas, H. (2015). Occupation-based
activity analysis (2nd ed.). Thorofare, NJ: Slack Inc. Chapter 5.
See Moodle for
additional readings.
Events and Submissions/Topic
Notify presentation activity and condition choice
Module/Topic
Occupational perspective on development
Chapter
Humphry, R., & Womack, J. (2018). Transformations of occupations. In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp. 100-112). Philadelphia, PA: Wolters Kluwer. (Ch. 7)
See Moodle for
additional readings.
Events and Submissions/Topic
Module/Topic
Occupational Participation
Chapter
Hocking, C.(2018). Contribution of occupation to health and wellbeing. In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp. 113-123). Philadelphia, PA: Wolters Kluwer. (Ch. 8)
See Moodle for additional readings.
Events and Submissions/Topic
Module/Topic
Occupational Deprivation
Chapter
Reitz, S.M., & Graham, K. (2018). Health promotion theories. In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp. 675-679). Philadelphia, PA: Wolters Kluwer. (Ch. 47)
Events and Submissions/Topic
Module/Topic
Activity Limitation and Adaptation
Chapter
Thomas, H. (2015). Occupation-based
activity analysis (2nd ed.). Thorofare, NJ: Slack Inc. Chapter 9.
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). (Available as a CRO)
See Moodle for additional readings.
Events and Submissions/Topic
No workshop Monday (1.00-4.00).
Inter-professional workshop with physiotherapy to be held Friday 8,00-11.00am.
Module/Topic
Public holiday: no classes.
Preparation for presentations
Chapter
Events and Submissions/Topic
Module/Topic
All students must attend Monday 14 October, 10am-2.00pm for Group Presentations.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Classes for this unit consist of lectures and workshops. Primary theoretical content will be provided in the lectures, which will be reinforced by practical applications within the workshops. Workshop activities will include practical experience with activity analysis and other key skills, and non-attendance will greatly diminish your abilities to adequately complete assessment tasks.
1 Practical Assessment
Scenario:
CQUniversity Open days occur regularly in August each year. You You are tasked with creating a poster that can be used at Open Day to generate interest in studying occupational therapy.
Posters should
include:
· A definition of occupational
therapy, including our central focus on occupation
· A description of how
we use activity and occupation in therapy
· An explanation of activity
analysis and its place in occupational therapy and a simple example
Your poster should
explain the concepts in an organised and attractive way, using good poster
design principles. You can be as creative as you wish with its design,
but also ensure it contains useful information.
It is NOT expected
that you 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.
You are to ensure your
name is on the BACK of the poster, along with a bibliography of at least five literature
sources. While it’s not expected that
you include in-text citations on the poster, you must base your information on readings
from textbooks and beyond.
The poster should be submitted in hard copy to nominated campus staff at
Bundaberg and Rockhampton by close of business on the due date. A selection of
posters will be chosen for display at the Bundaberg or Rockhampton Open Day, and/or
the classroom.
Week 5 Wednesday (14 Aug 2019) 4:00 pm AEST
Week 6 Wednesday (28 Aug 2019)
Feedback will be provided via Moodle; students can collect posters once marked.
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
- Reflect on personal participation in meaningful occupations to integrate theoretical and practical knowledge
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
2 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 in which you have participated during the weekly class
workshops. You will complete a written activity analysis report for your
chosen activity. This assessment task contributes to your development as a
reflective practitioner by requiring reflection about your personal activity
participation, and also help you develop skills for client assessment and
intervention through application of the activity analysis process.
After the workshop
sessions, you will individually complete an activity analysis report focusing
on one activity. This report will have
three sections, as described below:
Part 1: Briefly describe
the activity, including when, where and by whom it is typically performed (up
to 200 words).
Part 2: Use the Activity Analysis
Form found in Appendix A of your textbook (Thomas, 2015, pp.
189-189). You must cite the complete APA reference for the source of this template
in your reference list.
You are to complete
the analysis from the perspective of how someone without any significant health
condition would usually perform the activity.
There is no prescribed length for this section; complete all template
sections except “body structures”.
Part 3: You are to
write a brief narrative paragraph (up to 500 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.
Include a reference list in APA format.
Week 9 Friday (20 Sept 2019) 11:45 pm AEST
Week 11 Friday (4 Oct 2019)
Marks will be allocated as follows (Total = 40):
- Task description (5 marks)
- Objects used, Space requirements, and Social Demands (10 marks)
- Sequence, Function, and Performance skills (10 marks)
- Reflective Narrative (10 marks)
- Professional presentation and References (5 marks)
A detailed marking rubric will be available on Moodle.
- 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
- Social Innovation
3 Group Work
Scenario:
In groups of 3 or 4,
you will take part in the Occupational Therapy and Activity Analysis seminar at
the end of term.
Students will select your
own group members for this task. Groups must consist of at least 3
students. You are to advise the unit coordinator the names of students in your
group in the Week 5 class.
Each group will
prepare and present an analysis of an Activity of Daily Living (ADL) or Instrumental
Activity of Daily Living (IADL) task for a person with a condition that would
likely be referred to occupational therapy. This task will allow you to
demonstrate your emerging professional reasoning skills for information
gathering, identifying occupational issues and possible interventions, as part
of the occupational therapy
practice process.
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:
- Amputation
- Arthritis
- Cerebral Palsy
- CVA (Stroke)
- Orthopaedic conditions-hip or
knee replacement
- Spinal cord injury
- Traumatic brain injury
- Visual impairments
Your Willard & Spackman's Occupational
Therapy textbook (Schell & Gillen, 2018) is a good place to start to
find out about these conditions.
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 11.45pm on the day of presentation.
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 – for example, Appendix B, Thomas, 2015 (cite your
occupational analysis template source on your slide and in your reference
list)
- A description of 3 ways the
task could be adapted to facilitate participation, and 3 ways it could be graded
to increase the challenge for the person with the chosen condition (cite
evidence for your suggestions on your slide and in your reference list)
- Include a reference list at
the end, written in APA format
Each group member should also submit an individual reflection about
the group process and your role in it. This will be worth 20% of the
Seminar Presentation marks.
Review/Exam Week Monday (14 Oct 2019) 11:45 pm AEST
Seminar scheduled for 10.00am-2.00pm; slides and reflections to be submitted by 11.45pm
Marks and feedback will be posted in Moodle after certification of grades
Marks will be allocated as follows (Total = 40 marks):
- Comprehensive Occupational Analysis using referenced occupational therapy template or method (8 marks)
- Appropriate and realistic grading of task for both decreasing and increasing challenge (8 marks)
- Accurate evidence based information from professional journals or textbooks about the condition and likely impact on participation (8 marks)
- Correct on slide APA style citations and reference list for 4-6 sources (4 marks)
- Professional oral delivery and presentation of visual material (PowerPoint and handout) including spelling, terminology and grammar (4 marks)
- Individual reflection on group process (8 marks)
- Choose suitable methods for grading common meaningful occupations
- 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
- Social Innovation
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?
