OT 5023 Syllabus Fall 2013

P R O G R A M I N O C C U PA T I O N A L T H E R A P Y

OT 5023 THEORY & FOUNDATIONS FOR OT PRACTICE

FALL 2013

MISSION OF PROGRAM IN OCCUPATIONAL THERAPY

Our purpose is to develop and promote a learning environment for students, practitioners and faculty in

order to create, exchange and pursue knowledge while increasing the understanding of occupational

performance. This understanding is based on examination of the personal, environmental and occupational

factors that enhance or limit participation in daily life.

We intend to foster excellence in teaching, research, scholarship and service. We will prepare graduates with

the skills, attitudes and habits of lifelong learning enabling them to be vital members and leaders of a global

society. Further, we will strive to be an exemplary Program contributing to the University; the Occupational

Therapy profession; and the local, national, and international community.

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O T 5023 THEORY & FOUNDATIONS FOR OT PRACTICE

Course Syllabus: Fall 2012

FACULTY INFORMATION

CO-COURSE MASTER Carolyn Baum, PhD, OTR/L, FAOTA

Contact Information [email protected]

Office Phone: 314.286.1618; Home Phone: 314.725.6974

Office Hours By appointment (schedule via Rachael Wagner,

[email protected])

CO-COURSE MASTER Timothy J. Wolf, OTD, MSCI, OTR/L


Office Phone: 314.286.1683

Office Hours By appointment

INSTRUCTOR Kathy Kniepmann, OTD, MPH,OTR/L, CHES



TEACHING ASSISTANT Ganesh Babulal, MOT



COURSE INFORMATION

Course Credits 3 credits

Lecture Times Monday 1:00 p.m. – 3:00 p.m.

Lecture Location OT Auditorium, 4444 Forest Park Ave., St. Louis, MO

COURSE DESCRIPTION

This course is the foundation for all courses in the curriculum. You will be exposed to key

literature and engage in discussion and experiences that will help you understand the core

principles of client-centered care and the person, environment and occupation terminology

as it is used in the practice of occupational therapy. You will be introduced to disability

issues, health ethics, and society’s issues and needs. The course explores occupation and

environment and the evolving theories and models that enable occupational therapists to

practice. You will explore the meaning and complexity of occupation and engage in

occupational tasks to gain an understanding of yourself and others as occupational beings.

mailto:[email protected]



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COURSE OBJECTIVES

(ACOTE STANDARDS)

1. Demonstrate knowledge of the historical, social, economic and political issues that

influence both occupational therapy practice and those whom occupational

therapists serve. (ACOTE standard, 1.7, 2.1, 6.3)

2. Describe the person-environment-occupation-performance framework and other

evolving models that help us understand occupational performance. (2.6, 3.6, 3.1, 3.2,

2.4)

3. Discuss the core professional assumptions and theories related to the occupations of

humans and the need for a balanced lifestyle. (2.3, 2.5)

4. Describe the dynamic interaction between occupation and development across the

life span and how at different points in the lifespan, occupation drives development

or conversely developmental changes influence occupation, roles and life tasks. (1.5)

5. Demonstrate an understanding of the impact of culture on the experience of

disability and its implications for occupational therapy. (4.6, 1.7)

6. Discuss the ICF and its relevance to the practice of occupational therapy. (2.7, 6.1, 6.2,

6.3, 7.2)

7. Demonstrate the ability to communicate effectively in groups and integrate class

materials into well-written, organized assignments. (1.1)

8. Analyze an issue through exploration and advocacy. (1.8, 2.4, 9.13, 9.3, 6.1, 6.2)

Experiential Objectives

The assigned activities enable the students to:

1. Explore the meaning of occupation in a person’s life through interviews,

discussions, and the use of occupational assessments. (2.6)

2. Demonstrate understanding of humans as occupational beings through reflective

and analytical activities. (1.8)

3. Collaborate with classmates and acquire basic skills for use with clients and

future team members (skills include collaborative discussion, communication

skills, and finding and acquiring resources). (1.1)

RELATIONSHIP TO CURRICULUM DESIGN

This course provides the knowledge and the framework for you to organize your learning in the

curriculum and will eventually support your practice.

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TEACHING AND LEARNING EXPERIENCES

This class includes lectures and an in-context laboratory which will require you to employ

self directed learning experiences that introduce you to issues faced by people with

disabilities and the importance of occupation in daily life. Essays are designed to help you

integrate key information that will be central to your professional practice and professional

lives.

Some laboratories will be scheduled; others will be available for group work and will be

scheduled by the students. Time is set aside for your work on Fridays.

TEACHING PHILOSOPHY OF THE COURSE INSTRUCTORS

The instructors have designed this class to provide you with experiences that will engage

you in doing; this course will provide you with an understanding of the principles and

theories that underlie what you will use in your professional life. The assignments in this

class involve you being engaged in the occupations of yourself and others.

LEARNING OBJECTIVES & CRITICAL OUTCOMES

It is crucial that you understand the following material as a foundation for your

professional practice. These objectives will be the basis of assignments, short essays, and

your exam, and you will be expected to incorporate this key information from this class

into your Integrated Curriculum Event.

1. Understand the stages of the profession’s development

2. Understand occupation and be able to apply the concept of occupation across the

life span and be able to define occupation in terms that will be understood by

others.

3. Express your understanding of the issues, classification, and perspectives of

disability

4. Understand the role that culture plays in forming and maintaining occupations

5. Describe the PEOP Model, the key theories that support it, and major constructs that

are central to it

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RESOURCES

REQUIRED TEXT(S)

Christiansen, C.H. & Baum, C.M. (Eds.). (2005). Occupational Therapy:

Performance, Participation and Well-Being. 3rd edition. Thorofare, NJ: Slack, Inc.

o This is a core text and you will use it as a reference throughout your

program. Please note the book’s Appendix which tracks all core concepts

and terms that are to become your language. Preprints of the 4th edition will

be available on Blackboard and are listed in your reading list.

Duncan, E.A.S. (Ed.). (2011). Foundations for Practice in Occupational Therapy. 5th

ed. London: Elsevier.

APA Publication Manual 6th Edition (2010).

o You may use reliable web-based resources in lieu of the book. You,

however, will use this book throughout your program and is an important

reference book.

All other readings are filed in Blackboard by the date the reading is due.

OTHER RESOURCES

Blackboard is the course management system that allows faculty to add and organize

course-related resources for students to access online. The WU Blackboard for this course is

available at https://bb.wustl.edu. Students need their WUSTL KEY ID and password to log

in to Blackboard. Under Fair Use, faculty may upload published articles, copyrighted

materials, and works in progress on this password protected website. The copyright law

does not allow students to download the copyright protected documents to their

computers. Works in progress may not be distributed; they are for in-class educational

purposes only. Students will also use Blackboard to participate in online discussions; submit

and receive online assignments; and take online quizzes.

COURSE SCHEDULE & ASSIGNMENTS

Come to class with the reading assignments completed and be prepared for discussion. You

will integrate your lectures, experiences, and readings, and apply them to class discussions,

assignments, and exams. Use the course objectives as a framework to organize your

evolving knowledge.

https://bb.wustl.edu/

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Date Lecture Topic &

Lecturer Readings

Assignment

Due

8.30

Baum

Class Introduction

Occupation & Client-

Centered Concepts

Parker, D.M. The client-centred frame of

reference. (2011). In E.A.S. Duncan (Ed.),

Foundations for Practice in Occupational

Therapy (139-152). 5th ed. London: Elsevier.

9.2 Labor Day—NO CLASS

9.6 Baum

Occupation

Meaning & Goals

Christiansen, C.H., Baum, C.M. & Bass, J.

D. (in press) Health, Occupational

Performance, and Occupational Therapy in

Christiansen, C.H., Baum, C.M., & Bass,

J.D. Occupational Therapy: Performance,

Participation, and Well-Being (4th ed.).

Thorofare: SLACK Incorporated.

Hasselkus, B. R. (2002). The meaning of

everyday occupation. Thorofare, NJ: Slack.

Locke, E.A. and Latham, G.P. (2002).

Building a practically useful theory of goal

setting and task motivation. American

Psychologist, 57( 9), 705-717.

Occupational

Collage

9.9 Wolf

History of OT

Perspective on

Disability

McColl, M.A. & Bickenbach, J.E. (1998).

Introduction. In M.A. McColl and J.E.

Bickenbach (Eds.) Introduction to Disability

(pp. 3-10). London: WB Saunders.

Institute of Medicine (IOM). (2007)

Definition and Monitoring of Disability. In

Field, M.J., & Jette, A.M. (Eds.), The Future

of Disability in America (pp. 35-64).

Washington, DC: The National Academies

Press.

Meyer, A. (1977). The Philosophy of

Occupational Therapy. The American

Journal of Occupational Therapy, 31(10), 53-

59.

Reilly, M. (1962). The Eleanor Clarke

Slagle Lecture: Occupational Therapy Can

Be One of the Great Ideas of 20th Century

Medicine. The American Journal of

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Lecturer Readings

Assignment

Due

Occupational Therapy. XV I(1), 1-9.

Cole, M.B. & Tufano, R. (2008).

Occupational Therapy’s Broadening

Horizons. In Applied Theories in

Occupational Therapy: A Practical Approach

(6-20). Thorofare, NJ: Slack.

Centennial Vision documents

http://www.aota.org/News/Centennial.asp

x

9.16 Baum

PEOP:A Model to

Organize Knowledge

for Practice

Baum, C.M., Christiansen, C.H, & Bass, J.

D. (in press) Person-Environment-

Occupational Performance Model in





Bass, J.D., Baum, C.M. & Christiansen,

C.H. (in press) Interventions and

Outcomes of Occupational Therapy: PEOP

Occupational Therapy Process in





9.23

Kniepmann

Culture &

Community

Bonder, B.R., Martin, L., & Miracle, A.W.

(2004). Culture emergent in occupation.

The American Journal of Occupational

Therapy, 58, 159-168.

Rudman, D.L. & Denhardt, S. (2008).

Shaping knowledge regarding occupation:

examining the cultural underpinnings of

the evolving concept of occupational

identity. Australian Occupational Therapy

Journal, 55, 153-162.

Optional Reading

Bonder, B., Martin, L. and Miracle, A.W.

Disability Case

Study

http://www.aota.org/News/Centennial.aspx

http://www.aota.org/News/Centennial.aspx

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Lecturer Readings

Assignment

Due

(2002). Recognizing Cultural Differences-

Lessons from Ethnography. In Culture in

Clinical Care (Eds. B. Bonder, L. Martin,

and A.W. Miracle). Thorofare, NJ: Slack.

9.30 Kniepmann

Culture

Fitzgerald, M. (2004). A Dialogue on

Occupational Therapy, Culture, and

Families. The American Journal of

Occupational Therapy, 58(5), 489-498.

Watson, R.M. (2006). Being before doing:

The cultural identity (essence) of

occupational therapy. Australian

Occupational Therapy Journal, 53, 151-158.

Optional Reading

Odawara, E. (2005). Cultural competency

in occupational therapy: Beyond a cross-

cultural perspective. The American Journal

of Occupational Therapy, 59(3), 325-334.

Kantartzis, S. & Molineux, M. (2011). The

influence of western society's construction

of a healthy daily life on the

conceptualisation of occupation. Journal of

Occupational Science, 18:1, 62-80.

10.07 Gronski

Occupations of

Children

Theory supporting

the development of

the child

Humphry, R. & Wakeford, L. (2008).

Development of everyday activities: A

model for occupation-centered

therapy. Infants & Young Children. An

Interdisciplinary Journal of Special

Care Practices, 21, 230-240.

Phelan, S. K., & Kinsella, E. A. (2013).

Occupation and Identity: Perspectives

of Children with Disabilities and their

Parents. Journal of Occupational Science,

(ahead-of-print), 1-23.

Edwards, D. & Christiansen, C.H. (2005).

Class

Discussion:

Occupations

and Roles of

Children

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Lecturer Readings

Assignment

Due

Occupational development. In C. H.

Christiansen, C. M. Baum and J. Bass

Haugen (Eds.) Occupational therapy:

Performance, participation and well-being (3rd

ed.) (pp. 42-69). Thorofare, NJ: Slack.

Rodger, S., Ziviani, J., & Lim, S.M. (in

press) Occupations of Childhood and

Adolescence in Christiansen, C.H., Baum,

C.M., & Bass, J.D. Occupational Therapy:

Performance, Participation, and Well-Being

(4th ed.). Thorofare: SLACK Incorporated.

10.14 Babulal

Occupations of

Adults

Theory supporting

the development of

the adult







Matuska, K. & Barrett, K (in press)

Occupations of Adulthood in Christiansen,

C.H., Baum, C.M., & Bass, J.D.

Occupational Therapy: Performance,



Essay: Culture

Class

Discussion:

Occupations

and Roles of

Adults

10.21 Baum & Babulal

Occupations of Older

Adults

Theory supporting

the development of

the older adult

Baltes, P.B. Staudinger, U.M., and

Lindenberger, U. (1999). Lifespan

psychology: theory and application to

intellectual functioning. Annu. Rev.

Psychol., 50, 471-507.







Eriksson, G, Lilja, M.& Petersson, I. (in

press)Occupations of Elderhood in


Class

Discussion:

Occupations

and Roles of

Older Adults

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Lecturer Readings

Assignment

Due




10.28 Wolf

Learning Theories

Wolf, T.J. and Josman, N. Person-Centered

Strategy: Using Learning Strategies to

Enable Performance, Participation, and

Well-Being. In C. H. Christiansen, C. M.

Baum and J. Bass Haugen (Eds.)

Occupational therapy: Enabling Performance,

Participation and Well-being (4th ed.). In

process.

11.4 Birkenmeier

Motor Learning &

Motor Control

Theories

Shumway-Cook, A. & Woollacott, M. H.

(2012). Motor learning and recovery of

function. In A. Shumway-Cook & M. H.

Woollacott (Eds.), Motor Control:

Translating Research into Clinical Practice

(pp. 21-44). Philadelphia: Lippincott,

Williams & Wilkins.

Essay:

Occupations

Across the

Lifespans

11.11 Babulal

Emotional &

Affective Theories

Izard, C.E. Basic Emotions, Natural Kinds,

Emotion Schemas, and a New

Paradigm.2007. Personal. Psychol. Sci.2:260–

280.

Levenson, R.W., Soto, J., & Pole, N. (2007).

Emotion, biology, and culture. In S.

Kitayama & D. Cohen (Eds.), Handbook of

Cultural Psychology, (pp. 780-796). New

York: Guilford Press.

11.18 Kniepmann & Stark

Environmental

Theories

Lawton, M.P. (1998). Environment and

aging theory revisit. In R.J. Scheidt & P.G.

Windley (Eds), Environment and aging

Theory (1-31). Westport, Connecticut:

Greenwood Press.

Bronfenbrenner, U. (1977). Toward an

experimental ecology of human

development. American Psychologist, 32(7),

513-531.

11.25 Kaskustas & McMillan, I.R. The biomechanical frame of

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Lecturer Readings

Assignment

Due

Shurtleff

Biomechanical

Framework

AOTA Practice

Framework

reference in occupational therapy. (2011).

In E.A.S. Duncan (Ed.), Foundations for

Practice in Occupational Therapy (179—194).

5th ed. London: Elsevier.

American Occupational Therapy

Association. (2002). Occupational therapy

practice framework: Domain and process.

American Journal of Occupational Therapy,56,

609–639.

12.2 Baum

Occupational

Performance, Models,

and ICF Classification

Forsyth, K & Kielhofner, G. The Model of

Human Occupation: embracing the

complexity of occupation by integrating

theory into practice and practice into

theory. (2011). In E.A.S. Duncan (Ed.),

Foundations for Practice in Occupational

Therapy (51-80). 5th ed. London: Elsevier.

Sumison, T., Tischler-Draper, L. and

Heinicke, S. Applying the Canadian Model

of Occupational Performance. (2011). In

E.A.S. Duncan (Ed.), Foundations for

Practice in Occupational Therapy (81-92). 5th

ed. London: Elsevier.

Lim, K.H. and Iwama, M.K. The Kawa

(River) Model. (2011). In E.A.S. Duncan

(Ed.), Foundations for Practice in

Occupational Therapy (117-136). 5th ed.

