Overview
This unit continues the analysis of the lifespan through an occupational lens. You will build on foundation knowledge of lifespan development to understand the occupational roles of adults from young adulthood to end of life. Selected issues impacting upon occupational performance during these periods of development will be explored using an overarching health framework (International Classification of Functioning, Disability and Health, also known as ICF) and occupational therapy practice models. The potential contribution of the occupational therapist during each phase will be highlighted, and the role of the occupational therapist in the facilitation of occupationally-inclusive interventions will be explored. You will be introduced to professional reasoning and evidence-based practice in the context of working with adults and older people. You will also attend a series of fieldwork sessions, working with older people in the community, which will enhance learning and provide the opportunity to practice application of the occupational therapy process in a real-world situation.
Details
Pre-requisites or Co-requisites
Pre-requisites:OCCT12003OCCT12006
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 Feedback from fieldwork staff Staff observations
Fieldwork, guest speakers, and article reviews were all highly regarded and contributed to student development.
Recommend that fieldwork, specialist guest lectures, and "journal club" style article reviews continue as integral components of the unit.
Feedback from "Have your say" Informal student feedback Staff reflection
Mixed response to lecture content; more linkage to occupational therapy practice required. Mixed response to use of videos in lectures -- enjoyed by some students and not by others.
Recommend that lecture content and supporting materials such as videos are more explicitly linked to occupational therapy practice.
Feedback from "Have your say" Staff reflection
Assessment #2 task instructions somewhat unclear and due date would work better for students and teaching staff earlier in the term.
Recommend review of Assessment #2 to ensure clarity of instructions and a due date that prevents students having multiple assessments due at the same time.
Feedback from "Have your say" Staff reflection
Assessments need to be returned more quickly
Recommend attention is focused on ensuring timely return of assessment items. This can be facilitated by adjusting the due date of Assessment #2.
- Analyse the cultural and developmental expectations and relevant environmental supports and barriers related to occupational performance from early adulthood to older age and end of life.
- Analyse the implications for selected impairments commonly seen by occupational therapists in terms of activity limitations and participation in society.
- Select appropriate assessment tools to understand the impact of impairment on occupational performance and identify how the occupational therapist might intervene.
- Set client-centred goals based on information obtained from clients and their significant others.
- Plan an evidence-based intervention with appropriate clinical justification for a person from young adulthood through to older age.
- Describe the occupational therapist role in promoting occupationally inclusive opportunities for people across the lifespan.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Presentation - 25% | ||||||
| 2 - Research Assignment - 35% | ||||||
| 3 - Portfolio - 40% | ||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 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 - 25% | ||||||||||
| 2 - Research Assignment - 35% | ||||||||||
| 3 - Portfolio - 40% | ||||||||||
Textbooks
Human development and performance throughout the lifespan
Edition: 2nd (2016)
Authors: Anne Cronin, Marybeth Mandich (Eds.)
Cengage Learning
Boston Boston , MA , USA
ISBN: 978-1-1339-5119-3
Binding: Hardcover
Lifespan Development: A chronological approach (Australasian edition)
Edition: 4th (2018)
Authors: Hoffnung, M, Hoffnung, RJ, Seifert, KL, Hine, A, Ward, L, Pause, C, Swabey, K, Yates, K
John Wiley & Sons Australia
Milton Milton , Queensland , Australia
ISBN: 9780730363484
Binding: Paperback
Willard and Spackman's Occupational Therapy
Edition: 13th (2018)
Authors: Barbara Schell , Glen Gillen (Eds.)
Wolters Kluwer
Baltimore Baltimore , MD , USA
ISBN: 9781975106584
Binding: Hardcover
Additional Textbook Information
Students should already have the two supplementary textbooks from previous units.
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
Introduction to unit.
Preparation and planning for fieldwork.
Chapter
Mandich, M., & Cronin, A. (2016). Human performance: The life course perspective. In A. Cronin, & M. Mandich (Eds.). Human development and performance throughout the lifespan (2nd ed., pp. 20-36). Boston: Cengage Learning. Ch.2
Scaffa, M. (2014). Group process and group intervention. In B. Schell, G. Gillen, M. Scaffa (Eds.). Willard & Spackman's occupational therapy (12th ed., pp. 437-451). Philadelphia: Lippincott Williams & Wilkins. Ch.34
Revision:
Mandich, M.(2016). Classic theories of human development. In A. Cronin, & M. Mandich (Eds.). Human development and performance throughout the lifespan (2nd ed., pp. 37-59). Boston: Cengage Learning. Ch.3
Hoffnung, M., et al. (2015). Lifespan Development: A chronological approach. Third Australasian Edition. Chapters 1 & 2.
Details of additional weekly readings will be provided on Moodle
Events and Submissions/Topic
Confirmation of professional practice requirements.
Professional practice schedule to be finalised.
Skills workshop Wednesday 9.00am-1.00pm (Group process and planning)
Module/Topic
Adolescent Development.
The occupational therapist role in working with young people.
Chapter
Cronin, A. (2016). Adolescent development. In A. Cronin, & M. Mandich (Eds.). Human development and performance throughout the lifespan (2nd ed., pp.304-330). Boston: Cengage Learning.
Mandich, M., Cronin, A., & Long, T. (2016). Assessment of human performance across the lifespan. In A. Cronin, & M. Mandich (Eds.). Human development and performance throughout the lifespan (2nd ed., pp. 497-520). Boston: Cengage Learning. Ch.22
Hoffnung, M., et al. (2015). Lifespan Development: A chronological approach. Third Australasian Edition. Ch.10
Details of additional weekly readings will be provided on Moodle
Events and Submissions/Topic
Planning for or attending professional practice: orientation to Centacare.
Skills workshop Wednesday 11am-1.00pm (Assessing occupational performance)
Module/Topic
Adolescent Development continued.
The occupational therapist role in working with young people continued.
Chapter
See Moodle for additional reading materials.
Revision:
Hoffnung, M., et al. (2015). Lifespan Development: A chronological approach. Third Australasian Edition. Ch.11
Events and Submissions/Topic
Planning for or attending professional practice
Module/Topic
No lectures: Student Presentations
Chapter
Events and Submissions/Topic
Module/Topic
Early Adulthood Development.
The occupational therapist role in working with people in early adulthood.
Chapter
Cronin, A. (2016). Early adulthood. In A. Cronin, & M. Mandich (Eds.). Human development and performance throughout the lifespan (2nd ed., pp. 355-378). Boston: Cengage Learning. Ch.16
Revision:
Hoffnung, M., et al.(2015). Lifespan Development: A chronological approach. Third Australasian Edition. Ch.12
Details of additional weekly readings will be provided on Moodle
Events and Submissions/Topic
Planning for or attending professional practice
IPE Session: Tuesday 11.00am-12.30pm (no tutorial Wednesday).
See Moodle for room details and for lecture times.
Module/Topic
No classes
Chapter
Events and Submissions/Topic
Ensure portfolio is up to date.
Module/Topic
Early Adulthood Development continued.
The occupational therapist role in working with people in early adulthood continued.
Chapter
Cronin, A., & Greebe, G. (2016). Family and disablement in adulthood. In A. Cronin, & M. Mandich (Eds.). Human development and performance throughout the lifespan (2nd ed., pp. 433-447). Boston: Cengage Learning. Ch.19 (part 1)
Revision:
Hoffnung, M., et al.(2015). Lifespan Development: A chronological approach. Third Australasian Edition. Ch.13
Details of additional weekly readings will be provided on Moodle
Events and Submissions/Topic
Planning for or attending professional practice
IPE Session: Tuesday 11.00am-12.30pm (no tutorial Wednesday).
See Moodle for room details and for lecture times.
Module/Topic
Middle Adulthood Development.
The occupational therapist role in working with people in middle adulthood.
Chapter
Cronin, A. (2016). Middle adulthood. In A. Cronin, & M. Mandich (Eds.). Human development and performance throughout the lifespan (2nd ed., pp. 379-404). Boston: Cengage Learning. Ch.17
Revision:
Hoffnung, M., et al. (2015). Lifespan Development: A chronological approach. Third Australasian Edition. Ch.14
Details of
additional weekly readings will be provided on Moodle
Events and Submissions/Topic
Planning for or attending professional
practice
Module/Topic
Middle Adulthood Development continued.
The occupational therapist role in working with people in middle adulthood continued
Chapter
See Moodle for additional reading material.
Revision:
Hoffnung, M., et al.(2015). Lifespan Development: A chronological approach. Third Australasian Edition. Ch.15
Events and Submissions/Topic
Planning for or attending professional practice
Occupational performance in middle adulthood: The challenge of chronic disease Due: Week 8 Friday (13 Sept 2019) 11:45 pm AEST
Module/Topic
Late Adulthood Development.
The occupational therapist role in working with people in late adulthood.
Chapter
Cronin, A., & Reynolds, P. (2016). Late adulthood. In A. Cronin, & M. Mandich (Eds.). Human development and performance throughout the lifespan (2nd ed., pp. 405-432). Boston: Cengage Learning. Ch.18
Revision:
Hoffnung, M., et al. (2015). Lifespan Development: A chronological approach. Third Australasian Edition. Ch.16
Details of
additional weekly readings will be provided on Moodle
Events and Submissions/Topic
No fieldwork
Skills workshop Wednesday 9.00am-1.00pm (Physical and cognitive assessments)
Module/Topic
Late Adulthood Development continued.
The occupational therapist role in working with people in late adulthood continued.
Chapter
Cronin, A., & Greebe, G. (2016). Family and disablement in adulthood. In A. Cronin, & M. Mandich (Eds.). Human development and performance throughout the lifespan (2nd ed., pp. 448-457). Boston: Cengage Learning. Ch.19 (part 2)
Revision:
Hoffnung, M., et al. (2015). Lifespan Development: A chronological approach. Third Australasian Edition. Ch.17
Details of
additional weekly readings will be provided on Moodle
Events and Submissions/Topic
Planning for or attending professional practice
Module/Topic
Life limiting situations and end of life.
The occupational therapist role in working with people with life limiting conditions and at end of life.
Chapter
Hoffnung, M., et al. (2015). Lifespan Development: A chronological approach. Third Australasian Edition. Ch.18
Details of
additional weekly readings will be provided on Moodle
Events and Submissions/Topic
Finalising professional practice
Module/Topic
Grief and grieving, end of life
The occupational therapist role in working with people at end of life.
Term review and looking forward.
Chapter
See Moodle for readings this week.
Events and Submissions/Topic
Finalising professional practice
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
As part of this unit you will be participating in fieldwork with older people living in the community engaged with CentacareCQ. Classes on each campus will be divided into two groups for fieldwork. Group allocations will be made available in Week 1. To attend fieldwork you must ensure all of your pre-clinical requirements are up to date in SONIA.
You will also be required to attend two inter-professional education (IPE) sessions, in which you'll work through the case study of an older client. These sessions will be held on Tuesday from 11.00am-12.30pm in Weeks 5 and 6. Attendance for these sessions is compulsory, with outcomes required for your portfolio assessment.
You will not be required to attend the Wednesday afternoon session during those two weeks (i.e. Weeks 5 & 6). Lectures in Weeks 5 and 6 will be rescheduled to accommodate the IPE sessions: see Moodle for details.
1 Presentation
This assessment is designed to allow you to present the knowledge you have gained in class and via independent research regarding the occupational therapist's role with young people using a class presentation. Presenting to colleagues, peers and clients is an important professional skill for you to master over the course of your degree, and this task is designed to further develop the presenting skills you have already obtained in prior units.
Working in pairs you are required to prepare a 25 minute professional presentation based on an article you have sourced from a peer reviewed occupational therapy journal no more than 10 years old. Twenty minutes will be dedicated to the presentation, and a full five minutes will be dedicated to a question and answer session. This article, from the recent occupational therapy literature, should focus on the role of occupational therapy in promoting occupationally inclusive opportunities for young people, between the ages of 12 and 18 years, who have identified disabilities that impact on their occupational performance and participation. This is an opportunity for you to explore a topic in detail and share this knowledge with your student peers.
Working together you will be required to:
-
Provide the audience with a summary of the purpose of the paper, and describe the participants.
-
Identify and analyse the environmental and person factors impacting upon the occupational performance of the participants.
-
Identify the occupational therapy model and/or frame of reference that guided the paper (either explicitly or implicitly).
-
Identify and explain any assessment tools that were described and used to understand the impact of the person-level-impairment and environmental barriers on occupational performance and participation
-
Describe the occupational therapy intervention to promote occupational performance and participation (this will build on your emerging professional reasoning skills) with particular focus on the transitions associated with adolescence.
-
You are expected to research the condition as noted in the paper, and the appropriate evidence-based assessments and interventions that would be applicable.
- In light of this research, comment on the success/appropriateness of the occupational therapy intervention described in the paper.
