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 adolescents experiencing developmental challenge. 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 your presentation skills already obtained in Term 1.

This assessment has three (3) component parts:

Task 1 (Group Task):

Working in assigned groups of 3 or 4, your primary task is to prepare a 20-minute (for groups of 3) or 25-minute (for groups of 4) professional presentation. Your presentation will focus on the role of occupational therapy in promoting occupationally inclusive opportunities for young people between the ages of 12 and 18 years (adolescence) who experience an identified and specific physical, cognitive, or psychosocial developmental challenge that may impact upon their occupational participation and performance. This is an opportunity to explore an area of practice interest (your group will select the developmental challenge to research) in detail and to share this knowledge with your peers.

In preparing your presentation, you will be expected to use relevant (i.e., published between 2014 and 2023) peer-reviewed literature (i.e., academic texts or journals), researching:

• at least 5 texts/articles for describing the developmental challenge and identifying the person and environmental factors that impact occupational participation and performance (using either the PEOP or CMOP-E), and
• either 2 articles (for groups of 3) or 3 articles (for groups of 4) that describe an occupational therapy specific intervention for that population of adolescents.

For each article you are required to:

1. provide a summary of the purpose of the article, including a description of the participants,
2. identify the occupational therapy model and/or frame of reference that guided the research (this may or may not be explicitly stated in the article - you might need to make inferences from the author's focus),
3. identify and explain any assessment tools that were described and used to understand the impact of the person and environment barriers on occupational participation and performance, and
4. describe the occupational therapy intervention to promote occupational participation and performance with particular focus on the transitions associated with adolescence.

You are also required to integrate and evaluate the information from each article, and other independent research, in order to:

1. provide a description of the developmental challenge, highlighting current evidence about assessment and intervention within the occupational therapy context,
2. identify and analyse what person and environmental factors typically impact upon the occupational participation and performance of adolescents experiencing this developmental challenge,
3. comment on the success/appropriateness of the occupational therapy intervention described in each article, and
4. foster discussion with your peers by posing at least two (2) questions to them, that arise from your presentation.

Presentation Guidelines:

• the maximum time allocated for each group presentation will be:

• 20 minutes (± 2 minutes) for groups of 3. Marks will be deducted if your presentation is less than 18 minutes or more than 22 minutes in length. At 22 minutes you will be asked to stop presenting, even if you have not completed your presentation.
• 25 minutes (± 2 minutes) for groups of 4. Marks will be deducted if your presentation is less than 23 minutes or more than 27 minutes in length. At 27 minutes you will be asked to stop presenting, even if you have not completed your presentation.
• 5 minutes (irrespective of group size) to foster discussion with your peers.

• each member of the group is expected to prepare and deliver an equal part of the presentation

Task 2 (Group Task):

Your group will compile a PowerPoint resource to support and accompany your presentation. The resource must include on-slide citations and a reference list using APA 7th formatting.

Task 3 (Individual Task):

You are required to complete an individual reflection (500 words maximum) of your experience and learning around the selected developmental challenge and occupational therapy role. Please be sure to follow academic reflection guidelines by including:

• a description (i.e., the who, what, when, where and why) of the experience,
• an analysis (e.g., which component made you think the most; what was particularly challenging or interesting; did anything challenge or reinforce your prior understanding or past learning; are there any theories that help to explain what happened; etc.?) of the experience, and
• an evaluation (e.g., what did you learn; has it changed what you think? Will it change what you do; etc.?) of the experience.

Please refer to the Assessment Tile on OCCT12006's Moodle site for further detail.

Tasks 1 & 2:

• accurate and thorough description of the physical, cognitive or psychosocial developmental challenge, including potential personal and environmental impacts on occupational participation and performance (10 marks),
• accurate and detailed discussion of each article, clearly identifying the purpose, the OT model and/or frame of reference, the assessment tools, and the intervention process, including discussion about success/appropriateness of same (25 marks), and
• facilitation and participation in class discussion in Q & A session (5 marks).

Task 3:

• ability to self-evaluate participation in learning process and to identify plan for improving areas of challenge going forward (10 marks).

Total Marks:  40 (group) & 10 (individual)

Please refer to the Assessment Tile on OCCT12004's Moodle site for further detail.

This 2500 (minimum) - 3000 (maximum) word academic essay will allow you to identify, review and analyse the current literature on the benefits (or otherwise) of occupational therapy interventions with people in middle adulthood (aged 40-65 years) experiencing occupational participation and performance challenges due to a chronic condition.

The primary goal of this task is to persuade readers of an opinion (i.e., that occupational therapy intervention is beneficial or otherwise) based on evidence.

The task requires you to use between 15-20 peer-reviewed sources (i.e., academic texts or scientific journals), at least 10 of which must be specifically sourced from occupational therapy authors, published within the last 10 years (i.e., published between 2014 & 2023) in order to:

1. describe the associated physical, cognitive and psychosocial developmental expectations of people in middle adulthood (40-65 years),
2. select and describe a specific chronic condition that may pose a developmental challenge and how it may influence a person’s occupational participation and performance abilities (identify and use an OT model for this),
3. establish a thesis statement (advising what you plan to argue and how you plan to support your claim),
4. identify, describe, discuss and analyse at least 3 separate occupational therapy interventions reported in the literature as evidence (or otherwise) for your thesis statement (be sure to use your professional reasoning in identifying both the potential pro’s and con’s of the intervention for your selected chronic condition, and
5. provide a ‘future statement’ (i.e., recommendations for where to from here) using the evidence provided to direct future research and/or your recommendations for appropriate future clinical practice.

Format the paper as an academic essay, using APA 7th formatting, citation, and referencing style. Include a Reference List and an Appendix illustrating your search strategy at the end of your essay.

Please refer to the Assessment Tile on OCCT12006's Moodle site for further detail.

• theoretical knowledge and interpretation of developmental expectations for middle adulthood (10 marks)
• theoretical knowledge and interpretation of the chronic condition and it's potential impact on occupational participation and performance (10 marks)
• identification, investigation and interpretation of OT interventions currently implemented with people experiencing developmental and occupational challenge due to the specified chronic condition (30 marks)
• identification and explanation of the thesis and future statements (10 marks)
• professional communication (5 marks)
• resources and referencing (5 marks)

Total Marks: 70

Please refer to the Assessment Tile on OCCT12004's Moodle site for further detail.

Over the course of your professional practice (WIL) experiences, you will generate a professional practice portfolio using an occupational therapy practice process model, CMOP-E and the Canadian Practice Process Framework (CPPF), 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:

Section 1: A context/background for the intervention sessions (600 words) including:

• a discussion about social isolation in older people and its implications for their health and wellbeing (you will need to refer to peer reviewed research for this part), and
• a description of the service and the clients who use it.

Section 2: The occupational therapy practice process, including:

• a brief overview of the CPPF model (300 words) (Individual Task)
• a step-by-step enactment of your engagement with the CPPF model, using your professional practice sessions to evidence your work. You need to include:

Action Point 3: Assess/Evaluate (Individual Task)

• identification of, and a brief description about, the assessments used to gather information about your client (<100 words for each assessment identified), and
• a synopsis of your assessment results (500 words), including:

• your client’s demographics (age/generation, gender identity, ethnicity, marital status, living situation, etc), and
• your client’s occupational profile (occupational history and experiences, patterns of daily living, occupational strengths (as per ICF activity capabilities), occupational challenges (as per ICF activity limitations), interests, values, hopes/aspirations, etc).

Action Point 4: Agree on Objectives and Plan (Individual Task)

• identify 5-10 overall aims for your client/client group that can be achieved in the context of the ‘Aging Well Morning Tea’ sessions (this should be linked to the activity you have chosen),
• document a single goal in the format of a SMART goal, and
• identify the activity that you will implement as part of your group session and discuss the therapeutic value of the selected activity (500 words). You will need to refer to peer reviewed literature for this part.

Action Point 5: Implement the Plan (Group Task)

• include the activity plan developed as part of your group session, and
• include your completed Risk Assessment (using the template provided) for the activity.

Action Point 7: Evaluate Outcome

• document progress notes (Paired Task) for each individual client session, following the SOAP format, and
• document your personal reflection/s (600 words in total) on each individual session and the group session that you implemented (Individual Task).

Action Point 8: Conclude/Exit (Paired Task)

• document an integrated handover report suggesting potential occupational therapy intervention/s that would be of value to the client. This should include recommendations for further assessment and potential goals for therapy.

Section 3: Provide inter-professional perspectives of working with older adults by including documentation from your IPE sessions. Include a personal reflection (500 words) of the process.

Section 4: A Reference List of readings and resources used to support your learning, in APA 7^th format.

More information about the portfolio components and expectations can be found in the WIL Guide and on the Assessment Tile on OCCT12004's Moodle site.

• theoretical knowledge and interpretation of some of the challenges facing older adults in the community (10 marks)
• enactment of the OT practice process (Action Point #'s 3, 4 & 5) (20 marks)
• enactment of the OT practice process (Action Point #'s 7 & 8) (15 Marks)
• ethical practice and professional behaviour (5 marks)
  
• reflection on performance and learning needs (10 marks)
• professional communication (5 marks)
• resources and referencing (5 marks)
• mandatory attendance (10 marks)

Total Marks: 80

Please refer to the Assessment Tile on OCCT12004's Moodle site for the Assessment Rubric.