Occupational Therapy

Occupational Therapy Process in Child and Adolescent Psychiatry

Integrated course, 1.00 ECTS


Course content

The students
• learn to plan, perform and evaluate the occupational therapy process based on major disorders in child and adolescent psychiatry in different therapy settings as part of an interprofessional team.
• learn to identify and analyse the main problems and resources of clients in terms of their action competence in daily life in the areas of self-care, productivity and leisure considering physical, institutional, cultural and social factors, draw conclusions and formulate occupation-oriented goals together with the clients and/or relatives.
• are made familiar with the relevant diagnostic instruments and methods and learn to apply them.
• learn evidence based measures and methods related to selected disorders and therapy settings from the perspective of occupation and resources with regard to self-care, productivity and leisure.
• are made familiar with methods to reflect on their own role as therapist and on the roles of others.
• are made familiar with several measures, routines and crafting techniques relevant to child and adolescent psychiatry, learn to apply them and instruct others, and reflect on their applications in the specialist field.

Learning outcomes

The students deepen their knowledge of psychiatric disorders and the associated changes in body structures and functions and know about their effects at the activity and participation level. The students are able to combine the medical basics with occupational therapy models and theories. They learn to carry out the occupational therapy process in child and adolescent psychiatry and adult psychiatry, with a special focus on an occupation-oriented and client-centred treatment approach including fundamentals of the clinical reasoning process.
Cognitive level:
The students
• understand the causes, symptoms, diagnosis, therapy and rehabilitation of selected diagnoses in the medical field of psychiatry, child and adolescent psychiatry.
• are familiar with the pathophysiology of selected diagnoses and their effects on people
• can derive restrictions in their clients‘ daily routines in terms of self-care, productivity and leisure resulting from medical fundamentals.
• are familiar with the established diagnostic methods and their applications in the occupational therapy process .
• can identify the physical, cognitive and affective components of action competence as well as external factors of the performance context of action competence
• know about treatment approaches in occupational therapy and can link them to the daily lives of their clients and their relatives
• are made familiar with processes of clinical reasoning in occupational therapy and are able to reflect on them and apply them to case examples.
• can link and translate their knowledge of the occupational therapy process to the requirements in psychiatry.
Psychomotor level:
The students:
• can apply process models from occupational therapy to specific case examples.
• can perform the occupational therapy process for selected disorders of psychiatric clients, including the steps of problem identification, planning, implementation as well as quality assurance, evaluation, documentation and reflection.
• are familiar with the observation, analysis and instruction of psychiatric clients.
• apply evidence based practice to selected psychiatric problems.
• can conduct professional information and consultation interviews and establish a trustful relationship with clients.
• can select the appropriate aids and adaptations for the clients/case examples and advise and instruct them on proper use.
• develop training and learning strategies for professional practical skills.
Affective level:
The students:
• experience themselves in different communicative roles as patient, learner, proband and instructor.
• experience borderline situations in therapy with regard to their own experience and perception and can reflect on them and communicate them to others.
• reflect on their self-competence in the role as a therapeutic decision maker and at all levels of therapeutic intervention.
• understand and use the advantages of joined-up action.

Contribution to the acquisition of competences according to FH-MTD-AV Annex 5, 8 and 9: FMK1-2, FMK4-7, FM9, FMK10-11, FMK14, SKS 3-5

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

Integrated course

Prerequisites and co-requisites

Modules 1-16

Assessment methods and criteria

Continuous assessment and written or oral module exam