-
Foster discussion with your peers by posing some questions to them arising from your presentation.
Week 4 Wednesday (7 Aug 2019) 9:00 am AEST
Presentations will take place during class on Tuesday and Wednesday. Students will be allocated a presentation time via Moodle. Slides and speaker notes are to be uploaded to Moodle by the due date.
Vacation Week Wednesday (21 Aug 2019)
Students will receive written feedback on their individual and group performance on this task via Moodle.
- Presentation content, structure and organisation (10 marks)
- Facilitation of class discussion and Q&A session (5 marks)
- Presentation delivery (5 marks)
- Quality of slides and other support material, adherence to APA (5 marks)
Refer to Moodle for full details and assessment rubric
- Analyse the cultural and developmental expectations and relevant environmental supports and barriers related to occupational performance from early adulthood to older age and end of life.
- Analyse the implications for selected impairments commonly seen by occupational therapists in terms of activity limitations and participation in society.
- Select appropriate assessment tools to understand the impact of impairment on occupational performance and identify how the occupational therapist might intervene.
- Describe the occupational therapist role in promoting occupationally inclusive opportunities for people across the lifespan.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Research Assignment
This 2000
word written paper will allow you to review the literature on the
lived experience and occupational performance and participation challenges for
people in middle adulthood experiencing a chronic disease process (between 10-15
papers, at least 10 sourced from occupational therapy literature). You will
review and synthesise the literature to discuss the following:
·
What are the primary occupational roles and their associated activities
for people in middle adulthood?
Examples
of chronic conditions that could be researched include:
o Multiple sclerosis
o Cardiac disease (e.g. myocardial infarction; congestive heart failure)
o Chronic back pain
·
What resources and/or occupational therapy services are available for
people living with this condition in your local area?
Week 8 Friday (13 Sept 2019) 11:45 pm AEST
Upload essays onto Moodle by the due date
Week 10 Friday (27 Sept 2019)
Marks and feedback will be returned via Moodle
- Quality of description and analysis of relevant literature (10)
- Evidence of research and investigation of local services (5)
- Identification of occupational performance issues and occupational therapy role (15)
- Effective written communication (5)
Refer to Moodle for full details and assessment rubric
- Analyse the cultural and developmental expectations and relevant environmental supports and barriers related to occupational performance from early adulthood to older age and end of life.
- Analyse the implications for selected impairments commonly seen by occupational therapists in terms of activity limitations and participation in society.
- Plan an evidence-based intervention with appropriate clinical justification for a person from young adulthood through to older age.
- Describe the occupational therapist role in promoting occupationally inclusive opportunities for people across the lifespan.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
3 Portfolio
Over the course of fieldwork this term you will generate a professional portfolio using the Occupational Therapy Practice Process as your guide. Ensure any client information included is de-identified in order to maintain confidentiality.
This document will include the following sections:- Background, including a description of the service and the clients who usually use it (de-identified).
- Step by step enactment of the occupational therapy practice process you engaged in using de-identified clients to evidence your work including
- Information gathering processes
- Occupational therapy practice model/s
- Collaborative goal setting and intervention planning you conducted
- Activities and interventions you researched, planned and utilised
- Evaluations you conducted to establish the impact of your interventions
- "Discharge" and recommendations
- The group plan and evaluation for a session led by your student group, including Risk Assessment.
- Weekly reflections on fieldwork events with clients, impact on own learning, future learning needs/gaps and plan to meet those needs/gaps.
- Completed documentation from both IPE sessions, including a personal reflection of the process.
- Bibliography: List of readings and resources used to support your learning, in APA format.
More information about the portfolio components and expectations can be found in the Fieldwork Guide, and on Moodle.
Review/Exam Week Friday (18 Oct 2019) 11:45 pm AEST
Via Moodle
Via Moodle, after certification of grades
- Enactment of the Occupational Therapy Practice Process (15)
- Effective professional communication (5)
- Ethical practice and professional behaviour (10)
- Reflection on performance and learning needs (10)
Further details and assessment rubric will be available on Moodle
- Select appropriate assessment tools to understand the impact of impairment on occupational performance and identify how the occupational therapist might intervene.
- Set client-centred goals based on information obtained from clients and their significant others.
- Plan an evidence-based intervention with appropriate clinical justification for a person from young adulthood through to older age.
- Communication
- Problem Solving
- Critical Thinking
- Team Work
- 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?
