OCCTH 3004 - Enabling Change: Mental Health across the Lifespan
North Terrace Campus - Semester 2 - 2023
General Course Information
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) Course Description 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).
Course Coordinator: Amelia Di TommasoCourse Coordinator: Dr Emma George
Phone: +61 8 8313 3122
Location Level 4, Engineering & Maths Sciences Building
The full timetable of all activities for this course can be accessed from Course Planner.
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.
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.
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.
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.
Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
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.
Required ResourcesBrown, C., Stoffel, VC., Phillip Munoz, J. (2019). Occupational Therapy in Mental Health. A Vision for Participation. (2nd Edition). Davis Company: Philadelphia.
Online LearningOn-line activities will support learning activities
Learning & Teaching Activities
Learning & Teaching ModesLearning 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.
No information currently available.
Learning Activities SummaryIn 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).
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 Task Task Type Weighting Learning Outcome Examination Summative 40% 1,2,3,4,5,6 Continuous assessment Summative 40% 1,2,3,4,5,6 Assignment Summative 20% 1,2,3,4,5,6
Examination(s) covering entire course content will be held. Some courses may comprise both practical and written examinations and the results will be calculated as a weighted average. Feedback will be provided upon request.
Continuous assessment tasks will occur frequently throughout the course. Assessment tasks may include, group tasks, oral presentations, in class quizzes, online tests, short reflective pieces of writing, e-portfolios or short answer questions. Feedback will be provided regularly throughout the semester and following completion of the assessment task(s).
Students will complete an assignment related to a specific area of the course. The assignment may take a variety of forms including, but not limited to, an essay, reflective piece (written, video, multimedia), case study or literature review. Feedback will be provided via MyUni.
No information currently available.
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 Access Adelaide.
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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