Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Health & Rehab Sci School
This course introduces students to occupational therapy practice for children and youth with social-emotional challenges, those at risk of developing mental health issues, and those with developmental or acquired neurological conditions that impact their occupational performance and participation. Frames of reference for addressing these issues will be introduced along with appropriate information gathering methods, interventions and service provision. It will also address the participation of children, youth and their families in relation to their home, school and community environments.
Occupational therapy's scope of concernᅠis human occupation and itsᅠcapacity to support health and participation throughout the lifespan. This course is presented in two modules: Module 1 is designed to developᅠ students' knowledge of children and youth with neurological and physical conditionsᅠ and Module 2 is designed to develop students' knowledge about children and youth with mental health conditions. Students will consolidate their understanding of the occupational therapy process i.e. the ability to develop a pre-assessment image and plan for information gathering; conduct assessment and goal setting with clients and families; analyse and evaluate results; create an intervention plan; and evaluate outcomes. Application and articulation of decision-making and early clinical reasoning skills as part of the occupational therapy process is an important part of the learning of this course. Students will be introduced to course concepts and guided in their acquisition of knowledge and understanding through their engagement with lectures and tutorials, fieldwork activities involving infant simulation and implementation of a skill development program with prep students, and other assessment activities including a case assignment.ᅠ
Course requirements
Assumed background
Students should be familiar with the theoretical foundations of occupational therapy practice, as well as the occupational therapy process, particularly with reference to working with children and youth. An understanding of occupation and family centred practice, aspects of motor, psychological and social functioning in childhood and adolescence and their impact on skill acquisition and occupational performance is assumed. Students should also be familiar with the range of personal, social, environmental, and developmental factors that influence the acquisition of occupational roles throughout childhood and adolescence, as well as a range of frames of reference used to guide occupational therapy practice with children and youth.
Prerequisites
You'll need to complete the following courses before enrolling in this one:
OCTY7823, OCTY7824, OCTY7825, OCTY7835
Incompatible
You can't enrol in this course if you've already completed the following:
OCTY2104, OCTY2208, OCTY7814
Restrictions
Master of Occupational Therapy Studies
Course contact
Course staff
Lecturer
Tutor
Field coordinator
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
For details of lecture and tutorial outline please seeᅠLearn.UQ (Blackboard) site for this course.
Aims and outcomes
The purpose of this course is to develop students' understanding of, and competence in, occupational therapy practice for children and youth with social and emotional challenges, those at risk of developing mental health issues, and those with developmental or acquired neurological and non-neurologicalᅠphysical conditions and their families. An understanding of the key issues that may impact upon occupational performance and participation in addition to the models of service delivery and frames of reference utilised when addressing these issues will be developed. An overarching aim of the course is for students to consolidate an understanding of the occupational therapy process i.e. developing a pre-assessment image and plan for information gathering; conducting assessment and goal setting; analysing and evaluating results; creating an intervention plan; and evaluating outcomes. Application and articulation of decision-making and early clinical reasoning skills as part of the occupational therapy process is also an important part of the learning of this course.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Articulate knowledge and understanding of the factors that contribute to the development and maintenance of a range of social and emotional challenges, and neurological and non-neurological physical conditions, and apply this knowledge to identify the impact of these challenges on occupational performance and participation of infants, children and youth.
LO2.
Reflect on and understand the role of families and other health professionals who work with children with neurological or non-neurological physical disabilities and those with mental health conditions or social-emotional challenges.
LO3.
Critique the application of several OT frames of reference and theories in relation to occupational therapy practice with children and youth with social emotional challenges, those at risk of developing mental health issues, and those with developmental or acquired neurological and non-neurological physical conditions.
LO4.
Analyse and evaluate information gathering applicable to infants, children, youth and families where psychosocial and/or neurological and non-neurological physical concerns exist.
LO5.
Design appropriate service provision relevant to improving occupational performance and participation of infants, children, youth and families where there are social-emotional and/or neurological and non-neurological physical challenges.
LO6.
Integrate the best available evidence, knowledge of client factors, understanding of practice context and application of clinical expertise to make clinical decisions and demonstrate clinical reasoning when working with children and youth with social emotional challenges, those at risk of developing mental health issues, and those with developmental or acquired neurological and non-neurological physical conditions.
LO7.
Apply strategies related to therapeutic use of self with children, youth and their families.
LO8.
Implement professional and therapeutic communication skills in all written and oral communication, that is appropriate to the audience and context.
