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 builds on the psychiatric & mental health foundations provided in OCTY7825. Content addresses information gathering and service delivery processes in psychosocial fields of adult occupational therapy, including: mental health, physical health, ageing and intellectual disability. A specific focus is on understanding the impact of psychological, social, emotional, and behavioural factors on the individual experience of a diversity of physical and mental health conditions.
The purpose of this course is to develop student knowledge and skills in working with people for whom psychosocial factors (mental illness, intellectual disability, dementia, trauma) affect human performance. Students will obtain experience in the occupational therapy process including: the therapeutic relationship, assessment, clinical reasoning, and different approaches to service provision. Students will be able to select, administer and interpret appropriate assessments relevant to people with psychosocial concerns, and formulate an intervention plan of client needs using a person-centred, strengths-based, recovery-focussedﾠapproach.ﾠStudents will choose and apply an occupational therapy model of practice to develop assessment and intervention strategies, and will consider ways in which psychosocial problems can influence a person’s occupational performance, and engaging in occupations can address psychosocial concerns.
OCTY7827 students will attend lectures with students completing OCTY2209. Students will jointly participate in class discussions and practical learning tasks. OCTY7827 students will, however, be required to engage in some advanced learning activities and complete some higher level learning tasks. The course site on LearnUQ will be shared with OCTY2209.
Course requirements
Assumed background
Content learned in OCTY7835 in relation to chronic illness, mental health and psychiatry lectures. It is expected that students will review the content as needed throughout this course to enable them to integrate new learning in this subject.
Prerequisites
You'll need to complete the following courses before enrolling in this one:
OCTY7823, OCTY7825 or OCTY7835
Incompatible
You can't enrol in this course if you've already completed the following:
OCTY2209, OCTY7814
Restrictions
Master of Occupational Therapy Studies
Jointly taught details
This course is jointly-taught with:
- OCTY2209
This course is jointly taught with OCTY2209 students.
Course contact
Course staff
Lecturer
Mrs Anna Tscharke
Tutor
Mrs Anna Tscharke
Mrs Briony Bermingham
Clinical educator
Mrs Briony Bermingham
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Timetable details are posted on LearnUQ.ﾠ Please note that there are several components of this course on the timetable, including tutorials, sessional placements, placement orientation and debriefing/placement related tutorials.ﾠ Students are required to attend an orientation session, and the contents from debriefing/placement related tutorials for sessional placement are examinable.ﾠ There are pre-recorded weekly lectures that students are required to watch prior to weekly tutorial. Please note that lecturers are not time-tabled as students are expected to self engage in this learning activity. Pre-recorded lectures will be available on Learn.UQ.
Please note that there are Week 1 additional learning activities attached to this course - IPCP Module.ﾠ
Aims and outcomes
This course focuses on understanding the strengths and challenges of individuals who have disability, in particular intellectual disability, and/or mental illness. This course encourages students to pay particular attention to the ways in which occupational therapists might support these individuals to achieve their personal, social and vocational goals that are related to psychosocial health and wellbeing.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Act in a professional manner that aligns with the standards and values of occupational therapy profession, including maintenance of professional requirements.
LO2.
Identify and apply the frames of reference and theories relevant to psychosocial practice in occupational therapy.
LO3.
Identify and analyse the interdependence between physical, psychosocial and mental health fields of practice.
LO4.
Identify the importance of the roles played by significant others (e.g. family members) and explain the potential impact of the client's behavioural, social and emotional challenges on significant others.
LO5.
Analyse and evaluate the factors that contribute to the development and maintenance of a range of behavioural, social and emotional challenges in adulthood.
LO6.
Identify and use a range of formal and informal information gathering approaches used in the fields of psychosocial practice.
LO7.
Apply and evaluate appropriate approaches to improving occupational performance and participation of individuals and families where there are social-emotional and/or behavioural challenges.
LO8.
