Purpose of the course
In this course you will get to know the occupation centered assessment process in occupational therapy. Occupational therapy is goal directed rehabilitation that starts with evaluation and goal setting. The intervention process is guided by the results of the evaluation. The occupation based goals for the intervention are set together with the client as the result of the assessment process.

Competences
Professional relationships and partnerships
Knowledge of occupational therapy
Occupational therapy process and professional reasoning

Learning outcomes of the course
After the course you will understand occupational therapy phases of evaluation and goal setting and you will be able to plan occupational therapy assessment process focusing on occupation and participation. You will know content of the initial evaluation and be able to choose and use theoretical based and valid methods. You will understand the meaning of occupational goals and will be able to set goals together with clients based on the evaluation. You will understand your`s own role during the evaluation process and understand the limits and focus of the evaulation process. You will understand and consider ethical aspects of evaluation and goal setting.

Occupational therapy initial assessment and goal setting phase with different data gathering methods (interview, observation, self-report, use of other resources). Data gathering and result interpretation by using client and occupation centered methods based on occupational therapy theory. Documentation. Occupation based goal setting by using different methods.

Fisher, A. & Marterella, A. 2019. Powerful Practice. A Model for Authentic Occupational Therapy.
Hyvät arviointikäytännöt suomalaisessa toimintaterapiassa. Arvioinnin lähtökohdat ja suositukset. 2020. Suomen toimintaterapeuttiliitto ry.
GAS-menetelmä. Käsikirja. Versio 4. http://www.kela.fi/documents/10180/0/Gas+-k%C3%A4sikirja/07692e5a-c6d0-48f0-97a1-0737c4add7f8
Pendleton, H. M., & Schultz-Krohn, W. (2018). Pedretti's Occupational Therapy - E-Book : Practice Skills for Physical Dysfunction. St. Louis, Missouri: Mosby

Hautala T., Hämäläinen T., Mäkelä L., Rusi-Pyykkönen M. 2011. Toiminnan voimaa. Toimintaterapia käytännössä. Edita: Helsinki.
Law M., Baum C., Dunn W. 2005. Measuring Occupational Performance. Supporting Best Practice in Occupational Therapy.2nd ed. SLACK Incorporated, USA. (not translated)

The student needs to understand the phases of occupational therapy process (e.g. OTIP-model).

0-5

1
You know the stages of occupational therapy assessment process. You are able to plan a client-centred assessment process, selecting and giving reasons for the methods of assessment of occupational performance by utilising the theoretical knowledge of one OT model. You are able to set occupation based goals. The student recognizes the effects of her or his own professional reasoning to the assessment process. You remember the basic guidelines for documentation.

2
In addition to the above, you focus on occupation centeredness and professional reasoning when setting intervention goals. In documentation you understand basics of OT guidelines. You reason your ethical choices by professional reasoning.

3
In addition to the above, you can adapt the assessment process and use several models or theories considering versatile viewpoints and several methods in goal setting. You use profound clinical reasoning in all choices of the assessment process and documentation.

4
In addition to the above, you analyze the assessment process and show your understanding of the process being one part of a larger rehabilitation process. You are able to use evidence based viewpoints when evaluating the assessment process and occupation centeredness.

5
In addition to the above, you scrutinize the assessment process extensively by using several reliable resources. You focus on effects of the environment, participation of the client and possible needs for changes during the process. You consider the meaning of the OT assessment process from the point of view of interdisciplinary work and society. You recognize development needs in documentation.