Course Outline
OCC102 Participation in Occupation
Course Coordinator:Kristy Gerlach (kgerlach@usc.edu.au) School:School of Health and Behavioural Sciences
2022Semester 2
USC Sunshine Coast |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Please go to the USC website for up to date information on the
teaching sessions and campuses where this course is usually offered.
What is this course about?
Description
In this course, you will explore the meaning and health benefits created by engagement in occupation. Through an understanding of your own occupations, you will appreciate the sense of wellbeing that ensues when occupational performance is optimal. Through the use of narrative, you will develop an understanding of barriers to occupational performance, and will explore the ramifications of occupational dysfunction.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Blended learning | |||
| Tutorial/Workshop 1 – Online Large group workshop to supplement learning materials. Workshops are recorded. | 2hrs | Week 1 | 8 times |
| Tutorial/Workshop 2 – Face to face small group tutorial. Tutorials are not recorded. | 2hrs | Week 1 | 13 times |
| Learning materials – Online learning materials | 1hr | Week 1 | 9 times |
| Placement – Simulated practice education sessions - 3 SESSIONS. Practice education hours include: 1hr pre-placement independent learning activities; 5.5 hrs simulated placement. Further information provided at the commencement of semester. | 5.5hrs | Week 11 | 3 times |
| Seminar – Honours Conference | 8hrs | Week 10 | Once Only |
Course Topics
- Participation and health
- Participation in occupation
- Taxonomy of occupation and classifications of occupations
- Therapeutic properties of occupation
- Occupational performance issues in individuals and communities
- Occupational justice and deprivation
- Barriers and enablers to occupation
- The Intentional Relationship Model and Therapeutic Relationships
- Introduction to reflective practice
What level is this course?
100 Level (Introductory)
What is the unit value of this course?
12 units
How does this course contribute to my learning?
| Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Occupational Therapy Council of Australia Ltd | |
| 1 | Explain the relationship between participation in occupation and health and wellbeing. | Knowledgeable |
2.2, 3.1 |
| 2 | Explain personal, environmental and occupational barriers and enablers to occupational performance. |
Knowledgeable Creative and critical thinker |
2.1, 3.1 |
| 3 | Analyse and apply the therapeutic properties of occupations. |
Creative and critical thinker Ethical |
2.2, 2.3, 3.1, 3.2, 3.3 |
| 4 | Demonstrates ethical, respectful and professional behaviour and self-management skills as per the USC Occupational Therapy Student Code of Conduct. |
Ethical Engaged |
1.7, 1.8, 1.11, 1.13, 1.14, 1.16, 3.7, 4.10 |
| 5 | Demonstrate effective team work and group processes through reflective practice. |
Empowered Engaged |
1.1, 4.1, 4.8, 4.9, 4.10 |
* Competencies by Professional Body
| CODE | COMPETENCY |
| Occupational Therapy Council of Australia Ltd | |
| 1.1 | Complies with the OTBA standards, guidelines and code of conduct |
| 1.7 | Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice. |
| 1.8 | Adhere to all work health and safety, and quality requirements for practice. |
| 1.11 | Maintains professional competence and adapts to change in practice contexts. |
| 1.13 | Manages resources, time and workload accountably and effectively. |
| 1.14 | Recognises and manages her/his own physical and mental health for safe, professional practice. |
| 1.16 | Contributes to education and professional practice development of peers and students. |
| 2.1 | Applies current and evidence informed knowledge of occupational therapy and other appropriate and relevant theory in 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. |
| 3.1 | Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement. |
| 3.2 | Performs appropriate information gathering and assessment while 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. |
| 3.7 | Reflects on practice to inform and communicate professional reasoning and decision-making. |
| 4.1 | Communicates openly, respectfully and effectively. |
| 4.8 | Maintains professional collaborative relationships with clients, health professionals and relevant others. |
| 4.9 | Uses effective communication skills to initiate and end relationships with clients and relevant others. |
| 4.10 | Seeks and responds to feedback, modifying communication and/or practice accordingly. |
Am I eligible to enrol in this course?
Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Pre-requisites
OCC101 and enrolled in Program SC440
Co-requisites
Not applicable
Anti-requisites
Not applicable
Specific assumed prior knowledge and skills (where applicable)
Not applicable
How am I going to be assessed?
Grading Scale
Standard Grading (GRD)
| High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Details of early feedback on progress
This course will include early assessment in week 4 which will provide an opportunity for you to receive formative feedback on your academic progress. In week 4 of this course, a draft copy of your assessment will be peer reviewed during your tutorial.
