Outline

Overview

In this unit of study, students explore how interpersonal and intrapersonal (psychosocial) components of performance can influence occupational performance. In this unit of study, students will develop an appreciation of the diverse factors and experiences that contribute towards mental ill health or psychosocial challenges. Students will explore ways to develop a shared assessment or understanding of the needs of individuals who experience challenges in relation to their psychosocial capacity and how these impact on their occupational lives. Learning from lived experience educators (educators with their own lived experience of mental health challenges and recovery) as well as occupational therapy academics, students will develop basic communication skills, information gathering techniques and rapport building skills to set a foundation for culturally safe practice. Students also learn about group work theory and practice; concepts of mental health, mental illness and recovery; and strategies to support person-directed planning. This unit includes learning activities that will contribute to practice education hours.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Justin Scanlan, justin.scanlan@sydney.edu.au
Lecturer(s)	Justin Scanlan, justin.scanlan@sydney.edu.au
	Jennie Somerville, jennie.somerville@sydney.edu.au
	Bridget Berry, bridget.berry@sydney.edu.au
	Karen Wells, karen.wells@sydney.edu.au

Type	Description	Weight	Due	Length
Skills-based evaluation	Case-based presentation and discussion Discussion of occupational therapy approaches with a service user	25%	Formal exam period	15-minute presentation and discussion
Outcomes assessed:
Placement	Enter practice education hours in Sonia Students must enter practice education hours into Sonia.	0%	Formal exam period Due date: 25 Nov 2022 at 23:59	n/a
Outcomes assessed:
Assignment	Case-based preparation Preparation activities for case based presentation and discussion.	15%	Formal exam period Due date: 14 Nov 2022 at 23:59	Approximately 1500 words
Outcomes assessed:
Small continuous assessment	Preparation activities Preparation activities for class discussions and assessments.	0%	Multiple weeks	Variable
Outcomes assessed:
Participation	Attendance and participation Attendance and participation in in-class activities.	0%	Ongoing	n/a
Outcomes assessed:
Assignment	Interview analysis and report Completion of an interview and analysis of occupational transition.	60%	Week 09 Due date: 07 Oct 2022 at 23:59	Approximately 2000-3000 words
Outcomes assessed:
= hurdle task ? = group assignment with individually assessed component ?

Assessment summary

Preparation activities: Students will be assigned preparation activities that assist them to remain up to date with learning activities as well as preparation for assessments. These will be due prior to classes to enable full participation in activities.

Attendance and participation: Students’ attendance an participation in class-based activities is expected as a method for developing professional identity and interactive communication skills. Students are expected to attend at least 85% of classes to be eligible to pass the unit of study. Students who are unable to attend due to illness or misadventure should apply for special consideration.

Interview analysis and report: Students will work in pairs to interview an individual who has recently experienced a transition in their lives. Students will use their knowledge of the Occupational Performance Model (Australia) and other occupational therapy theories and knowledge to analyse the psychosocial impacts (both positive and negative) of the chnage in occupations. This activity contributes to students’ practice education hours and will be evaluated by a registered occupational therapist.

Case-based preparation: Students will complete activities to prepare them for the case-based presentation and discussion. These will be submitted and then discussed during the presentation and discussion.

Case-based presentation and discussion: Students will discuss their preparation and plans for working with an individual who has experienced mental health challenges. Students will have the opportunity to select between two different individuals to work with. This assessment task must be passed to pass the unit of study.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Excelptional level of performance – goes well beyond the expectations for a first year student
Distinction	75 - 84	Very good level of peroformance – goes beyond expectations of performance for a first year student
Credit	65 - 74	Appropriate level of performance for a first year student
Pass	50 - 64	Acceptable level of performance. Demonstrates basic knowledge and application.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Standard late penalties apply. Due times are strictly enforced.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Social determinants of mental health; The spectrum of mental health; My history makes me who I am; Exploring psychosocial impacts	Lecture (2 hr)
Week 01	Exploring values and worldview	Tutorial (1 hr)
Week 02	1. Recovery and recovery-oriented practice; 2. Therapeutic relationships	Workshop (2 hr)
Week 02	Recovery and recovery-oriented language	Tutorial (1 hr)
Week 03	Mental Health First Aid workshop	Workshop (4 hr)
Week 04	1. Exploring change and occupational transitions; 2. Person-directed / community controlled service delivery	Lecture (2 hr)
Week 04	Mental Health Service systems and occupational therapy roles	Tutorial (1 hr)
Week 05	Mental Health First Aid role play sessions	Simulation laboratory (2 hr)
Week 06	1. Trauma informed care; 2. Self management strategies to manage distress	Workshop (2 hr)
Week 06	Strengths-based approaches	Tutorial (1 hr)
Week 07	1. Identifying dreams and desires; Goal setting and goal striving; 2. Introduction to occupational therapy assessments	Workshop (2 hr)
Week 07	Common assessment scenarios	Tutorial (1 hr)
Week 08	1, Physical health interventions; 2. Mental Health Legislation	Lecture (2 hr)
Week 08	Medications and managing side effects	Tutorial (1 hr)
Week 09	Occupational therapy interventions	Lecture (2 hr)
Week 09	Reflecting on the psychosocial impact of historical treatment of Aboriginal and Torres Strait Islander peoples in Australia	Tutorial (1 hr)
Week 10	Occupational therapy interventions	Lecture (2 hr)
Week 10	Skills development approaches	Tutorial (1 hr)
Week 11	Groupwork skills labs	Lecture and tutorial (3 hr)
Week 12	Groupwork skills labs	Lecture and tutorial (3 hr)
Week 13	Roundup of unit of study and final assessment preparation.	Lecture and tutorial (3 hr)

Attendance and class requirements

Attendance at lectures, tutorials, workshops, simulation activities is expected and attandance will be taken. Students with less than 80% attendance will not be permitted to undertake final assessment. Attendance at Mental Health First Aid workshop and simulation is mandatory (in addition to preparation work and post-workshop quiz completion) to gain accrediation as a Mental Health First Aider.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Differentiate between mental health and mental illness/disorder and potential impacts on occupations
LO2. Understand differences between medical, trauma-informed, recovery-focused, self-directed and disability frameworks and the impact of these differences on service users and service delivery approaches
LO3. Demonstrate understanding of the practical impacts of adopting a recovery-oriented approach to practice
LO4. Understand the interplay between physical and psychosocial conditions and their impact on occupational performance
LO5. Discuss the concept of White Privilege and other social privileges and how this affects health care and health outcomes for Aboriginal and Torres Strait Islander clients
LO6. Identify different forms of racism and prevailing stereotypes about Aboriginal and Torres Strait Islanders in Australia and how they impact equitable health service access and health outcomes for Aboriginal and Torres Strait Islander peoples
LO7. Discuss the history of Australia’s dominant Western cultural paradigm and how this characterises the contemporary health system
LO8. Appropriately select and use an occupationally relevant interview approach to gain in-depth insights into the experiences and occupational needs of another
LO9. Demonstrate effective therapeutic communication skills to engage service users, build rapport and promote collaboration
LO10. Apply group design, implementation and evaluation techniques to develop a group session that is appropriately matched to the range of clients who are likely to access the group
LO11. Demonstrate basic competence in a range of group skills

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian occupational therapy competency standards 2018 - 1.14. Recognises and manages her/his own physical and mental health for safe, professional practice 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
	Australian occupational therapy competency standards 2018 - 1.17. Recognises and manages any inherent power imbalance in relationships with clients. 1.4. Recognises and manages conflicts of interest in all client and professional relationships 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 1.9. Identifies and manages the influence of her/his values and culture on practice 2.2. Applies theory and frameworks of occupation to professional practice and decision-making 3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals 4.8. Maintains collaborative professional relationships with clients, health professionals and relevant others
	Australian occupational therapy competency standards 2018 - 1.17. Recognises and manages any inherent power imbalance in relationships with clients. 1.3. Maintains professional boundaries in all client and professional relationships 1.4. Recognises and manages conflicts of interest in all client and professional relationships 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 1.9. Identifies and manages the influence of her/his values and culture on practice 3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals 3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client 3.7. Reflects on practice to inform and communicate professional reasoning and decision-making 4.4. Uses culturally responsive, safe and relevant communication tools and strategies 4.8. Maintains collaborative professional relationships with clients, health professionals and relevant others 4.9. Uses effective communication skills to initiate and end relationships with clients and relevant others
	Australian occupational therapy competency standards 2018 - 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals 3.7. Reflects on practice to inform and communicate professional reasoning and decision-making
	Aboriginal and Torres Strait Islander Health Curriculum Framework - 14.1. Discuss the concept of White Privilege and other social privileges and how this affects health care and health outcomes for Aboriginal and Torres Strait Islander clients (N) Australian occupational therapy competency standards 2018 - 1.17. Recognises and manages any inherent power imbalance in relationships with clients. 1.6. Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples 1.9. Identifies and manages the influence of her/his values and culture on practice 2.5. Maintains current knowledge for cultural responsiveness to all groups in the practice setting 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections
	Aboriginal and Torres Strait Islander Health Curriculum Framework - 13.1. Identify different forms of racism and prevailing stereotypes about Aboriginal and Torres Strait Islanders in Australia and how they impact equitable health service access and health outcomes for Aboriginal and Torres Strait Islander peoples (N) Australian occupational therapy competency standards 2018 - 1.6. Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections 4.1. Communicates openly, respectfully and effectively 4.3. Works ethically with Aboriginal and Torres Strait Islander communities and organisations to understand and incorporate relevant cultural protocols and communication strategies, with the aim of working to support self-governance in communities
	Aboriginal and Torres Strait Islander Health Curriculum Framework - 12.1. Discuss the history of Australia’s dominant Western cultural paradigm and how this characterises the contemporary health system (N) Australian occupational therapy competency standards 2018 - 1.5. Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups 1.6. Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples 2.4. Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections
	Australian occupational therapy competency standards 2018 - 1.10. Practises within limits of her/his own level of competence and expertise 2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals 3.7. Reflects on practice to inform and communicate professional reasoning and decision-making 4.1. Communicates openly, respectfully and effectively 4.10. Seeks and responds to feedback, modifying communication and/or practice accordingly, and 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context 4.5. Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice 4.7. Obtains informed consent for practice and information-sharing from the client or legal guardian 4.9. Uses effective communication skills to initiate and end relationships with clients and relevant others
	Australian occupational therapy competency standards 2018 - 4.1. Communicates openly, respectfully and effectively 4.10. Seeks and responds to feedback, modifying communication and/or practice accordingly, and 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context 4.4. Uses culturally responsive, safe and relevant communication tools and strategies 4.9. Uses effective communication skills to initiate and end relationships with clients and relevant others
	Australian occupational therapy competency standards 2018 - 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes 4.10. Seeks and responds to feedback, modifying communication and/or practice accordingly, and 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context
	Australian occupational therapy competency standards 2018 - 4.1. Communicates openly, respectfully and effectively 4.10. Seeks and responds to feedback, modifying communication and/or practice accordingly, and 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Additional detail has been added to clarify expectations around assessments. Updates to class content and delivery mode to enhance learner experiences. Continued engagement of Lived Experience Educators.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

OCCP1106: Psychosocial Capacity and Occ Performance 1

Semester 2, 2022 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect