Enabling Occupation II (10 cr)

Materials

Case-Smith, J.2015. Occupational Therapy for Children. Elsevier Mosby Fisher, A. 2009. Occupational Therapy process model: a model for planning and implementing TOP-DOWN, client-centered and occupation- based interventions.Rodger, S.(ed).2017. Occupation Centered Practice with Children. A practical quide for occupational therapists. Philadelphia, PA: F.A. Davis Company.

Evaluation scale

0-5

Completion alternatives

FACE TO FACE LEARNERS AND DISTANCE LEARNERS:Assignments, projects and exercises. Active participation in contact sessions and webinars.

Student workload

FACE TO FACE LEARNERSLectures, dialog sessions, team work 81h (3ects) - Virtual studies 54h (2ects) - Practical training (client interventions & workshops in lab environments), e.g. creative activities, play activities, multisensory activities 135h (5ects) - TOTAL 270h DISTANCE LEARNERS: Lectures, webinars, individual/team work and virtual studies 81h (5ects) - Practical training (client interventions & workshops in lab environments), e.g. creative activities, play activities, multisensory activities 135h (5ects) - TOTAL 270h (includes 5-6 contact days at JAMK)

Assessment criteria, satisfactory (1)

1. The student understands occupations, such as schoolwork and leisure time activities as meaningful activities for an individual and for his/her family. The student knows some theories and models of practice that can be used in occupational therapy process with these activities. The student can list different occupational therapy approaches. He/she is able to find some evidence to ensure that the chosen activities are relevant for the client.

2. The student can select appropriate theories, models of practice and therapeutic strategies to meet the occupational needs of individuals. The student is able to describe the differences between restorative, acquisitional, consultation and education or/and compensatory approaches. He is able to find some evidence to ensure that the chosen activities are relevant for the client.

3. The student can select and apply appropriate theories, models of practice and therapeutic strategies to meet the occupational needs of individuals. The student is able to describe how to use restorative, acquisitional, consultation and education or/and compensatory approaches to enable occupations, school work and leisure time activities. The student knows how to facilitate accessible and adaptable school environments.

4. The student can select, modify and apply appropriate theories, models of practice and therapeutic strategies to meet the occupational needs of individuals. The student is able to describe how to use restorative, acquisitional, consultation and education or/and compensatory approaches to enable occupations, school work and leisure time activities. The student can list the different phases of the OTIPM process.The student knows how to facilitate accessible and adaptable school environments. The student is able to assess the effectiveness of the occupational therapy process.
The student actively seeks information and evidence based practice.

5. The student can select, modify and apply appropriate theories, models of practice and therapeutic strategies to meet the occupational needs of individuals. The student is able to describe how to use restorative, acquisitional, consultation and education or/and compensatory approaches and is able to compare them. The student is able to utilize the therapeutic potential of occupations and creative activities through the use of activity analysis and synthesis. The student can apply the OTIPM process. The student knows how to facilitate accessible and adaptable school environments. The student is able to assess the effectiveness of the occupational therapy process. The student actively seeks information and evidence based practice.

Assessment criteria, good (3)

3. The student can select and apply appropriate theories, models of practice and therapeutic strategies to meet the occupational needs of individuals. The student is able to describe how to use restorative, acquisitional, consultation and education or/and compensatory approaches to enable occupations, school work and leisure time activities. The student knows how to facilitate accessible and adaptable school environments.
4. The student can select, modify and apply appropriate theories, models of practice and therapeutic strategies to meet the occupational needs of individuals. The student is able to describe how to use restorative, acquisitional, consultation and education or/and compensatory approaches to enable occupations, school work and leisure time activities. The student can list the different phases of the OTIPM process.The student knows how to facilitate accessible and adaptable school environments. The student is able to assess the effectiveness of the occupational therapy process. The student actively seeks information and evidence based practice.

Assessment criteria, excellent (5)

5. The student can select, modify and apply appropriate theories, models of practice and therapeutic strategies to meet the occupational needs of individuals. The student is able to describe how to use restorative, acquisitional, consultation and education or/and compensatory approaches and is able to compare them. The student is able to utilize the therapeutic potential of occupations and creative activities through the use of activity analysis and synthesis. The student can apply the OTIPM process. The student knows how to facilitate accessible and adaptable school environments. The student is able to assess the effectiveness of the occupational therapy process. The student actively seeks information and evidence based practice.

Teaching language

en

Number of ECTS credits allocated

10

Qualifications

Basic understanding of activity analysis and Occupational therapy intervention process model.

Content

Analyzing and enabling occupations related to children and youngsters. The use of creative activities and tecnological activities in occupational therapy interventions.
Children, adolescents and families as clients of occupational therapy.

Utilising the information about child´s and youngster´s occupational performance, environment and participation in the occupational therapy intervention process model.
Utilising occupational therapy models in occupational therapy of children and youth.

Objective

The students are able to work in partnership with individuals and their families in order to be occupied through the use of play, schoolwork and leisure activities, such as creative endeavours.

The students can select, modify and apply appropriate theories, models of practice and therapeutic strategies to meet the occupational and health needs of individuals. The students are able to describe how to use restorative, acquisitional, consultative, educational and/or compensatory approaches to enable play, school work and leisure activities. They can apply the occupational therapy process in close collaboration with children, youngsters and their families. The students are able to facilitate accessible and adaptable school environments. The students are able to analyze, modify and grade activities and technological solutions which are used in interventions. They are able to assess the skills of the client and the effectiveness of the occupational therapy process.

They actively seek and apply information-based and evidence-based practices to ensure that the use of play, schoolwork and leisure activities are up-to-date and relevant to the client.