OCCTH 3004 - Enabling Change: Mental Health across the Lifespan
North Terrace Campus - Semester 2 - 2024
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General Course Information
Course Details
Course Code OCCTH 3004 Course Enabling Change: Mental Health across the Lifespan Coordinating Unit Occupational Therapy Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 6 Contact Up to 15 hours per week Available for Study Abroad and Exchange N Prerequisites OCCTH 3001 Corequisites OCCTH 3000 Restrictions Bachelor of Occupational Therapy (Hons) Assessment Examination, assignment and continuous assessment Course Staff
Course Coordinator: Ms Jacqui Stevens
Course Coordinator: Dr Emma George
Phone: +61 8 8313 3122
Email: emma.george@adelaide.edu.au
Location Level 4, Engineering & Maths Sciences BuildingCourse Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
1 Apply specialist knowledge to support people with mental health conditions in their occupational participation, including Aboriginal and Torres Strait Islander people and communities 2 Select and evaluate occupational therapy conceptual and practice models to guide assessment and intervention for people experiencing mental health conditions. 3 Apply appropriate intervention strategies to effectively address the problems restricting occupational participation of people with mental health conditions. 4 Communicate clearly and effectively occupational therapy interventions for people living with mental health conditions to both lay and professional audiences. 5 Justify, using clinical reasoning, interventions selected to support people with mental health conditions. 6 Demonstrate and reflect on advanced communication skills and therapeutic use of self in an occupational therapy setting. University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1, 2, 3, 5, 6 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1, 2, 3, 5 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
4, 6 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
4, 5 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
1, 6 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
1 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
2 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Required Resources
Brown, C., Stoffel, VC., Phillip Munoz, J. (2019). Occupational Therapy in Mental Health. A Vision for Participation. (2nd Edition). Davis Company: Philadelphia.Online Learning
On-line activities will support learning activities -
Learning & Teaching Activities
Learning & Teaching Modes
Learning in this course is supported by a blended learning model that uses a mixture of delivery modes to ensure the course materials are aligned to and facilitate student achievement of learning outcomes. Learning activities will include workshop and practical sessions, supported by on-line activities.Workload
No information currently available.
Learning Activities Summary
In this course students will describe, apply and evaluate principles of engagement, assessment and intervention for people experiencing mental health conditions that promote their capacity to participate in their usual occupations. Clinical reasoning skills in mental health practice will be established. Therapeutic communication, reflection and consumer participation in teaching will promote the effective selection of intervention principles. This course will focus on the use of meaningful occupation, incorporating environmental supports and exhibiting a deep understanding of barriers (advocacy, organisational change, environmental adaptation). -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Task Type Weighting Learning Outcome Examination Summative 30% 1,2,3,4,5,6 Continuous assessment Summative 30% 2,3,4,5 Assignment Summative 40% 1,2,5,6 Assessment Detail
Examination
A practical exam at the end of semester is structred with three stations. Students will be assessed on their skills in documentation, communication and practice with a client, and justifiying intervention with clinical reasoning.
Continuous Assessment
Continuous assessment tasks align with scenario based learning tutorials. In these assessment tasks, students justify the use of different frameworks, assessments and intervention plans, essential for an occupational therapist working in a multi-disciplinary team.
Assignment
Part A: Students will complete a assignment focused on one adult mental health condition of their choosing. Students identify three different consumer stories that provide depth and insight into lived experience. Student produce a written reflection and outline implications for practice.
Part B: Students work in groups to present key findings from Part A with implications for practice.Submission
No information currently available.
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
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