Assessment tasks
| Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
| All | 1 | Written Piece | Group | 0% | 500 words |
Week 4 | Online Assignment Submission with plagiarism check |
| All | 2 | Oral | Group | 30% | 10 minute Oral Presentation |
Week 7 | In Class |
| All | 3 | Examination - not Centrally Scheduled | Individual | 30% | 60 questions from a pool. 1.5 hours duration. |
Week 9 | Online Test (Quiz) |
| All | 4 | Essay | Individual | 40% | 1000 words |
Exam Period | Online Assignment Submission with plagiarism check |
| All - Assessment Task 1:Occupational Profile | |
| Goal: | To demonstrate your ability to create a comprehensive occupational profile/ narrative of a client highlighting relevant aspects of Person, Environment and Occupation which may impact on engagement in meaningful occupation. |
| Product: | Written Piece |
| Format: | Week 4: Group Submission to CANVAS |
| Criteria: |
|
| All - Assessment Task 2:Oral Presentation | |
| Goal: | To demonstrate your understanding of concepts relevant to participation in occupation and to practice information gathering as per the evaluation phase of the occupational therapy process. To reflect on effective team work through application of reflective practice. |
| Product: | Oral |
| Format: | In-class presentation and submission of reflective activity. |
| Criteria: |
|
| All - Assessment Task 3:Exam | |
| Goal: | To demonstrate your understanding of concepts relevant to participation in occupation, as discussed in learning materials, tutorials and associated readings. |
| Product: | Examination - not Centrally Scheduled |
| Format: | Online completion of combination of true/ false and multiple choice questions, including some case based, within 1.5 hour timeframe. |
| Criteria: |
|
| All - Assessment Task 4:Reflective Essay | |
| Goal: | To observe and analyse the occupations school children engage in, the meaning associated with those occupations, and the interrelationship between person, environment and occupation in mediating occupational performance. To reflect on the practice education sessions at a personal and professional level demonstrating areas and strategies for improvement. |
| Product: | Essay |
| Format: | Essay related to Practice education sessions and subsequent reflections totalling 1000 words. Uploaded to CANVAS. |
| Criteria: |
|
Directed study hours
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Directed study hours may vary by location. Student workload is calculated at 12.5 learning hours per one unit.
What resources do I need to undertake this course?
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Prescribed text(s) or course reader
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
| Required? | Author | Year | Title | Edition | Publisher |
| Required | Charles H. Christiansen,Julie D. Bass,Carolyn M. Baum | 2014 | Occupational Therapy | (Fourth Edition) | Slack |
| Required | Ted Brown,Helen Bourke-Taylor,Stephen Isbel,Louise Gustafsson,Reinie Cordier | 2021 | Occupational Therapy in Australia | 2nd | Routledge |
| Required | AMERICAN OCCUPATIONAL THERAPY ASSOCIATION. | 0 | OCCUPATIONAL THERAPY PRACTICE FRAMEWORK | 4 | n/a |
Specific requirements
Students should access Canvas for all course requirements. Queries regarding assessment will be addressed on Canvas discussion boards instead of via email. Other issues can be discussed with your Course Co-ordinator via appointment during designated contact hours as specified on Canvas. You are advised to wear the USC Occupational Therapy uniform is required when you participate in practice education sessions.
How are risks managed in this course?
What administrative information is relevant to this course?
Assessment: Academic Integrity
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Assessment: Additional Requirements
Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct
Assessment: Submission penalties
Late submission of assessment tasks may be penalised at the following maximum rate: - 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. - 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. - A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.
SafeUSC
USC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUSC team by phone 07 5456 3864 or email safe@usc.edu.au.
The SafeUSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.
Study help
For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.
Wellbeing Services
Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.
To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.
AccessAbility Services
Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.
To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.
Links to relevant University policy and procedures
For more information on Academic Learning & Teaching categories including:
- Assessment: Courses and Coursework Programs
- Review of Assessment and Final Grades
- Supplementary Assessment
- Administration of Central Examinations
- Deferred Examinations
- Student Academic Misconduct
- Students with a Disability
Visit the USC website: https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
Student Charter
USC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.
General Enquiries
-
In person:
- USC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
- USC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
- USC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
- USC Gympie - Student Central, 71 Cartwright Road, Gympie
- USC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
- USC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
- Tel:+61 7 5430 2890
- Email:studentcentral@usc.edu.au