Assessment
Assessment summary
Category | Assessment task | Weight | Due date |
---|---|---|---|
Practical/ Demonstration, Role play/ Simulation |
Infant Simulation
|
Pass/Fail (MUST PASS) |
30/08/2024 2:00 pm
Students will be required to attend the infant simulation session in week 5, and then submit the OT Processes with Infants worksheet by 2pm 30/08/2024. |
Paper/ Report/ Annotation |
Case Study Part 1 - Assignment
|
35% (MUST PASS) |
20/09/2024 2:00 pm
This assessment will be completed and submitted individually. |
Examination, Practical/ Demonstration |
Case Study Part 2 - End of Semester Clinical Examination
|
30% (MUST PASS) |
End of Semester Exam Period 2/11/2024 - 16/11/2024
End of semester examination period |
Paper/ Report/ Annotation, Placement, Practical/ Demonstration |
Placement and Case Report
|
35% (MUST PASS) |
13/09/2024 - 8/11/2024
Case Report Due: Block 1 - 13 Sept 2024 17:00, Block 2 - 08 Nov 2024 17:00 |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Infant Simulation
- Hurdle
- Team or group-based
- In-person
- Mode
- Activity/ Performance
- Category
- Practical/ Demonstration, Role play/ Simulation
- Weight
- Pass/Fail (MUST PASS)
- Due date
30/08/2024 2:00 pm
Students will be required to attend the infant simulation session in week 5, and then submit the OT Processes with Infants worksheet by 2pm 30/08/2024.
Task description
Students will attend a fieldwork activity involving an infant simulation experience aimed at developing skills in working with infants and their carers. Attendance at the Infant Simulation in Week 5 is compulsory.
Note: If a student fails to attend the pass/fail sessions for the Infant Simulation, submission of an alternate assessment may be required.
Hurdle requirements
This is a 'Must Pass' piece of assessment.Submission guidelines
Assessment is pass/fail based on attendance at infant simulation session and submission of the OT Process with Infants worksheet via Turnitin.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
An alternative activity will be arranged.
Case Study Part 1 - Assignment
- Hurdle
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 35% (MUST PASS)
- Due date
20/09/2024 2:00 pm
This assessment will be completed and submitted individually.
Task description
The Case Study is completed in two parts - Assignment and Oral Examination.
Details of assessment to be provided in class and on Blackboard.
This assessment will be completed as an INDIVIDUAL.
This is a 'Must Pass' piece of assessment.
Note: This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Hurdle requirements
This is a 'Must Pass' piece of assessment.Submission guidelines
Assignment is to be submitted via Turnitin, Learn.UQ
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Case Study Part 2 - End of Semester Clinical Examination
- Hurdle
- Mode
- Oral
- Category
- Examination, Practical/ Demonstration
- Weight
- 30% (MUST PASS)
- Due date
End of Semester Exam Period
2/11/2024 - 16/11/2024
End of semester examination period
Task description
The Case Study is completed in two parts - Assignment and Oral Examination.
This assessment will be completed as an INDIVIDUAL.
This is a 'Must Pass' piece of assessment.
Details of assessment to be provided in class and on Blackboard.
Hurdle requirements
This is a 'Must Pass' piece of assessment.Exam details
Planning time | no planning time minutes |
---|---|
Duration | 30 minutes |
Calculator options | No calculators permitted |
Open/closed book | Closed Book examination - specified written materials permitted |
Materials | One A4 sheet of typed notes, single sided, is permitted A single-sided A4 page of typed notes (minimum 10pt font) is permitted. |
Exam platform | Other |
Invigilation | Invigilated in person |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Please apply for an end of semester deferral.
Placement and Case Report
- Hurdle
- In-person
- Online
- Mode
- Activity/ Performance, Written
- Category
- Paper/ Report/ Annotation, Placement, Practical/ Demonstration
- Weight
- 35% (MUST PASS)
- Due date
13/09/2024 - 8/11/2024
Case Report Due: Block 1 - 13 Sept 2024 17:00, Block 2 - 08 Nov 2024 17:00
Task description
This component of assessment relates to clinical practice organised by the Children's Life Skills Clinic within the School of Health and Rehabilitation Sciences, and will involve student participation in skill development and developmental screening of children in Prep classes under the supervision of clinical educators. Written tasks relating to observations, personal reflections, and a case report will also be conducted.
There are two blocks of placements, each of 4 weeks duration. Allocation of students to blocks will be determined just prior to the start of semester.
Students will be assessed on their performance across the duration of their placement (4 weeks). Aspects of performance that will be assessed include: professional behaviour, self management (including time management, organisation, reliability and stress management), team work with other students and the clinical educators, preparation for service delivery, delivery of skill development sessions within classrooms, therapeutic use of self, clinical observations made and the final case report.
