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  (12-18 years) 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 groups of 3 or 4, you will develop a 15-minute (groups of 3) or 20-minute (groups of 4) professional presentation for delivery in Week 4 of term. 

Your primary task as a group is to select a physical, cognitive, or psychosocial developmental challenge that impacts upon an adolescent’s (12-18 years) occupational participation and performance and to identify and discuss interventions that occupational therapists might use with this population, as evidenced in relevant, recent (i.e., published between 2015 and 2024), peer-reviewed literature (i.e., academic texts or journals).

Your presentation should include the following elements:

1. Background

Based on at least 5 sources, describe the developmental challenge, and identify the person and environment factors that impact occupational participation and performance (using either the PEOP or CMOP-E).  Make sure the audience clearly understands the nature of the developmental challenge, what causes it, and how it impacts occupational performance.  You should also comment on the usual or potential occupational therapy role with individuals and groups impacted by the developmental challenge described.

2. Best evidence

Each member of the group must choose a recent article discussing an occupational therapy intervention addressing the chosen developmental challenge, and present a brief summary of their article within the presentation, which should:

• describe the intervention and any assessments used or recommended by the authors, 
• identify the model or likely model (if not articulated) used by the authors,
• comment on the success (or otherwise) of the intervention,
• comment on the quality of the article (can you trust the results?) 

3. Conclusion

Integrate your research and tell the audience what it all means.  For example:

• What does your research tell us about the current occupational therapy role and practices with adolescents experiencing the chosen developmental challenge?
• Which article reviewed offered the most promising intervention and why?
• Are there any gaps that require further research or interventions that require further development?

4. Class discussion

Five minutes will be allocated for class discussion at the end of each presentation.  To facilitate this discussion, please prepare two questions to pose to the audience.

Presentation Guidelines: 

• the time allocated for each group presentation will be:

• • 15 minutes (± 2 minutes) for groups of 3.   
  • 20 minutes (± 2 minutes) for groups of 4.    
  • 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 Moodle for further details.

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) = 25%

Please refer to the Assessment Tile on Moodle for further details.

This 2000 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 10-15 peer-reviewed sources (i.e., academic texts or scientific journals), at least 7 of which must be specifically sourced from occupational therapy authors, published within the last 10 years (i.e., published between 2015 & 2024) 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.  Your search strategy must be clearly described, using PICO format, and it must be replicable.  

Please refer to the Assessment Tile on Moodle for further details.

• 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 (25 marks)
• identification and explanation of the thesis and future statements (10 marks)
• professional communication (5 marks)
• resources and referencing (5 marks)
• search strategy (5 marks)

Total Marks: 70 = 35%

Please refer to the Assessment Tile on Moodle 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 interprofessional education (IPE) experience. This document should be built on as you progress through the term and should include the following sections:

Section 1: Context/background for the intervention sessions (600 words):

• 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 (CatholicCare CQ) and the clients who use it.

Section 2: The occupational therapy practice process, based on the CPPF:

This section should demonstrate a step-by-step enactment of your engagement with the CPPF, using your professional practice sessions to evidence your work.  You need to include Action Points 3, 4, 5, & 7, as outlined below:

Action Point 3: Assess/Evaluate (Individual Task)

• list and briefly describe each assessment used with the client (<100 words for each assessment), 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, including occupational history and experiences, patterns of daily living, occupational strengths, occupational challenges, interests, values, hopes/aspirations.

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

• identify 3-5 overall aims for your client/client group that can be achieved in the context of the ‘Ageing 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.

Action Point 5: Implement the Plan (Group Task)

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

Action Point 7: Evaluate Outcome

• (Paired Task) progress notes for each individual client session, following the SOAP format, and
• (Group Task) progress note documenting your group session (i.e., the session facilitated by you), written in SOAP format, and
• (Individual Task) your personal reflection/s (600 words) about the group session that you implemented, as well about as the program as a whole.  Include reflection and comment on your commitment to ethical and professional behaviour.

Section 3: Inter-professional perspectives

• documentation from your IPE meetings (inter-professional assessment plan, and intervention plan). 
• a personal reflection (300 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 Moodle.

• theoretical knowledge and interpretation 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 7) (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 = 40%

Please refer to the Assessment Tile on Moodle for more information.