Evaluate the best available evidence to generate clinical decisions when working with people with social, emotional, and/or behavioural challenges, those with mental health issues, and those experiencing challenging transitions.
LO9.
Use and carry-out a range of professional and effective communication skills in developing and maintaining therapeutic and professional relationships, including ability to effectively work with others.
LO10.
Reflect on and provide critical appraisal of own and others performance as required and implement appropriate changes in response to this appraisal.
LO11.
Recognise and reflect on interprofessional practice skills including role clarification, team functioning, interprofessional communication, and client-centred care.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation, Essay/ Critique, Presentation, Project |
GEMS IPCP Curriculum Assessment
|
Pass or Fail (MUST PASS) |
2/08/2024 4:00 pm |
| Paper/ Report/ Annotation |
Interview Report - Occupational Formulation
|
35% |
30/08/2024 1:00 pm |
| Quiz |
Mental State Examination Quiz
|
10% |
16/09/2024 8:00 am |
| Essay/ Critique, Placement |
Placement Occupational Therapy Perspective
|
10% (MUST PASS) |
Block 1 (Monday Week 7 at 1pm), Block 2 (Monday Week 12 at 1pm) |
| Examination |
End Semester Theory Exam
|
45% (MUST PASS) |
End of Semester Exam Period 2/11/2024 - 16/11/2024 |
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
GEMS IPCP Curriculum Assessment
- Hurdle
- Team or group-based
- In-person
- Mode
- Written
- Category
- Paper/ Report/ Annotation, Essay/ Critique, Presentation, Project
- Weight
- Pass or Fail (MUST PASS)
- Due date
2/08/2024 4:00 pm
- Learning outcomes
- L01, L10, L11
Task description
The assessment will be completed in the tutorial class, and submitted within a week.
This is a team assessment and all team members are expected to contribute equally to the team’s assessment items during the tutorial. Teams will be assigned prior to the tutorial. There are two (2) parts to this assessment both based upon a client video that your team will choose during the tutorial class.
Part one requires you to complete a worksheet and will draw on the online and face-to-face content of the GEMS IPCP module one, focusing on role-clarification and client-centred care.
Length: There is no word limit for the worksheet.
Part two requires you to complete a table and will draw on the online and face-to-face content of the GEMS IPCP module one, focusing on interprofessional communication, team functioning and client-centred care.
Length: There is no word limit for the worksheet
Teams will need to submit both assessment pieces in the Assessment tab on the IPCP Learn.UQ course site prior to the end of the tutorial class. Additional information regarding submission will be provided on the IPCP Learn.UQ course site.
Please refer to the assessment information on Learn.UQ for further details and requirements for the assessment.
The IPCP module is a Pass/Fail assessment task.
- Students who pass the module will receive a course grade based on their passing the remaining must pass assessment/s in the course.
- Students who are unable to attend the module because they are away from Brisbane or ill on the day of the tutorial class, will be given an opportunity to complete the assessment individually. Successful completion of the assessment will again enable a PASS grade for the module, depending on other pass requirements within the course.
- For all students who submit a genuine attempt at the assessment but do not achieve a pass grade for their submitted work, they will be given a second opportunity to pass the module by completing a reflective essay. If this is task is successfully completed, a grade for the course will be awarded based on the remaining assessment in the course.
- Students who do not engage with the module and do not submit a genuine attempt, will be given an opportunity to complete a 5,000 word assignment on teamwork. Successful completion of this assignment will enable the student to be eligible to pass the course with a maximum grade of 4 (if the remaining assessment in the course would result in a grade higher than 4, a maximum grade of 4 will be awarded).
- Students who fail the module, who do not complete either the reflective essay or the teamwork assignment above will be awarded a maximum grade of 3 (if the remaining assessment in the course would result in a grade higher than 3, a maximum grade of 3 will be awarded).
Hurdle requirements
Students must pass this assessment to pass this course.Submission guidelines
On Learn.UQ.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Extension is not available for this assessment.