This is a 'Must Pass' piece of assessment.
Note: This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Hurdle requirements
This is a 'Must Pass' piece of assessment.Submission guidelines
The written report for this fieldwork will be submitted via Turnitin by 5 pm on the date stipulated in the fieldwork description.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
Grade | Cut off Percent | Description |
---|---|---|
1 (Low Fail) | 0 - 34 |
Absence of evidence of achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 0 - 34%. |
2 (Fail) | 35 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 35 - 44%. |
3 (Marginal Fail) | 45 - 54 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: A cumulative percentage from all assessment of 45 - 54%. A grade of 3 will be awarded to a student who achieves a final mark of 55% or higher but who does not pass the must pass assessment items noted below. |
4 (Pass) | 55 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 55 - 64% and has passed the 'must pass' assessment items noted below. |
5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 65 - 74% and has passed the 'must pass' assessment items noted below. |
6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 75 - 84% and has passed the 'must pass' assessment items noted below. |
7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 85 -100% and has passed the 'must pass' assessment items noted below. |
Additional course grading information
Final marks falling between whole percentages will be rounded to the nearest whole percentage. Tie-breaking will be conducted using the round half up method whereby half-way values are always rounded up, meaning, for example, that 89.5% and above will be rounded to 90% and 89.49% and below will be rounded down to 89%.
IMPORTANT NOTE: This course contains ‘must pass’ assessment items. You must pass ALL items to pass this course overall, i.e. even if your final percentage mark is 55% or higher the individual ‘must pass’ assessment items must have been passed.
Supplementary assessment
Supplementary assessment is not available for some items in this course.
Not all of the assessment components of this course may be re-assessed with supplementary assessment. A grade of 3 or N does not guarantee that supplementary assessment may be undertaken for this course, however students may apply.
The Skills Development Program is not eligible for Supplementary Assessment.
Additional assessment information
If a student fails to attend the pass/fail sessions for the Infant Simulation, submission of an alternate assessment may be required.
Re-submission/Resit of Assessment Items
The School of Health & Rehabilitation Sciences supports the concept of re-submission or resitting of failed assessment items in specific and defined circumstances. In this course, the Paeds Fieldwork Case Report (NOT THE PAEDS ᅠPLACEMENT ITSELF) is ᅠeligible for the re-submission optionᅠ if the assessment item was submittedᅠ on time.ᅠ Case Study Part 1, Case Study Part 2, and the Paedsᅠ Placement ARE NOT eligible for re-submission/resit.ᅠ
After re-submission, the maximum result is a pass mark for that assessment component. Students who are granted a re-submission ᅠfor an assessment item and do not submit byᅠ the scheduled date will not be granted an extension.
Deferred exams
Students may be eligible for a deferred exam if there are exceptional or unavoidable circumstances, or as a one-off discretionary request. Deferred exam requests should be submitted as soon as possible, and no later than five calendar days after the date of the original exam.
Further details, including how to apply, can be found at -ᅠhttps://my.uq.edu.au/node/189/0#0. Please also email the Course Coordinator to advise of the deferred exam request.
Submitting assessment in Blackboard and Turnitin
When assessment is submitted through ᅠBlackboardᅠ you will receive a confirmation page as a digital receipt.ᅠ This information will also be sent to your student e-mail account.ᅠ Please ensure you keep this email.
When assessment is submitted throughᅠ Turnitin ᅠyou will receive a confirmation page displaying “Submission Complete!” and can then proceed to download your digital receiptᅠfrom yourᅠAssignment inbox. ᅠIt is suggested that you save a copy of the receipt for your personal records.
Instructions on how to submit assignments through Blackboard and Turnitin are available at:ᅠhttps://web.library.uq.edu.au/library-services/it/learnuq-blackboard-help/learnuq-assessment. Please review this information so you understand how to successfully submit your assessment items.
Use of Generative AI in Assessments
Assessment tasks in this course evaluate students' abilities, skills, and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Use of Generative AI in Student Placements
Generative Artificial Intelligence (AI) and Large Language Models (e.g., ChatGPT, Microsoft Copilot) are increasingly used in society. In terms of clinical placements, students are not permitted to use AI unless explicitly indicated by the provider that this use is permitted, and the parameters of use are clear. If these are not explicit, students are expected to consult with their practice educators before implementation to determine the acceptability of generative AI use and ensure that any potential risks associated with the intended use are addressed. AI is not a replacement of, or substitute for, professional reasoning or clinical skills. Human oversight is essential in its use, and to employ generative AI effectively and responsibly, students must understand how AI works, including its functions, data storage methods, and its impact on adherence to professional codes of conduct.