London: Elsevier.

Baum, C. M. (2011). The John Stanley

Coulter Memorial Lecture. Fulfilling the

promise: Supporting participation in daily

life. Archives of Physical Medicine and

Rehabilitation, 92(2), 169-175.

World Health Organization (WHO). (2001)

ICF introduction. In International

Classification of Functioning, Disability and

Health (pp. 3-25). Geneva, Switzerland:

World Health Organization.

12.9 EXAM: Theories Supporting Occupational Performance

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Lecturer Readings

Assignment

Due

TBD ICE

ASSIGNMENTS AND GRADING

ASSIGNMENTS PERCENTAGE

OF GRADE

DUE DATE

Occupational Collage (Individual) Pass/Fail 09.06.13

Disability Case Study (Individual) 10% 09.23.13

Culture Essay (Individual) 10% 10.14.13

Occupations Across the Lifespan Essay

(Individual)

10% 11.04.13

Sports Experience Essay (Individual) 10% 2 weeks after your final

experience

Food and Culture Assignment (Group) 10% 2 weeks after

completion of your

cooking assignment

Exam: Theories Supporting Occupational

Performance (Individual)

20% 12.09.13

Integrated Curriculum Event (Individual) 30% TBD

*Note: See Appendix for details of all of your assignments.

GRADING SCALE

97-100 A+ 87-89 B+ 77-79 C+ 67-69 D+ <60 F

93-96 A 83-86 B 73-76 C 63-66 D

90-92 A- 80-82 B- 70-72 C- 60-62 D-

WRITTEN ASSIGNMENTS

1. Papers/tests/assignments must be well organized, edited (no spelling or grammatical errors)

and referenced using American Psychological Association style. The Danforth writing

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center is available for free to you for help in writing. Visit their website at

http://artsci.wustl.edu/~writing/home/html.

NOTE: Papers are expected to be double spaced, 12 point font and margins of a

minimum of 1”.

2. You must use person first language. Saying the “disabled child” is a form of labeling.

Always say “the child with a disability.” The same is true of using terms like the “spinal

cord patient.” It is a person with a spinal cord injury. Please carefully review your work

to be sure you have not inadvertently used improper language. This may be a new skill

for you to learn; however it is critical that you become sensitive to language.

3. You must follow the written guidelines and outlines for assignments and PUT YOUR

STUDENT NUMBER ON EACH PAGE. DO NOT USE YOUR NAME.

4. Upload your assignments to Blackboard and place hard copies in the inbox on the

program secretary’s desk on or before the date they are due.

EXPECTED CLASSROOM BEHAVIOR

PROFESSIONAL INTEGRITY

Each student must at all times demonstrate professional behaviors both in class and in the

community. The Professional Behavior Competency Document will be used as the standard

for appropriate behaviors in this course. Any student who does not exhibit these

professional behaviors will be rated by the course master using the form and a plan for

behavioral change will be developed.

TECHNOLOGY

The use of electronics during class is not permitted, with the exception of viewing

PowerPoint slides on laptops or taking notes. This should be done as quietly as possible so

as to not disturb your fellow classmates or speakers.

CLASS POLICIES

LATE POLICY

Papers are due on the dates assigned. Unexcused late papers will be penalized 1 grade level

(A, A-, B+) per day unless arrangements are made ahead of time with the course master.

RELIGIOUS HOLIDAYS

The Program and your course master intend to respect your right to participate in religious

celebrations. If the class schedule presents problems for you with any assignment, send a

http://artsci.wustl.edu/~writing/home/html

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note to your course master indicating the conflict and describing the problem so

modifications can be made.

ATTENDANCE

Promptness and regular attendance are expected for all classes. Unless stated otherwise,

classes will begin on the hour. Excessive absences will affect the student’s grade.

When a student is unable to attend classes for more than 2 days due to family or personal

emergencies, the student is expected to notify the program.

Should the advisor be unavailable, the student should inform the Program’s

secretary (286-1600) that he or she is unable to attend class. The secretary will notify

all the Program course masters and the advisor of the student’s reported absence.

Classes will be in session unless Washington University closes because of inclement

weather. Students involved in fieldwork on a regularly scheduled basis should contact their

fieldwork facility for information regarding attendance, and reporting times.