Interview Report - Occupational Formulation
- Online
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 35%
- Due date
30/08/2024 1:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07, L09, L10
Task description
Students are required to interview a person who has disability/illness/injury (permanent or temporary) and write an occupational formulation, focusing on the person's psychosocial health and wellbeing. Students are required to find a person whom they interview with. This is an individual assessment. Further information is available on Learn.UQ.
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.
Submission guidelines
Turnit in on 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.
Mental State Examination Quiz
- Online
- Mode
- Written
- Category
- Quiz
- Weight
- 10%
- Due date
16/09/2024 8:00 am
- Other conditions
- Time limited.
- Learning outcomes
- L05, L08
Task description
Students will be required to complete an online quiz to demonstrate their foundational knowledge of Mental State Examination and their ability to apply the knowledge to a case. Further information will be provided on Learn UQ. In the event of a disruption that prevents the scheduled assessment from occurring as planned, the assessment will be changed to an alternative form of assessment, such as a Blackboard exam. The timing of the assessment may also be impacted. This is not a must-pass assessment.
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.
Submission guidelines
Please refer to the task description that is available on Learn UQ.
Deferral or extension
You may be able to defer this exam.
Please select 'In-Semester Exam' when submitting the deferral request on si-net.
Late submission
Exams submitted after the end of the submission time will incur a late penalty.
- less than 5 minutes late: 5% penalty
- between 5 minutes to less than 15 minutes late: 20% penalty
- more than 15 minutes late: 100% penalty.
Placement Occupational Therapy Perspective
- Hurdle
- Online
- Mode
- Written
- Category
- Essay/ Critique, Placement
- Weight
- 10% (MUST PASS)
- Due date
Block 1 (Monday Week 7 at 1pm), Block 2 (Monday Week 12 at 1pm)
- Other conditions
- Work integrated learning.
- Learning outcomes
- L02, L09
Task description
This assessment is related to sessional placement. Students are to reflect on the role of their clinical educator in mental health practice. See the rubric and task description on Learn.UQ for more detail. The due date depends on the timing of the placement. Use Turnitin to submit this assignment.
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
Students must pass this assessment to pass this course.Submission guidelines
via Turnitin.
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.
End Semester Theory Exam
- Hurdle
- Identity Verified
- In-person
- Mode
- Written
- Category
- Examination
- Weight
- 45% (MUST PASS)
- Due date
End of Semester Exam Period
2/11/2024 - 16/11/2024
- Learning outcomes
- L02, L03, L04, L05, L06, L07
Task description
Details of the exam format will be provided on LearnUQ. The examination will cover the content of all lectures, tutorials, readings and debriefing/placement tutorials. In the event of disruption during the end-of-semester exam period that prevents the scheduled assessment occurring as planned, the assessment will be changed to an alternative form of assessment, such as a Blackboard exam. The timing of the assessment may also be impacted.
Hurdle requirements
Students must pass this assessment to pass this course.Exam details
| Planning time | 10 minutes |
|---|---|
| Duration | 120 minutes |
| Calculator options | No calculators permitted |
| Open/closed book | Closed Book examination - no written materials permitted |
| Exam platform | Paper based |
| Invigilation | Invigilated in person |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
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 passe 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, as follows: GEMS IPCP Curriculum Assessment, Occupational Therapy Perspective, and End of Semester Exam.ﾠYou must pass theseﾠitemsﾠto 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 available for this course.
Additional assessment information
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) can support the efficient conduct of clinical activities. However, 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. 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. 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.
Resubmission/Resit of Assessment Items
The School of Health & Rehabilitation Sciences supports the concept of resubmission or resitting of failed assessment items in specific and defined circumstances. There is no assessments that are eligible for resubmission in this course.
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 Blackboardﾠand Turnitin
When assessment is submitted throughﾠBlackboardﾠyou will receive a confirmation page as a digital receipt. This information will also be sent to your student e-mail account. Please ensure you keep this email.
When assessment is submitted throughﾠTurnitinﾠyou 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.
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
Other readings and resources will be provided on LearnUQ as the semester progresses.
In addition, there are a range of texts specifically targetting occupational therapists in psychosocial practice, including:
- ﾠﾠﾠﾠ Finlay, L. (2004). The practice of psychosocial occupational therapy (3rd ed.). Cheltenham: Nelson Thornes.
- ﾠﾠﾠﾠ Creek, J. (2002). Occupational therapy and mental health (3rd ed.). Sydney: Churchill Livingstone.
A journal that may be of interest is:ﾠ Occupational Therapy in Mental Health: A journal of psychosocial practice and research (OTMH).
Students may also be interested in joining the FaceBook site MH4OT. A range of valuableﾠresources are provided, discussions occur,ﾠand questions are addressed.
Lectures will be pre-recorded and made available to students.
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 |
|---|---|---|
Tutorial |
Interprofessional Collaborative Practice(IPCP) The GEMS Interprofessional Collaborative Practice curriculum (IPCP) consists of two blended modules, module one delivered in the first year of the program and module two in the second year. Both modules consist of an asynchronous online learning component within LearnX that takes approximately one hour to complete followed by a three-hour face-to-face workshop. You will work in small teams in the tutorial with students from; Audiology, Dentistry, Dietetics, Nursing, Occupational Therapy, Physiotherapy, Psychology, Social Work and Speech Pathology. There is one module consisting of online preparation and a face-to-face tutorial class. You will work in your small team to engage in a range of learning activities to develop your knowledge and skills to help prepare you for working in interprofessional collaborative teams when caring for clients. Learning outcomes: L01, L09, L10, L11 |
|
Multiple weeks From Week 1 To Week 13 |
Lecture |
Weekly pre-recorded lecture There is one two-hour of lecture per week. This is an online pre-recorded lecture. Students are required to watch lectures prior to weekly tutorial. Learning outcomes: L02, L03, L04, L05, L07 |
Tutorial |
Weekly tutorial These weekly 2-hour tutorials will extend the content of lectures, provide additional content, and increase practical engagement. Tutorials will be delivered as a face-to-face session. Due to the interactive nature, tutorials will not be recorded. However, due to the unforeseen circumstances (e.g. restrictions related to COVID), the delivery mode may be changed to online. Learning outcomes: L02, L03, L04, L05, L06, L07, L08, L09 |
|
Week 1 (22 Jul - 28 Jul) |
Workshop |
Placement Orientation This is a one-off mandatory placement orientation. This orientation is a face-to-face session. Further information will be provided on Learn.UQ. Both Block 1 and 2 students to attend this session. This placement orientation counts towards the 1000 placement hours required by the World Federation of Occupational Therapists to be accumulated during your degree before graduation. Learning outcomes: L01, L09, L10 |
Multiple weeks From Week 2 To Week 11 |
Fieldwork |
Sessional placement tutorial session This is a tutorial that is attached to the sessional placement and can be used as a weekly debriefing session while being on placement. Details will be provided on Learn.UQ and during the orientation session in week one. The contents from these tutorials are examinable. While students are on placement, they are expected to attend this placement tutorial (i.e., Block 1 students to attend this tutorial during Block 1 placement). Learning outcomes: L01, L02, L06, L08, L09, L10 |
Fieldwork |
Sessional placement All students are required to participate in this sessional placement. This placement counts towards the 1000 placement hours required by the World Federation of Occupational Therapists to be accumulated during your degree. Due to the current and changing nature of COVID restrictions and requirements, this planned learning activity may be modified, for example on-line case-based learning experiences or simulation-based learning experiences on UQ campus. Students are to submit signed attendance records. Learning outcomes: L01, L06, L09, L10 |
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: