Occupational Therapy

Models and Theories in Occupational Therapy

Lecture, 1.00 ECTS

 

Course content

The students
• know model and theories of occupational therapy and their applications
• can compare them and relate them to the ICF.
• are familiar with the frame of reference of occupational therapy and can assess resources and problems of clients on this basis.
• can develop model-based case examples and describe their considerations in a transparent manner

Learning outcomes

The students are familiar with the occupational therapy process based on the Canadian Model of Occupational Performance (CMOP). They know about other models, theories and diagnostic systems in occupational therapy. They are able to combine the occupational therapy models and theories with medical fundamentals and apply them in their work with clients. They are able to keep documentation and compile information in written form. The students are also prepared for communication and reflection requirements in therapeutic settings.
Cognitive level:
The students
• are familiar with the occupational process, learn about models, theories and diagnostic systems (e.g. COPM) in occupational therapy and learn to apply them to case examples.
• are familiar with adequate documentation.
• know the principles of successful communication.
• acquire knowledge about dealing with conflicts and about non-violent communication
• understand the significance of groups for occupational therapy practice
Psychomotor level:
The students
• learn to carry out tests and assessments and can process the information in relevant models.
• can compile the information gained from the occupational therapy process in written form.
• are able to keep documentation.
• develop their methods of reflecting on their learning and actions
• apply communication, discussion and advisory techniques in a therapeutic setting
• test the group as a mechanism for participation and social learning in their own learning environment
Affective level:
The students
• reflect on their own actions and on those of the other students.
• experience themselves in different roles as patient, learner, proband and instructor.
• develop their skills of academic reflection and discussion of therapeutic actions based on the principles of professional ethics

Recommended or required reading and other learning resources / tools


Books, journals and relevant primary literature will be announced by the lecturers at the start of the course or are included in the relevant syllabus.

Mode of delivery

Lecture

Prerequisites and co-requisites

Modules 1-3

Assessment methods and criteria

oral or written exam at the end of the course