MAKE-UP WORK

Students must complete all assignments and exams by the scheduled deadline(s). Should

extenuating circumstances result in a situation where make-up exams and/or assignments

are necessary, it is the student’s responsibility to discuss and schedule those with the course

master.

ACCOMMODATIONS

If you are requesting any accommodations for this class, please see Shannon Eckhoff,

Academic Systems Manager, for the appropriate paperwork, and speak at the beginning of

the semester to Dr. Baum about your needs. The paperwork necessary to receive

accommodations must be on file in Dr. Baum’s office.

COLLABORATION AND INDEPENDENCE

The instructors encourage students to collaborate, but all written assignments are expected

to be done independently and reflect the student’s own ability and work on that

assignment.

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APA FORMAT

Papers and assignments must be referenced using American Psychological Association

style. You may use a citation manager (e.g., EndNote, Zotero) to reference your papers. If a

student has difficulty writing, he or she should discussion options with his or her advisor.

APPENDIX: COURSE ASSIGNMENT SPECIFICS

Orientation to Course Assignments

The Theory and Foundations Course Activities includes a series of assignments that will

immerse you in the activities, tasks, and roles of people (their occupations). You will have a

number of experiences that will take you into the lives of real people, into their communities

and you will come face to face with enablers and barriers that people with disabilities

experience on a day to day basis.

Three hours per week is allocated in your schedule (in lieu of a formal laboratory) for you to

complete these assignments, many of which require you to interact with and interview

people about their occupations.

The assignments are considered exams; they are a combination of individual and group

assignments. As professionals you will always work with people and all will be held

accountable for the effectiveness of your combined effort. This is a class to learn professional

skills and knowledge, and working in a group is part of that process. Be sure to give your

best efforts to the group projects.

Your written assignments reflect content that is essential for you to know as you progress

through the curriculum and enter and grow in your professional career. You will do well on

your written assignments if you organize your notes, reading, and integrate your class

experiences. This type of testing requires integration and not memorization and requires

you to put effort behind your preparation and writing. Prior to writing your essay, you will

have the opportunity to review the key readings and experiences with a teaching assistant.

In your written assignments, you must use assigned readings; please refrain from using

websites as sources, particularly Wikipedia. Further, your writing should reflect your own

thinking, and not merely be a regurgitation of someone else’s ideas. Please make sure that

you do not string together citations in your essays.

NOTE: **Upload all assignments to Blackboard and turn in hard copies to the Program

secretary.**

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OCCUPATIONAL COLLAGE

Use magazine pictures, photographs, computer images, and or drawings of your choice to

construct a collage approx 16x11 (the paper will be provided to you at the first class; some

magazines will be at the desk in the lobby). This collage should describe your occupations

and thus describe you. Bring your collage to class for discussion on Friday, September 6.

After class the collage will be placed on the wall in the lobby for all of you to use to get to

know each other.

OCCUPATIONAL INTERVIEW & OCCUPATIONS ACROSS THE LIFESPAN

ESSAY

Each of you will conduct an interview with a family member, a friend, or a person where

you live. You may do a telephone interview but it will be very long and you will not be able

to read non-verbal language. Please check with your section to be sure that within your

section you have at least 2 group members interviewing children, 2 interviewing adults

and 2 interviewing older adults as all three age groups are necessary to lay the groundwork

for a class discussion and your paper.

For each interview you will:

1) Do an occupational role history and document the person’s current roles, roles they

have given up and or future roles –ask them to talk about their roles and whether

they like or dislike them- get a sense of their hopes for the future.

2) Do an activity interview to understand the instrumental , leisure and social activities

of the person- be sure to determine the meaning they attribute to the activity- do not

use the form as a checklist, use it to frame an interview. This is to identify their

activities.

3) Conduct a life history interview; possible questions have been put in your packet.

4) Do some research about the developmental stage of the person you have

interviewed so you can contribute to the discussion about occupational development

( Go back to your development class, key theorists could be Eric Erikson, Daniel

Levenson, Baltes, Havighurst)

5) Occupational interviews must be completed by the day scheduled for class

discussion in your respective area (e.g., if you are interviewing a child, you must

have completed your interview by October 7). Come to class prepared to have a

discussion with classmates about occupational development in your respective area.

