Outline

Overview

Many adults experience significant challenges performing daily life activities due to mental illness or other psychosocial issues, and need interdisciplinary team services within mental health (and other psychosocial) settings. Occupational therapy can enhance, restore, or maintain performance and participation in daily routines and activities, enabling individuals to return to and live in the community. Mindful of a client-centred approach, students will acquire basic assessment, intervention, and evaluation skills relevant for adults within mental health and psychosocial contexts and begin assuming the role occupational therapists perform within healthcare teams. Students will learn: What assessments, intervention and evaluation processes do occupational therapists use when a person's routines and daily activities are challenged due to the effects of a mental illness or other psychosocial issues? Within mental health settings, how do I help enhance, restore, or maintain performance in daily life activities of concern? How do I incorporate a client-centred approach within healthcare systems? How can groups be used to support individuals to overcome the impacts psychosocial issues to promote satisfying and health-promoting occupational engagement.

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

Type	Description	Weight	Due	Length
Skills-based evaluation	Viva examination Oral examination / case based discussion.	45%	Formal exam period	12 mins role play + 12 mins discussion
Outcomes assessed:
Small continuous assessment	Workshop preparation and analysis Written assessment	10%	Multiple weeks	1000 words
Outcomes assessed:
Assignment	Mental state examination and information gathering Written assessment	10%	Week 04 Due date: 05 Sep 2021 at 23:59	1000 words
Outcomes assessed:
Assignment	Group planning assignment Written assessment	35%	Week 06 Due date: 17 Sep 2021 at 23:59	2000 words
Outcomes assessed:
Assignment	Aboriginal and Torres Strait Islander social and emotional well-being learning activities Written assessment	0%	Week 09 Due date: 17 Oct 2021 at 23:59	1000 words
Outcomes assessed:
Participation	Tutorial/workshop attendance Attendance	0%	Weekly	n/a
Outcomes assessed:
= hurdle task ?

Assessment summary

Mental state examination and information gathering: Students will complete a mental state examination and information gathering task based on a case study, to be used in the end of semester viva examination and self-directed learning tasks undertaken in week 4.
Group planning assignment: Students will select a topic for which they must design an appropriate group plan.
Aboriginal and Torres Strait Islander social and emotional well-being learning activities: Students will review a range of resources to develop an understanding of the concept of social and emotional well-being, and how this will influence their practice of occupational therapy when working with Aboriginal or Torres Strait Islander people.
Workshop preparation and analysis: Students are expected to complete readings and preparation activities.
Viva examination: Students will select one of the case studies provided. 40 minutes prior to their examination, students will be given information about the clinical situation/scenario to be role-played during the examination. Important note: This is a hurdle task – this means that students must achieve a passing mark in this assessment to pass the unit.
Tutorial/workshop attendance: Attending and making an active contribution to the tutorial and workshop activities is expected.

Detailed information for each assessment can be found on Canvas.

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 second year student
Distinction	75 - 84	Very good level of peroformance – goes beyond expectations of performance for a second year student
Credit	65 - 74	Appropriate level of performance for a second 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.

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	Lecture: 1. Social determinants of mental health and mental illness; 2. Intersectionality; 3. Principles of group work	Lecture (2 hr)
Week 01	Tutorial: Understanding groups	Tutorial (2 hr)
Week 02	Lecture: Recovery philosophy and therapeutic relationships in mental health	Lecture (2 hr)
Week 02	Tutorial: Recovery-oriented practice and recovery-promoting relationships	Tutorial (2 hr)
Week 03	Lecture: 1. Occupational therapy in mental health; 2. Goal setting and goal striving	Lecture (2 hr)
Week 03	Tutorial: Group dynamics in occupational therapy	Tutorial (2 hr)
Week 04	[Self-directed learning] Mental State Examination and Information Gathering	Independent study (4 hr)
Week 05	Lecture: 1. Systems approaches to understanding the impact of illness; 2. Understanding inertia, motivation, and change	Lecture (2 hr)
Week 05	Tutorial: Mini groups part 1	Tutorial (2 hr)
Week 06	Lecture: 1. Mental health over the lifespan; 2. Trauma informed care and sensory approaches	Lecture (2 hr)
Week 06	Tutorial: Mini groups part 2	Tutorial (2 hr)
Week 07	Lecture: Occupational therapy assessments	Lecture (2 hr)
Week 07	Tutorial: Assessment of functioning: considerations and approaches	Tutorial (2 hr)
Week 08	Lecture: Occupational therapy interventions 1	Lecture (2 hr)
Week 08	Tutorial: Peer Workers and Multi-disciplinary teams - maximising effectiveness	Tutorial (2 hr)
Week 09	[Self-directed learning] Aboriginal and Torres Strait Islander social and emotional well-being learning activities	Independent study (4 hr)
Week 10	Lecture: Occupational therapy interventions 2	Lecture (2 hr)
Week 10	Tutorial: Activity analysis and skills training	Tutorial (2 hr)
Week 11	Lecture: 1. Outcome measures: what’s the best way to monitor outcomes?; 2. Viva preparation	Lecture (2 hr)
Week 11	Tutorial: Extra information from client, family, and treating team (for viva)	Tutorial (2 hr)
Week 12	Lecture and Tutorial: Viva preparation	Lecture and tutorial (4 hr)

Attendance and class requirements

Attendance: Students are expected to attend all lectures and tutorials and participate in self-directed learning activities to assist in the achievement of learning outcomes. Active participation in in-class activities (in lectures and tutorials) is essential for effective learning in this unit of study. Group skills will be developed and assessed in tutorials. Tutorial attendance is compulsory. Students who do not attend at least 85% of tutorial classes will fail the unit of study.

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. demonstrate an understanding of the broad and diverse mental health care system in which occupational therapy practice occurs
LO2. differentiate between mental health and mental illness/disorder, and their impact on occupations
LO3. demonstrate an understanding of the interplay between physical and psychosocial conditions, and their impact on occupational performance
LO4. understand the Aboriginal and Torres Strait Islander conception of social and emotional well-being, and how this applied to occupational therapy interventions
LO5. describe/explain in professional and lay language the scope of occupational therapy services/practice in public and private settings, where mental health concerns are addressed
LO6. select and apply a variety of generic and occupational therapy specific assessments and interventions within diverse populations from an occupational perspective, and apply best evidence-based practice principles
LO7. select and apply a variety of outcome evaluation strategies for individuals and services/programs
LO8. demonstrate effective clinical communication skills to engage consumers/service users, and promote effective, collaborative team work
LO9. 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
LO10. 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

Australian occupational therapy competency standards 2018 -

Competency code	Taught, Practiced or Assessed	Competency standard
1.10		Practises within limits of her/his own level of competence and expertise
1.11		Maintains professional competence and adapts to change in practice contexts
1.12		Identifies and uses relevant professional and operational support and supervision
1.14		Recognises and manages her/his own physical and mental health for safe, professional practice
1.15		Addresses issues of occupational justice in practice
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
1.5		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
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
2.1		Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
2.10		Maintains digital literacy for practice.
2.2		Applies theory and frameworks of occupation to professional practice and decision-making
2.3		Identifies and applies best available evidence in professional practice and decision-making
2.4		Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices
2.5		Maintains current knowledge for cultural responsiveness to all groups in the practice setting
2.6		Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development
2.8		Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice
2.9		Maintains knowledge of relevant resources and technologies, and
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
3.11		Evaluates client and service outcomes to inform future practice
3.12		Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
3.13		Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and
3.14		Contributes to quality improvement and service development.
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
3.4		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
3.6		Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections
3.7		Reflects on practice to inform and communicate professional reasoning and decision-making
3.8		Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
4.1		Communicates openly, respectfully and effectively
4.10		Seeks and responds to feedback, modifying communication and/or practice accordingly, and
4.11		Identifies and articulates the rationale for practice to clients and relevant others.
4.2		Adapts written, verbal and non-verbal communication appropriate to the client and practice context
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
4.4		Uses culturally responsive, safe and relevant communication tools and strategies
4.5		Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice
4.6		Maintains contemporaneous, accurate and complete records of practice
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

Responding to student feedback

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

Revisions have been made to assignment expectations and to support student understanding and engagement.

Additional information

Student Administration Manual on the Faculty of Health Sciences

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

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

OCCP2084: Occupational Performance: Healthcare 2

Semester 2, 2021 [Normal day] - Remote

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

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect