Overview
In this unit, you will be introduced to the evolving concept of occupational justice and explore situations where people are deprived of meaningful occupation. You will use an occupational justice lens to look from a local and global perspective at situations where people are experiencing challenges with occupational participation and engagement. The role of the occupational therapist as a facilitator of occupational justice will be examined, using both an occupational justice framework and also occupational therapy practice models. You will develop an understanding of how occupational justice sits with social justice concepts and considerations, including concepts such as social innovation.
Details
Pre-requisites or Co-requisites
Successful completion of the following units as essential pre-requisites:OCCT11002 OCCT12006
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 - 2023
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 SUTE evaluations
Differing expectations of educators across the two teaching locations in BDG and ROK, particularly with regards to interpretation of assessment requirements.
It is recommended that the Unit Coordinator of OCCT12002 in 2023 be one part of the teaching team, rather than having two sessional educators, which will ensure consistency of content and messages, particularly with regards to assessment requirements and feedback.
- Articulate the concept of occupational justice at a local and global level.
- Identify and describe situations where people are deprived of meaningful occupation and explore the causes.
- Articulate the role of the occupational therapy in promoting occupational justice.
- Identify and describe occupational injustice occurring in a local community and the programs and measures being taken to address those injustice issues.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Presentation - 20% | ||||
| 2 - Written Assessment - 35% | ||||
| 3 - Report - 45% | ||||
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 - Presentation - 20% | ||||||||||
| 2 - Written Assessment - 35% | ||||||||||
| 3 - Report - 45% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Full licenced version of Microsoft Office 2013 or Office 2016 (including Word, Excel and Powerpoint) or Microsoft Office 2011 for Mac.
- Microsoft Teams (both microphone and webcam capability)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
r.reddiex@cqu.edu.au
desley.simpson@cqu.edu.au
Module/Topic
Introduction to Occupational Justice part 1
Links to Social Innovation - becoming a changemaker
Chapter
Gupta, J. (2016). Mapping the evolving ideas of occupational justice A critical analysis. OTJR Occupation, Participation, and Health, 36(4), 179-194. doi: 10.1177/1539449216672171.
Maltifano, A.P.S., de Souza, R.G., & Lopes, R.E. (2016). Occupational justice and its related concepts: An historical and thematic scoping review. OTJR: Occupation, Participation and Health, 36(4), 167-178.
Events and Submissions/Topic
Module/Topic
Introduction to Occupational Justice part 2
Chapter
Truman, J. L., Fox, J., Hynes, S. M., Hills, C., McGinley, S. L., Ekstam, L., Shiel, A., & Orban, K. (2021). Developing understandings of occupational (in)justice with occupational therapy students in a transnational project [Article]. Journal of Occupational Science, 28(4), 588-598. https://doi.org/10.1080/14427591.2020.1858940
Picotin, J., Beaudoin, M., Hélie, S., Martin, A. É., & Carrier, A. (2021). Occupational Therapists as Social Change Agents: Exploring Factors that Influence Their Actions. Canadian Journal of Occupational Therapy, 88(3), 231-243. https://doi.org/10.1177/00084174211022891
Occupational Therapy Australia (2016). OT Australia Position Statement: Occupational Deprivation. https://doi.org/10.1111/1440-1630.12347
Events and Submissions/Topic
Module/Topic
Applying models and frameworks for occupational justice in everyday occupational therapy practice
Chapter
Pereira, R. B., Whiteford, G., Hyett, N., Weekes, G., Di Tommaso, A., & Naismith, J. (2020). Capabilities, Opportunities, Resources and Environments (CORE): Using the CORE approach for inclusive, occupation-centred practice. Australian Occupational Therapy Journal, 67(2), 162-171. https://doi.org/10.1111/1440-1630.12642
Whiteford, G., Jones, K., Rahal, C., & Suleman, A. (2018). The Participatory Occupational Justice Framework as a tool for change: Three contrasting case narratives. Journal of Occupational Science, 25(4), 497-508. https://doi.org/10.1080/14427591.2018.1504607
Events and Submissions/Topic
Module/Topic
Exploring occupation beyond the individual - considering family and collective occupations
Chapter
Lewis, E., & Lemieux, V. (2021). Social participation of seniors: Applying the Framework of Occupational Justice for healthy ageing and a new approach to policymaking [Article]. Journal of Occupational Science, 28(3), 332-348. https://doi.org/10.1080/14427591.2020.1843069
Kantartzis, S., & Molineux, M. (2017). Collective occupation in public spaces and the construction of the social fabric. Canadian Journal of Occupational Therapy, 84(3), 168-177. doi: 10.177/0008417417701936
Lauckner, H., Leclair, L. & Yamamoto, C. (2019). Moving beyond the individual: Occupational therapists' multi-layered work with communities. British Journal of Occupational Therapy, 82(2), 101-111. doi: 10.1177/03080222618797249
Events and Submissions/Topic
Module/Topic
Application of occupational justice concepts in practice. A range of occupational justice topic areas will be covered, for example, community integration following acquired injury, occupational rights for refugees/asylum seekers, homelessness, and social participation for older persons. One paper per student pair/group will be presented throughout the session in accordance with assessment guidelines.
Chapter
Fieldhouse, J., & Greatorex, H. (2020). Evaluation of a financial skills training programme for vulnerable young people at risk of homelessness. British Journal of Occupational Therapy, 83(12), 761-772. https://doi.org/10.1177/0308022620905530
Calderone, L., Bissett, M., & Molineux, M. (2022). Understanding occupational therapy practice in residential aged care facilities under the aged care funding instrument: A qualitative study. Australian Occupational Therapy Journal. 1-9. https://doi.org/10.1111/1440-1630.12805
Yaran, M., Kayihan, H. (2023). The change in occupational participation and quality of life following occupational therapy for people supervised by probation. Australian Occupational Therapy Journal, 69(4). 447-455. https://doi.org/10.111/1440-1630.12805
Swenson, R., Alldred, P., Nicholls, L. (2021). Doing gender and being gendered through occupation: Transgender and non-binary experiences. British Journal of Occupational Therapy, 85(6), 446-452. https://doi.org/10.1177/03080226211034422
Trimboli, C., Fleay, C., Parsons, L., & Buchanan, A. (2023). Occupational therapy psychosocial interventions for middle-childhood aged refugee children in high income countries: Focus group perspective. Occupational Therapy in Mental Health, 1-27. https://doi.org/10.1080/0164212X.2023.2181911
Njelesan, J., Teachman, G., Bangura I.N. (2021). “The strength to leave”: Women with disabilities navigating violent relationships and occupational identities. The American Journal of Occupational Therapy, 75(4). https://doi.org/10.5014/ajot.2021.045542
Dubuc, E., Gagnon-Roy, M., Couture, M., & Bottari, C. (2020). Integration in the community following a severe traumatic brain injury: A qualitative study exploring the presence of occupational rights violations over a lifetime experience. Journal of Occupational Science, 28(3), 349-362. https://doi.org/10.1080/14427591.2020.1803953
Smethurst, G., Bourke-Taylor, H.M., Cotter, C., & Beauchamp, F. (2020). Controlled choice, not choice and control: Families’ reflections after one year using the National Disability Insurance Scheme. Australian Occupational Therapy Journal, 68, 205-216. https://doi.org.10.1111/1440.1630.12715
Smith, R., Gallego, G. (2020). Parents’ ability to access community health occupational therapy services in a disadvantaged area: A proof of concept study. Australian Occupational Therapy Journal, 68, 54-64. https://doi.10.1111/1440-1630.12699
Bathje, M., Schrier, M., Williams, K., & Olson, L. (2021). The lived experience of sexuality among adults with intellectual and developmental disabilities: A coping review. American Journal of Occupational Therapy, 75(4). https://doi.org/10.5014/ajot.2021.045005
Murphy, K., Bantry-White, E. (2021). Behind closed doors: human rights in residential care for people with an intellectual disability in Ireland. Disability & Society, 35(5), 750-771. https://doi.org/10.1080/09687599.2020.1768052
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Individuals with disability
Chapter
Tomar, N., & Bailliard, A.L. (2019). Understanding the moral economics of occupational engagement. Journal of Occupational Science, doi: 10.1080/14427591.2019.1591297.
Ravindran, S., Brentnall, J., & Gilroy, J. (2017). Conceptualising disability: A critical comparison between Indigenous people in Australia and New South Wales disability service agencies. Australian Journal of Social Issues, 52(4), 367-387. https://doi.org/10.1002/ajs4.25
Events and Submissions/Topic
Classroom debate on hot topics informed by the occupational justice literature
Module/Topic
Human-Centred Design Approach - an approach to socially innovate with complex problems
Chapter
Harniess, P. A., Gibbs, D., Bezemer, J., & Purna Basu, A. (2022). Parental engagement in early intervention for infants with cerebral palsy—A realist synthesis [Review]. Child: Care, Health and Development, 48(3), 359-377. https://doi.org/10.1111/cch.12916
Simpson, S., Furlong, M., & Giebel, C. (2021). Exploring the enablers and barriers to social prescribing for people living with long-term neurological conditions: a focus group investigation. BMC Health Services Research, 21(1), Article 1230. https://doi.org/10.1186/s12913-021-07213-6
Henderson, C. & Gronholm, P.C. (2018). Mental health related stigma as a 'wicked problem': The need to address stigma and consider the consequences. International Journal of Environmental Research and Public Health, 15, 1158, doi: 10.3390/ijerph15061158.
Events and Submissions/Topic
Module/Topic
Acquired injuries
Poverty circumstances
Chapter
Ekelman, B.A., et.al. (2017). A wellness program for men with spinal cord injury: Participation and meaning. OTJR: Occupation, Participation and Health, 37(1), 30-39. doi: 10.1177/1539449216672170
Sofo, F., & Wicks, A. (2017). An occupational perspective of poverty and poverty reduction. Journal of Occupational Science, 24(2), 244-249.https://doi.org/10.1080/14427591.2017.1314223
Events and Submissions/Topic
Module/Topic
Addressing Occupational Injustices by applying perspectives from life course, social justice and anthropology
Chapter
Bailliard, A. (2016). Justice, difference and the capability to function. Journal of Occupational Science, 23(1), 3-16. doi: 10.1080/14427591.2014.957886
Chapman, H. J., & Veras-Estévez, B. A. (2020). Strengthening global health content in health professions curricula. Health Education Journal, 79(7), 839-850. https://doi.org/10.1177/0017896920915231
Yang, C., Schorpp, K., Boen, C., Johnson, M., & Harris, K.M. (2020). Socioeconomic status and biological risks for health and illness across the life course. The Journals of Gerontology, 75(3), 613-624. doi: 10.1093/geronb/gby108.
Events and Submissions/Topic
Module/Topic
Occupational Rights & Justice in Action
Chapter
Crawford, E., Aplin, T & Rodger, S. (2017). Human rights in occupational therapy education: A step towards a more occupationally just global society. Australian Occupational Therapy Journal, 64(2), 129-136. doi: 10.1111/1440-1630.12321.
Hammell, K. W. (2021). Securing occupational rights by addressing capabilities: A professional obligation. Scandinavian Journal Occupational Therapy, 1-12. https://doi.org/10.1080/11038128.2021.1895308
Hammell, K. & Began, B. (2017). Occupational injustice: A critique. Canadian Journal of Occupational Therapy, 84(1), 58-68. doi: 10.1177/0008417416638858.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Wicked problems, co-design and occupational therapy
Chapter
Laliberte Rudman, D. (2019). Engaging the occupational imagination: Meeting in diversity. Journal of Occupational Science, 26(2), 165-172. https://doi.org/10.1080/14427591.2019.1577443
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
This unit is an online offering that will be delivered via Microsoft TEAMS during scheduled class times in Wks 1 - 6 and 8 - 12. On campus face-to-face attendance is expected during Week 7. When attending online classes full participation via working video and audio will be expected and attendance recorded.
1 Presentation
This assessment requires you to prepare and deliver a Presentation in student groups based on an analysis of a piece of occupational justice literature. This assessment is designed to facilitate early engagement in the unit material.
You are required to present on one journal paper as allocated in week 1 by the teaching staff. The list of papers to be covered is supplied in your Unit Profile and will also be available on Moodle. Your one allocated paper is within the list of numerous peer-reviewed publications in the week 5 sections of the Unit Profile Schedule and the week 5 Moodle tile.
Use of power-point or similar to prepare the key points is recommended for effective communication of your content to the audience. Individual marks will be allocated to students based on presentation skills and ability to respond to peer and examiner questions. These may occur throughout the presentation or at the conclusion of the presentation, dependent on the flow of the content. All sources must be acknowledged using APA 7th referencing style.
