Supporting Adult´s and Elderly´s OccupationLaajuus (5 cr)

Objective

The students understands work as a versatile concept and its significance to humans. They know the different types of ergonomics. The students can exploit occupational therapy models and theorie. They know therapy methods suitable to adults and elderly people. They have knowledge of special groups and their special characteristics.
The students can create and maintain client-oriented occupational therapy process and end it by recogniced adults and elderly special characteristics. . They can use themselves in the therapy relatioship concsciously and goal-orientedly and create an interactive and supportive interaction relationship. The students can continuously assess impacts of activity in individual and group therapy and adapt activities in accordance with therapy goals.
The students can work in a multiprofessional work group and with the client and their relatives as an expert consulting, guiding and teaching them. The students understand and can defend their clients' rights to actitivies and participation.

Content

-Work and activity from the viewpoint of adults and the elderly
-Different kinds of ergonomics
-Models and methods suitable for adult and elderly occupational therapy
-Special groups in occupational threpy
-Working in multiprofessional team, guidance, counselling and teaching as well as working with client's relatives.
- Supported employment

Qualifications

The students know the value base and ethical principles of occupational therapy. They recognise individuals' occupational needs and can work in a client-oriented way.

Assessment criteria, satisfactory (1)

Advanced expert (5-4) The student has advanced skills in developing occupational therapy for working-age and aged clients. He/she critically examines information, theories and principles related to occupational therapy for working-age and aged clients, showing that he/she understands these. The student applies the latest international research data to support his/her decisions. The student has innovative skills in solving problems in the area of working-age and aged clients from the perspective of occupational therapy. The student is familiar with the concept of ergonomics in a broad sense.
The student masters the tasks of occupational therapy in the area of working-age and aged clients, following a competence-based work practice. The student is able to assess his/her competence and the skills he/she has acquired comprehensively, critically and instructively.

Improving expert (3)
The student has good skills in developing occupational therapy for working-age and aged clients. He/she examines information, theories and principles related to occupational therapy for working-age and aged clients. The student applies some international research data to support his/her decisions. The student takes an active approach to solving problems in the area of working-age and aged clients from the perspective of occupational therapy. The student masters the tasks of occupational therapy in the area of working-age and aged clients. The student is able to assess his/her skills and information acquired by him/her critically and instructively.

Student with basic skills (1-2)The student has basic skills in developing occupational therapy for working-age and aged clients. He/she is familiar with information on occupational therapy for working-age and aged clients, one theory and some principles, and has an ability to apply them within the framework of the course. The student finds coping with the most demanding assignments a challenge. The student assumes his/her share of responsibility for assignments and projects. The student recognises areas needing improvement in his/her theoretical and practical skills. The student is familiar with a certain area of ergonomics.

Fail (0)
The student has major shortcomings in his/her skills in developing occupational therapy for working-age and aged clients. He/she does not recognise essential information, theories and principles pertaining to occupational therapy for working-age and aged clients. He/she has obvious difficulties in applying knowledge. The student cannot cope with the course assignments. The student does not assume his/her share of responsibility for the assignments and progress of the project.