Overview
This unit will provide you with a clear understanding of the fundamental theoretical frameworks that guide occupational therapy practice. An historical overview of the profession will be presented so that you can contrast the changes and plot the evolution of occupational therapy practice from the profession's foundations to the present day. The practical application of occupational theory as it drives contemporary occupational therapy practice will be introduced via one key occupational therapy practice model. You will be introduced to the regulatory and professional bodies guiding ethical occupational therapy practice locally and internationally. Skill development will focus on the acquisition of qualiative and quantitative information gathering techniques including interviewing and the application of standardised and non-standardised assessments.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
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 1 - 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"
The teaching team were engaging and supportive. It was an advantage having a number of perspectives from which to present material.
This reinforces the decision to ensure students on both campuses have access to an instructor in person during class; which will remain as a goal for the unit structure.
Feedback from "Have your say" Staff observations
There was not enough time during interview practice sessions to consolidate skills.
Practical sessions will be reorganised in 2019 to ensure students get sufficient time for practice and feedback.
Feedback from "Have your say" Staff reflection
Timing of the final assessment and provision of related case studies requires review.
The final presentation assessment occurred in the same week as a large assessment piece from another unit. The timing of assessments will be reviewed next year to minimize the impact of other assessments. Case studies for the presentation will also be provided to students at an earlier date.
Feedback from Informal student feedback; "Have your say"
Content was considered engaging, useful and interesting.
Unit content and structure will continue in the current format, with ongoing reviews to ensure relevance remains current.
Feedback from Discussions with the WIL Team; staff reflections
Preclinical requirements should no longer be included as an assessment task for this unit.
The Pas/Fail preclinical requirement portfolio will be removed as an assessment item from this unit. It will instead be monitored by the WIL team as part of their processes.
- Explain the theory and philosophy that underpins the profession of occupational therapy
- Demonstrate an understanding of the development and scope of the occupational therapy profession over time
- Describe the occupational therapy practice process across various contexts
- Conduct person-centred information gathering processes.
This content contributes to the development of Occupational Therapy Australia Competencies for Entry Level Practitioners.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 30% | ||||
| 2 - Practical and Written Assessment - 40% | ||||
| 3 - Presentation and Written Assessment - 30% | ||||
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 - Written Assessment - 30% | ||||||||||
| 2 - Practical and Written Assessment - 40% | ||||||||||
| 3 - Presentation and Written Assessment - 30% | ||||||||||
Textbooks
The Intentional Relationship : Occupational Therapy and Use of Self
(2008)
Authors: Renee R. Taylor
F.A. Davis
Philadelphia Philadelphia , PA , USA
ISBN: 978-0-8036-1365-2
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
Additional Textbook Information
Paper copies can be purchased at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
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
Unit introduction
Concepts of occupation
Introduction to occupational therapy
Chapter
Johnson, K.R. & Dickie, V. (2018). What is occupation? In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp. 2-10). Philadelphia, PA: Wolters Kluwer. (Ch. 1)
Schell, B. A. B., Gillen, G., & Coppola, S. (2018). Contemporary occupational therapy practice. In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp. 56-70). Philadelphia, PA: Wolters Kluwer. (Ch. 4)
Cohn, E.S. , & Crepeau, E.B. (2018). Narrative as a key to understanding. In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp. 142-149). Philadelphia, PA: Wolters Kluwer. (Ch. 10)
Events and Submissions/Topic
Module/Topic
History of occupation and the occupational therapy profession
Introduction to the narrative interview
Chapter
Christiansen, C. H., & Haertl, K. (2018). A contextual history of occupational therapy. In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp. 11-42). Philadelphia, PA: Wolters Kluwer. (Ch. 2)
Cusick, A. (2017). History of Australian occupational therapy. In T. Brown, H. Bourke-Taylor, S. Isbel, & R. Cordier (Eds.), Occupational therapy in Australia: Professional and practice issues (pp. 27-48). Sydney: Allen & Unwin. (Ch. 3) [Available as a CRO]
Taylor, R. (2008). The Intentional Relationship : Occupational Therapy and Use of Self. Philadelphia, PA: F.A. Davis. Chapter 10: "Interviewing skills and strategic questioning".
Events and Submissions/Topic
Module/Topic
Occupational contexts
Narrative interviewing: Non-verbal communication.
Chapter
Lawlor, M. C., & Mattingly, C. (2018). Family perspectives on occupation, health, and disability. In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp. 196-211). Philadelphia, PA: Wolters Kluwer. (Ch. 17)
Matuska, K., & Barrett, K. (2018). Patterns of occupation. In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp. 212-222). Philadelphia, PA: Wolters Kluwer. (Ch. 18)
Black, R.M. (2018). Culture, diversity, and culturally effective care. In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp. 223-239). Philadelphia, PA: Wolters Kluwer. (Ch. 19).
Taylor, R. (2008). The Intentional Relationship : Occupational Therapy and Use of Self. Philadelphia, PA: F.A. Davis. Chapter 8: "Therapeutic communication" (pp. 157-176).
Events and Submissions/Topic
Practical experience: Narrative interviews with simulated clients
Module/Topic
Occupational therapy practice processes
The International Classification of Functioning Disability, and Health (ICF) and occupational therapy.
Narrative interviews: Empathic listening
Chapter
Craik, J., Davis, J., & Polatajko, H.J. (2007). Introducing the Canadian Practice Process Framework (CPPF): Amplifying the context. In E.A. Townsend, & H.J. Polatajko (Eds.), Enabling occupation II: Advancing an occupational therapy vision for health, well-being, and justice through occupation (pp. 229-246). Ottowa, Ontario: Canadian Association of Occupational Therapists. (available as a CRO).
Burnett, S.E. (2018). Personal and social contexts of disability: Implications for occupational therapists. In H.M. Pendleton, & W. Schultz-Krohn (Eds.), Pedretti's occupational therapy: Practice skills for physical dysfunction (pp. 71-91). St. Louis, MS: Elsevier. (available as a CRO).
Taylor, R. (2008). The Intentional Relationship : Occupational Therapy and Use of Self. Philadelphia, PA: F.A. Davis. Chapter 8: "Therapeutic communication" (pp. 157-176).
Events and Submissions/Topic
Practical experience: Narrative interviews with simulated clients
Module/Topic
Occupational therapy philosophy
Ecological models of practice
Narrative interviewing: Therapeutic relationships and the intentional use of self
Chapter
Hooper, B., & Wood, W. (2018). The philosophy of occupational therapy: A framework for practice. In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp. 43-55). Philadelphia, PA: Wolters Kluwer. (Ch. 3)
Brown, C. E. (2018). Ecological models in occupational therapy. In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp. 622-632). Philadelphia, PA: Wolters Kluwer. (Ch. 43)
Taylor, R. (2008). The Intentional Relationship : Occupational Therapy and Use of Self. Philadelphia, PA: F.A. Davis. Chapter 9: Establishing relationships (pp. 177-194).
Events and Submissions/Topic
Practical experience: Narrative interviews with simulated clients
Assessment #3: Group and case-study allocation
Occupational Therapy Theory and Practice Essay (30%) Due: Week 5 Friday (12 Apr 2019) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Public Holiday: No classes
Chapter
Self directed learning:
Taylor, R. R. (2018). Therapeutic relationship and client collaboration: Applying the Intentional Relationship Model. In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp. 527-538). Philadelphia, PA: Wolters Kluwer. (Ch. 37)
Events and Submissions/Topic
Assessment #2: Client case study for interview made available.
Module/Topic
Assessment and evaluation
Collaborative goal setting
Chapter
Shotwell, M. P. (2018). Evaluating clients. In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp. 369-389). Philadelphia, PA: Wolters Kluwer. (Ch. 28)
Gillen, G., & Schell, B. A. B. (2018). Introduction to evaluation, intervention, and outcomes for occupations. In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp. 710-713). Philadelphia, PA: Wolters Kluwer. (Ch. 49)
Bowman, J., Mogensen, L., & Lannin, N. (2017). Writing occupation-focused goals. In M. Curtin, M. Egan, & J. Adams (Eds.), Occupational therapy for people experiencing illness, injury or impairment: Promoting occupation and participation (7th ed., pp. 308-319). London: Elsevier. (available as a CRO)
Events and Submissions/Topic
Practical experience: Narrative interviews with simulated clients
Module/Topic
Manual handling workshops, in conjunction with PSIO11004 (physiotherapy).
- Workshop #1: Wed 8 May, 8.00-11.00am
- Workshop #2: Fri 10 May, 8.00-11.00am
Chapter
See Moodle for resources
Events and Submissions/Topic
Practical experience: learning how to safely assist people with bed mobility and transfers.
You must attend both workshops -- room to be determined.
Module/Topic
No classes: Assessment #2 (client interviews)
Chapter
Events and Submissions/Topic
Assessment #2: Recording of video interviews, Thursday 16 May/ Friday 17 May
Students to attend to record their interview on one of the above dates. Scheduling to be determined in class.
Module/Topic
Professional reasoning (Guest lecturer: Prof Carolyn Unsworth)
Environmental interventions
Chapter
Unsworth, C.A. (2017). Professional reasoning in occupational therapy practice. In M. Curtin, M. Egan, & J. Adams (Eds.), Occupational therapy for people experiencing illness, injury or impairment: Promoting occupation and participation (7th ed., pp. 90-104). London: Elsevier. (available as a CRO)
Baker, N., & Tickle-Degnen, L. (2018). Evidence-based practice: Integrating evidence to inform practice.In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp. 498-512). Philadelphia, PA: Wolters Kluwer. (Ch. 35)
Rigby, P.J., Trentham, B., & Letts, L. (2018). Modifying performance contexts. In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp. 460-479). Philadelphia, PA: Wolters Kluwer. (Ch. 33)
Events and Submissions/Topic
Assessment #2: submission of interview analysis.
Interview and communication analysis (40%) Due: Week 10 Friday (24 May 2019) 11:45 pm AEST
Module/Topic
Documentation and professional communication
Ethical practice
Term overview
Chapter
Falk-Kessler, J. (2018). Professionalism, communication, and teamwork. In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp. 556-571). Philadelphia, PA: Wolters Kluwer. (Ch. 39)
Sames, K. M. (2018). Documentation in practice. In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp. 572-581). Philadelphia, PA: Wolters Kluwer. (Ch. 40)
Doherty, R. F. (2018). Ethical practice. In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp.513-526). Philadelphia, PA: Wolters Kluwer. (Ch. 36)
Events and Submissions/Topic
Module/Topic
No classes: preparation for Assessment #3 (class presentation).
Chapter
Events and Submissions/Topic
Module/Topic
End of term seminar: all students must attend Monday 10 June, 9:00am-1:00pm for group presentations.
Chapter
Events and Submissions/Topic
Assessment #3: Group presentation
Case Study Presentation (30%) Due: Review/Exam Week Monday (10 June 2019) 11:45 pm AEST
1 Written Assessment
This essay-based assessment will require you to reflect on the underpinning philosophy of occupational therapy, and how it has evolved over the profession's history. You will also be required to describe the significance of "occupation" and its place in contemporary occupational therapy practice, using clinical examples to illustrate.
You will also reflect on how your understanding of the practice of occupational therapy has developed as a result of researching and writing this paper.
Please include a reference list using APA referencing style and containing a minimum of six references. You may include prescribed readings, but at least three of your references should come from outside sources (i.e. refereed journal articles, books or book chapters).
Word count: 1500 words (+/- 10%), excluding reference list, personal reflection or appendices.
You must ensure that all the work is your own, in line with the CQUniversity requirements
See Moodle for details.
Week 5 Friday (12 Apr 2019) 11:45 pm AEST
Submit online via Moodle
Week 7 Wednesday (1 May 2019)
Conceptual Knowledge - Theoretical understanding of occupational history and philosophy (10)
Professional Knowledge - Application of theory to practice (10)
Procedural Knowledge - Clear, concise written style and APA referencing all within word count (5)
Professional Knowledge - Reflection on learning (5)
- Explain the theory and philosophy that underpins the profession of occupational therapy
- Demonstrate an understanding of the development and scope of the occupational therapy profession over time
- Describe the occupational therapy practice process across various contexts
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
2 Practical and Written Assessment
This assessment will allow you to develop your emerging skills of interviewing and information gathering. You will prepare an interview schedule (list of questions/themes) and conduct a 15 minute interview with a "standardised client" (an actor plays this role). Interviews will be held at CQU and scheduled to occur in Week 9; you will be given a time in which to conduct the interview, we will arrange for the "client" to be present.
You are responsible for ensuring that the environment is appropriate for conducting an interview. The purpose of the interview is to establish a therapeutic relationship, learn about the occupational performance of this person and explore any occupational barriers they are experiencing. During the interview you are expected to draw on the theoretical knowledge and practical skills you have developed in the unit to date. Your choice of questions and information gathering approaches should demonstrate evidence of your understanding of different forms of information gathering. Your understanding of professional reasoning and ethical practice should be implicit in all your interactions.
The interview will be video-recorded and on completion of your interview you will receive an electronic copy of the recording to take away and complete a reflection on your interview performance. You will use a self-assessment to guide your reflection.
You will submit your interview schedule and your completed self-reflection by the due date.
See Moodle for more details
Week 10 Friday (24 May 2019) 11:45 pm AEST
Submission of interview schedule and self-reflection: interview occurs in Week 9
Week 12 Friday (7 June 2019)
Establish an effective therapeutic relationship and create a supportive environment (5)
Effective use of client centred communication strategies (10)
Integration of active listening skills (5)
Generation of relevant information (5)
Appropriate closure of interview (5)
Realistic self analysis (10)
- Explain the theory and philosophy that underpins the profession of occupational therapy
- Conduct person-centred information gathering processes.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Ethical practice
3 Presentation and Written Assessment
This is a group assignment designed to allow you to integrate the knowledge you have gained during the unit, as well as independent research, to develop a class presentation based on a case-study. Presenting to colleagues, peers and clients is an important professional skill for you to master over the course of your degree.
You will be provided with a case study containing details of your client in class during Week 5. You are required to prepare a 10 minute presentation for a student and professional audience that systematically outlines how you would apply occupational therapy practice processes, including theoretical foundations, information gathering and assessment, identification of occupational issues, collaborative goal setting, and intervention planning.
Presentation Format
10 minute presentation suitable for a professional audience using a range of AV materials including PowerPoint; all group members must participate in the presentation. A reference list and on-slide references must be included. Slides must be submitted to Moodle the day of the presentation.
See Moodle for more details
Review/Exam Week Monday (10 June 2019) 11:45 pm AEST
The presentation seminar will occur in-class; slides must be submitted to Moodle on the day of the seminar
Marks will be returned after certification of grades
Presentation Content, Structure and Organisation (20)
Presentation Style (5)
Use of technology and Materials (5)
- Describe the occupational therapy practice process across various contexts
- Communication
- Problem Solving
- Critical Thinking
- 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?