Use the following as a guide to prepare your presentation slides:
1. Study title & aim of the paper (1 slide)
2. Background – key literature that provides justification for the paper (2 slides max)
3.The occupational justice issues raised (2-4 slides)
4.Your appraisal – what are the implications for occupational therapy practice? What are the possible implications for future occupational therapy research? (up to 6 slides)
5. Identification of questions or key take-home messages you have as a result of this article (up to 6 slides). How has this article enhanced your knowledge? What more do you need to know? What were you surprised by? How has this impacted your worldview?
(Individuals must each contribute to this as there will be a corresponding assessment criterion where each is allocated an individual mark).
You will not be able to effectively complete steps 3, 4 and 5 in the guide above without drawing on literature from the OCCT12002 reading list and other relevant references. In order for a thorough analysis and reflection to be presented, it is recommended that you draw upon approximately five pieces of literature, which must be included in your reference list.
The presentation is required to be for a length of 15 minutes. Penalties will be applied if the presentation is less than 13 minutes and if it exceeds 17 minutes. There must be time to allow for individuals to respond to questions from the peer cohort and assessor. Questions and discussion may arise from your presentation (and hopefully will) but this must occur within the upper limit of 17 minutes.
Week 5 Thursday (10 Aug 2023) 11:45 pm AEST
Upload your presentation to Moodle by 8am on the day of the class presentations
Week 7 Thursday (31 Aug 2023)
A marked rubric with relevant feedback will be uploaded to Moodle.
1. identification and explanation of the relevant occupational justice issue/s (10 marks)
2. analysis of the injustices and translation to occupational therapy practice and future research opportunities (10 marks)
3. professionalism in presentation style (5 marks)
4. use of evidence-based literature to support content, inclusive of correct APA 7th in-slide citations and reference list (5 marks)
5. individual presentation style - reflection skills, insights on knowledge of occupational justice concepts, responsiveness to audience questions (10 marks)
Total of 40 marks with a 20% weighting.
The full rubric is available on your Moodle Assessment Tile
- Identify and describe situations where people are deprived of meaningful occupation and explore the causes.
- Articulate the role of the occupational therapy in promoting occupational justice.
- Communication
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
2 Written Assessment
You are required to complete an 1800 word written essay on 'Occupational Justice at the Collective Level or Global Level'. This task is designed to give you an understanding and perspective of occupational injustices affecting collectives/groups when so much of our work is typically with individuals/families. It develops your consideration of moving beyond the individual and identifying collective occupations and working with groups/communities.
Some students may choose to move their focus away from local issues to a more global situation.
It will assist you to develop skills in reflection, analysis, professional reasoning and report-writing, particularly in relation to occupational justice. Your research must include journal articles and text-book sources as provided in the unit materials and you must demonstrate evidence of wider reading of the professional, peer-reviewed literature. Please select 10-15 contemporary papers to make your work as up-to-date as possible and to obtain the best possible mark. Your essay must include the following:
- a description of the issues including a summary of any relevant and contemporary media coverage
- identification of any advocacy groups who work to present facts, raise awareness and move people to action on this issue
- presentation and explanation of occupational injustices featured in this collective issue
- explanation of how you would apply the POJF and/or the CORE approach to address the occupational injustices and enact change on this issue
Your topic = Occupational injustices experienced by a group of your choosing. Examples include older people in residential aged care, homelessness in regional Australian communities, higher incarceration rates of ethnic groups in international settings, refugee situations based on civil unrest and wars…..
Please note the following additional details:
- as a guideline, the length of the main body of your essay should be approximately 1800 words excluding references. Submissions that are substantially longer (e.g. 2300 words) or shorter than this (1300 words) are unlikely to score as highly as those that make the best use of the 1800 word length. Marks will not be deducted based on word count.
- you are required to use APA 7th edition guidelines for style and formatting. This includes your font size, spacing, indents and any use of headings and tables. Please refer to your CQUniversity APA 7th edition style guide.
- please save and upload your file in a Word format (.doc or .docx) rather than PDF
Week 9 Thursday (14 Sept 2023) 11:45 pm AEST
Upload your assessment to Moodle by 11:45pm
Week 11 Thursday (28 Sept 2023)
A marked rubric with relevant feedback will be uploaded to Moodle.
1. quality of description and quality of analysis of the global/collective issue (15 marks)
2. ability to draw on the literature to relate the challenges to occupational justice concepts (15 marks)
3. research and analysis about the role of occupational therapy (10 marks)
4. application of the POJF or CORE to analyse the issue (10 marks)
5. written communication skills (10 marks)
6. application of APA 7th throughout (10 marks)
The full rubric will be available to you on Moodle. The total marks available are 70 marks with a 35% weighting.
- Articulate the concept of occupational justice at a local and global level.
- Identify and describe situations where people are deprived of meaningful occupation and explore the causes.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
3 Report
This final assessment piece has two components, both due the same week. Both must be completed in order to pass the assessment. The first component is a 2500 word written report submitted prior to class in the allocated assessment week. The second component is a 5-minute professional oral presentation summary to your assessor and peers during class time in the allocated week of assessment, accompanied by one poster slide summarising your topic and findings.
You are required to draw upon the co-design literature and occupational therapy/disability/technology/health professions' literature to investigate one example of a 'wicked problem' and how it is being addressed. You will use your knowledge from CQ University's Social Innovation i-Change module which you have already completed in your studies. That knowledge will inform you to consider what a 'wicked problem' or 'grand challenge' is and to understand that many of the solutions in the occupational therapy/disability/technology/health professions' literature address a 'direct service' approach to those problems. This builds upon your knowledge from earlier assessments where you have taken your perspective from an individual therapeutic approach to a more collective approach, but this time the focus is more on diagnostic groups/wicked problems and co-design.
Your overall topic must be a different one from the topic studied in the previous assessment. Your knowledge from that assessment, giving you a collective perspective, will now form a foundation to extend your skills and knowledge further.
There are a range of examples in contemporary literature, some of which include: virtual/remote home visiting; co-design in the manufacture of customised assistive technology for hand injuries; co-design for people with dementia and their carers; co-design of social networking platforms for adolescents with ASD; self-management apps for people with spinal cord injury....to name a few.
The written report of 2500 words must cover the following, with each section supported by relevant and appropriate peer-reviewed references from the OCCT12002 reading list and your own literature search:
- identify and describe the 'wicked problem'/'grand challenge' targeted by the initiative
- present the solution being proposed/trialled/implemented
- analyse how the solution may be an example of advocacy and/or change-making and/or social innovation
- articulate which occupational injustices the solution is attempting to address and in what way
- explain how the solution proposed or being provided promotes occupational engagement and participation
The five-minute oral presentation summary will be a synopsis of the key points in your written report, accompanied by a visual presentation to support learner engagement.
You may use Powerpoint or Prezi or have a PDF poster document generated to accompany your presentation.
Students will be allocated a time slot within the class schedule in the final week of term for their five-minute presentation. All students are required to attend for the entire duration of the allocated class as this is a peer learning experience in addition to an assessment.
Please note the following additional details:
- as a guideline, the length of the main body of your report should be 2500 words excluding references. Report that are substantially longer (e.g. 3000 words) or shorter than this (2000 words) are unlikely to score as highly as those that make the best use of the 2500 word length. Marks will not be deducted based on word count.
- you may use headings to structure your report
- you are required to use APA 7th edition guidelines for style and formatting. This includes your font size, spacing, indents and any use of headings and tables. Please refer to your CQUniversity APA 7th edition style guide.
- please save and upload your file in a Word format (.doc or .docx) rather than PDF
- please enclose a PDF of your slide on the presentation day as an appendix in your written submission
Week 12 Thursday (5 Oct 2023) 11:45 pm AEST
Upload your presentation to Moodle by 8am on the day of the class presentations
Exam Week Thursday (19 Oct 2023)
A marked rubric with relevant feedback will be uploaded to Moodle.
1. description and analysis of the 'wicked problem' as it relates to relevant literature from the social innovation, human-centred design and sustainable development goals fields (15 marks)
2. clear description of the solution referenced with sources from the co-design literature (10 marks)
3. analysis of how the solution exemplifies advocacy and/or change-making and/or social innovation (15 marks)
4. articulation and analysis of the relevant occupational justices being addressed (10 marks)
5. identification and analysis of how the solution fosters occupational engagement and participation (10 marks)
5. oral presentation skills - concise, professional, engaging, ability to synthesise key concepts (10 marks)
6. written communication skills (5 marks)
7. application of APA in written report (5 marks)
8. term attendance 80% (10 marks)
The overall marks available are 90 marks, weighted at 45%.
- Articulate the concept of occupational justice at a local and global level.
- Identify and describe situations where people are deprived of meaningful occupation and explore the causes.
- Articulate the role of the occupational therapy in promoting occupational justice.
- Identify and describe occupational injustice occurring in a local community and the programs and measures being taken to address those injustice issues.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural 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?
