Curricula

Objective

Aim of the course:
This course will give you capabilities for person-centered and client-centered planning and delivery of occupational therapy interventions for children, young people and families.

Competencies:
Expertise in theoretical basis of rehabilitation and occupational therapy
Rensponsibility and occupational justice
Internationality and multiculturalism

Learning Outcomes:
You are able to work as a specialist of the functioning, functional capacity and meaningful everyday life of children, young people and families. You understand the challenges to occupational therapy clients' occupation and participation and apply information from other disciplines to the theories of occupation and participation. You know how to work with a person-centered approach with children and families, taking into account equality, non-discrimination and cultural sensitivity. You are able to defend the right of children and families to fulfil their occupational needs. You know how to use the ICF classification, occupational therapy nomenclature and national headings to describe the client's occupation.

Content

Examining and enabling children's and young people's functioning and participation. Use of play and technology-based functionalities in occupational therapy interventions. Children, young people and families as occupational therapy clients. Examining knowledge of children's and young people's occupation in a theoretical model of activity-based and person-centered occupational therapy. Using the ICF classification, occupational therapy nomenclature and national headings in recording. The perspective of neuropsychology in the functioning of children and young people.

Qualifications

Understanding of the assessment and goal-setting phase of the occupational therapy process.

Assessment criteria, satisfactory (1)

Adequate 1
The student understands the significance of such occupations as school work, personal care and leisure activities for the child, young person and families. They know some models and methods guiding the practical work that can be used to enable occupations as part of the occupational therapy process. They are able to name different occupational therapy approaches. They are able to find at least some information to ensure that the selected occupation is appropriate for the client.

Satisfactory 2
The student is able to select appropriate theories and models that guide the practical work as well as procedures that meet the occupational needs of individuals. They recognise different features of the models and differences between methods. They are able to find at least some information to ensure that the selected occupation is appropriate for the client.

Assessment criteria, good (3)

Good 3
The student is able to select and use suitable theories as well as models and methods to guide the practical work that meet the client's occupational needs. They are able to describe how they use the models and methods that guide the practical work of occupational therapy to enable occupation in school work, personal care and leisure activities.

Very good 4
The student is able to select, adapt and use suitable theories as well as models and methods to guide the practical work that meet individuals’ occupational needs. The student is able to analyse features of the model that guides practical work and use them in enabling school work, leisure activities and/or personal care. They are able to draw on basic knowledge of neuropsychology concerning children and young people. The student actively seeks information and evidence-based practices to justify their choices.

Assessment criteria, excellent (5)

Excellent 5
The student selects, adapts and uses suitable theories as well as models and methods to guide the practical work that meet individuals’ occupational needs. They are able to analyse and describe features of the model that guides the practical work and compare them. They use occupation analysis skilfully to draw on the therapeutic potential of activities. The student evaluates the therapy process independently. They are able to draw on basic knowledge of neuropsychology concerning children and young people. The student is able to find information independently and relies on evidence-based practice when planning interventions.