If used on placement, students are responsible for any outputs generated by AI, such as clinical notes and reports, and will be held accountable for the actions of any AI that is used in clinical practice. This responsibility includes ensuring adherence to the relevant profession's code of conduct and ethical standards. Transparency about generative AI use is essential in placement environments. Students must follow the relevant policies and procedures of their placement provider. Students are reminded that they need to demonstrate their ability to meet the inherent requirements of the relevant profession, operate within its scope of practice, and ensure that client/patient privacy and confidentiality are maintained at all times. Under no circumstances should identifiable clinical information be uploaded to open or external AI platforms, as it is unethical and irresponsible.
Feedback and Evaluation
Feedback is an ongoing process and will be provided to students during learning activities, in lectures and tutorials and through assessment submission. Feedback may come from staff, self, peers or during fieldwork encounters. Students whose participation is limited may find that they receive limited ongoing feedback. Students are encouraged to ask for feedback on their performance during learning activities and are welcome to approach staff for individual feedback or discussion of performance at mutually negotiated times.
Students are also welcome to provide feedback on course content, resources and learning experiences to the course coordinator. This may be done directly via email to the course coordinator throughout the semester or may be provided through the formal process of completing course and teaching evaluations at the end of each semester.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
Occupational Therapy Statement Regarding Class Participation
As occupational therapists-in-training, occupational therapy students are required to develop a range of professional competencies that must be demonstrated as graduate therapists.ᅠOCTY coded courses aim to provide students with learning activities and experiences that support the development of these professional skills and behaviours. Thus, participation in tutorials and other practical sessions may be compulsory, and may therefore be monitored. Pass/fail criteria may be assigned for the quality of contributions and appropriate participation in tutorials or practical sessions (Refer to PPL 3.10.02 Assessment). Students who do not participate appropriately may be required to contribute additional work to demonstrate their understanding of this component of the course. Students should ensure that they check assessment details in the assessment section of theᅠ ECP to confirm whether or not they will be enrolled in courses for which this statement applies.
Occupational Therapy Statement Regarding Provision of Lecture Content
Lecture notes will be provided on Learn UQ (Blackboard) prior to lectures and/or tutorials whenever possible. Occupational Therapy ᅠhas a policy that additional material and information conveyed during lectures and tutorials will not be supplied to students in electronic form after the class has finished. It is expected that students will take notes during classes to supplement the notes provided on Learn UQ, as note taking enhances learning and recall of information.
It is the responsibility of students who are not able to attend a lecture/tutorial to liaise with other students to obtain content from missed classes. Lectures ᅠwill be recorded and made available to students wherever possible.
Occupational Therapy Statement Regarding Provision of In-Class Content
Course notes will be provided on or via Learn.UQ (Blackboard) prior to course workshops whenever possible. Additional material and information conveyed during class contacts (i.e., workshops) will not be supplied to students in electronic form after the class has finished, unless planned as part of course activities. It is expected that students will take notes during classes to supplement the notes provided on Learn.UQ, as note taking enhances learning and recall of information. It is the responsibility of students who are not able to attend a workshop and class contact to liaise with other students to obtain content from missed classes. The nature and structure of the workshops and associated activities do not lend themselves to successful recording using centralised recording software, therefore recordings of workshops will not typically be made or provided to students.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
Learning period | Activity type | Topic |
---|---|---|
Multiple weeks |
Fieldwork |
Paediatric Fieldwork Students undertake sessional placement experiences over a 4 week block during the semester. Times and dates to be advised. |
Multiple weeks From Week 1 To Week 13 |
Lecture |
Lecture Series Lectures will be pre-recorded and provided to students the week of the corresponding tutorial. |
Tutorial |
Tutorials Tutorials will be delivered in person and provide a practical application of the content taught within the lectures. Please note that participation within the tutorials will be crucial for the completion of your case assignment. Due to the use of client video and the practical nature of the tutorials these can not be recorded. If you are required to miss a tutorial please ensure you speak with your peers to ensure you do not miss crucial information. |
|
Week 5 (19 Aug - 25 Aug) |
Fieldwork |
Infant Simulation Students will be required to attend a compulsory infant simulation session. Please refer to your timetable for further information regarding specific dates and times and Learn.UQ for further details. |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
You'll also need to be aware of the following policies and procedures while completing this course: