Occupational Therapy

Application of the Occupational Therapy Process in Psychiatry as well as Child and Adolescent Psychiatry

Seminar, 1.00 ECTS


Course content

The students
• recapitulate and consolidate their knowledge of the occupational therapy process for disorders in child, adolescent and adult psychiatry and their consequences on action competence in terms of self-care, productivity and leisure. This is done in direct client contact under supervision using modern media.
• develop, plan, analyse and reflect on the occupational therapy process in groups based on selected client examples. This is done in direct client contact under supervision using modern media.
• can define client objectives and are able to formulate and document them appropriately.
• practise various methodological procedures as part of the interventions and relate them to the daily lives and occupation-oriented goals of the clients.
• are able to draw up, present and reflect on client reports.
• learn to take the role of therapist and to jointly reflect on the measures taken, their own behaviour and that of the client.
• can provide constructive feedback.

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


Prerequisites and co-requisites

Modules 1-16

Assessment methods and criteria

Continuous assessment and written or oral module exam