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 - 2022
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 responses, informal student fieldwork, staff observation
Fieldwork (WIL) was a valuable learning experience.
It is recommended fieldwork continue to be a key component of this unit.
Feedback from SUTE responses, informal student feedback.
The guest speakers were highly appreciated.
It is recommended that guest speakers on specialist topics (e.g. Indigenous issues, sexuality, lived experience) continue to be invited to present to the class.
Feedback from SUTE responses, staff observation.
Students responded well to class discussions and interactive content.
It is recommended student engagement in class and forum discussions continue to be facilitated.
Feedback from SUTE responses, informal student feedback.
Some students stated that the unplanned changes to the fieldwork placements caused stress.
It is recommended that arrangements with outside organisations be confirmed as much as possible, but that class briefings also better prepare students for possible "real world" variations when working with an outside organisation.
- 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
Documentation manual for occupational therapy: Writing SOAP notes
Edition: 4th (2017)
Authors: Gateley, C. A., & Borcherding, S.
Slack
Thorofare Thorofare , NJ , USA
ISBN: 978-1630912314
Binding: Paperback
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
Both paper and eBook copies can now 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 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
j.stanley@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 (recommended but not required):
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 confirmed.
Skills workshop Wednesday 9.00am-1.00pm (Fieldwork preparation 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
Revision:
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
Skills workshop Wednesday 9am-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
Skills workshop Wednesday 9am-1.00pm (FIeldwork prep: professional behaviour and record keeping)
Module/Topic
No lectures: Student Presentations
Chapter
Events and Submissions/Topic
Student seminar Wednesday 9.00am - 3.00pm
Occupational therapy role in promoting occupationally inclusive opportunities for adolescents Due: Week 4 Wednesday (3 Aug 2022) 9:00 am AEST
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.
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.
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 early adulthood: The challenge of long-term impairment Due: Week 8 Friday (9 Sept 2022) 5:00 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
Planning for or attending professional practice.
Module/Topic
Late Adulthood Development (continued).
The occupational therapist role in working with people in late adulthood continued.
Chapter
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
Residential care (Guest lecture: Maria O'Reilly)
Living with disability
The occupational therapist role in working with people within residential care, and living with long term disability.
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. 433-457). Boston: Cengage Learning. Ch.19.
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
Skills workshop Wednesday 9am-1.00pm
(Fieldwork debrief: Discuss term activities and fieldwork events; reflect on learning and development; clarify portfolio requirements)
Module/Topic
Chapter
Events and Submissions/Topic
OCCT12004 requires in-person attendance for all workshops and professional practice sessions unless otherwise notified by the unit coordinator. You will sign in for every OCCT12004 class and fieldwork session using a QR code or sign-in sheet only available when you attend in person. Your time spent in professional practice will contribute to the 1000 hours required to graduate.
Watching a recording will not count as in-person attendance. To pass attendance requirements you must attend at least 80% of all workshops. If you miss a fieldwork session, you will need to arrange a makeup session.
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 Term 1.
Working in groups of three, you are required to prepare a 25-minute professional presentation based on two articles you have sourced from a peer reviewed journals no more than five years old (i.e. published no earlier than 2016). Twenty minutes will be dedicated to the presentation, and a full five minutes will be dedicated to a question-and-answer session. The primary article from the recent 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.
For each paper you will be required to:
1. Provide the audience with a summary of the purpose of the paper and describe the participants.
2. Identify and analyse what environmental and person factors were impacting upon the occupational performance of the participants.
3. Identify the OT model and/or frame of reference that guided the paper (this may or may not be explicitly stated – you might need to make inferences from the authors’ focus).
4. 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.
5. Describe the occupational therapy intervention to promote occupational performance and participation with particular focus on the transitions associated with adolescence (this will build on your emerging professional reasoning skills).
You are also expected to integrate and evaluate the information from both papers through the following:
6. You are expected to research and explain the condition discussed in the two papers, highlighting current evidence about assessment and intervention within the occupational therapy context.
7. Considering this research, comment on the success/appropriateness of the occupational therapy intervention described in each paper.
8. Foster discussion with your peers by posing at least two questions to them, that arise from your presentation.
See Moodle for more details.
Week 4 Wednesday (3 Aug 2022) 9:00 am AEST
Presentations will take place in class on Wednesday (9.00am-2.00pm). Students will be allocated a presentation time via Moodle. Slides and speaker notes are to be uploaded to Moodle by the due date.
Week 6 Monday (22 Aug 2022)
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 7 referencing style (5 marks)
Total marks: 25
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 early adulthood (18-45 years) experiencing an impairment as a consequence of disease or injury (between 10-15 papers, at least 8 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 early adulthood?
· Research a long-term impairment commonly experienced in early adulthood. Include a description of cause, prevalence, symptoms, and progression.
Examples of long-term conditions that could be researched include:
o traumatic brain injury
o motor neurone disease
o cystic fibrosis
o schizophrenia
o bipolar mood disorder
o Down syndrome
o You may research a condition of your choice if appropriate
(please seek approval from the unit coordinator first)
· Using an occupational therapy practice model of your choice (e.g. PEOP, CMOP-E), analyse the potential impact of that condition on the occupational functioning of someone in early adulthood.
· Again, referring to your practice model, discuss how an occupational therapist might work with clients living with the chosen condition in order to maximise their occupational functioning. As part of this discussion, include a description of evidence-based interventions reported on in the occupational therapy research literature.
· What resources and/or occupational therapy services are available for people living with this condition in your local area? Please include a description of these services and how a client might access them. You may need to contact the service to get more information.
Format the paper as an essay, with subheadings as necessary, using APA 7 referencing style. Include a description of your search strategy and provide a complete reference list at the end.
Week 8 Friday (9 Sept 2022) 5:00 pm AEST
Upload essays onto Moodle by the due date
Week 11 Monday (26 Sept 2022)
Marks and feedback will be returned via Moodle
- Identification of occupational performance issues and occupational therapy role (15)
- Quality of description and analysis of relevant literature (10)
- Evidence of research and investigation of local services (5)
- Effective written communication (5)
Total marks: 35
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 your fieldwork and practical experiences, you will generate a professional portfolio using the Canadian Practice Process Framework as your guide. The portfolio will document your interactions with individual clients, as well as your group-based activities, and your IPE experience. This document will be built on as you progress through the term and should include the following sections:
· Background, including a description of the service and the clients who usually use it, include a discussion about social isolation in older people and its implications for health and wellbeing (500 words). You will need to refer to research literature for this part.
· Introduction to your client: what is your client’s occupational profile? Where does he/she live? With whom? How does he/she spend the day? What does he/she enjoy doing? What are his/her challenges? Hopes? Aspirations? Make sure this information is deidentified (i.e. use initials or pseudonyms only). (500 words)
· Progress notes for each session.
· Assessment results (COPM, Interest Checklist, Activity Configuration).
· The group plan for a session led by your student group, including Risk Assessment.
· An integrated handover report suggesting potential occupational therapy intervention that would be of value to the client. This should include recommendations for further assessment and potential goals for therapy.
· Personal reflections on the fieldwork experience, including interactions with clients, impact on own learning, future learning needs/gaps and plans to meet those needs/gaps. (500 words)
· Completed documentation from the IPE sessions, including a personal reflection of the process.
· References: List of readings and resources used to support your learning, in APA 7 format.
More information about the portfolio components and expectations can be found in the Fieldwork Guide, and on Moodle.
Review/Exam Week Tuesday (11 Oct 2022) 5:00 pm AEST
Via Moodle
Via Moodle, prior to certification of grades
- Enactment of the occupational therapy practice process (15)
- Effective professional communication (5)
- Ethical practice and professional behaviour (5)
- Reflection on performance and learning needs (10)
- Term attendance and professional practice hours (5)
Total marks: 40
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?