Thus, those who have interviewed individuals in each respective area will be

responsible to participate in the class discussion on the day assigned to that age

group.

October 7: Class Discussion—Occupations and Roles of Children

October 14: Class Discussion—Occupations and Roles of Adults

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October 21: Class Discussion—Occupations and Roles of Older Adults

Essay: Occupations Across the Lifespan

As you prepare to address occupational development in your practice you will use theories

and the activities of those you serve to guide your approach. You have all collected

information from those you interviewed and communicated with your classmates about

how occupations change across the lifespan. You will be responsible for developing a

referenced essay using the assigned class readings (you may do additional readings but do

not substitute references found through internet searches) that includes the following:

1. What theories will guide your understanding of the occupations of children,

adolescents, adults and older adults? Describe the theories at each level. Note: your

clients may be children, but they will have parents and grandparents at different

developmental levels that will have different occupational roles and needs that you

will need to acknowledge and understand.

2. What specifically did you learn about the occupations of the person you

interviewed? How did they or did they not fit into the developmental level of their

age group? Note anything that surprised you.

3. Describe how the information you have learned about the activity and roles of

people in different stages of development will be central to you delivering client-

centered care. This question should be answered in 1st person.

Your paper should be no longer than three typed pages, double spaced, 12 pt. font with 1”

borders.

GRADING RUBRIC FOR OCCUPATIONS ACROSS THE LIFESPAN

CRITERIA Excellent Good Average Poor Fail

Structure / Organization of Ideas

Penalty for exceeding page count.

Idea Development

Analysis and synthesis to form your idea vs. mere

summary of others’ ideas.

Use / Integration of

Evidence/Literature/Assigned Class Readings

to Support Ideas

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Description of how the info you developed

in your essay will shape your professional

practice

Use of 1st person is acceptable for this section.

Proper format / citations / grammar / length

requirements

Writing style: clarity of ideas; structure &

organization

Each category may be given a +/-. The above template will be returned with your

paper.

Papers receiving a C or below may be revised and resubmitted within one week of

receipt for one letter grade higher (if merited).

Please note: if using a chapter in a reference book or an edited book with different

authors for each chapter, please be sure to reference the specific chapter in the book

(see APA manual, section 7.02).

DISABILITY CASE STUDY

Complete a short answer assignment that will be posted on Blackboard. The assignment will

require the application of content on the history of OT and perspectives of disability that

will be covered in class on September 9.

CULTURE ESSAY

Interview a person from a different culture than your own. Describe how that person’s

worldview/ beliefs and culture influence their occupational choices and social participation.

Explore briefly how your worldview/beliefs and occupational choices/ social participation

are similar or different. Integrate ideas from class readings and class sessions in your essay.

Your paper should be no longer than three typed pages, double spaced, 12 pt. with 1”

borders.

GRADING RUBRIC FOR CULTURE ESSAY


Describe interviewee’s culture & worldview/

beliefs briefly, explaining how they

influence occupational choices and social

participation (20%)

Page | 19

Identify 2+ similarities and differences

between yourself and your interviewee

regarding beliefs, occupations and social

participation – and What did you learn about

yourself/ your culture? (20%)

Integrate ideas from 2 + assigned readings

(20%)

Explain how knowledge from this

assignment will influence your future OT

practice


requirements


organization

SPORTS: ACCOMPLISHMENTS AND PARTICIPATION

Due 2 weeks after your final experience.

The opportunity to participate in community life should be a basic human right.

Unfortunately, attitudes, design of spaces or equipment, and policies can become

formidable barriers that limit choices for people with disabilities regarding how they can

use their time. Occupational Therapists want to make it possible for everyone to live life to

its fullest.

You will have a service learning experience at one of the following: rugby, boot camp,

dance, martial arts, basketball, swimming, soccer, volleyball , or bowling. Sign-up sheets

will be posted the first day of class.

During the first visit, you will need get to know the participants and help facilitate the

person’s full participation in the athletic event. During the second and or third visit you

will interview a participant to determine the role sports, dance and/or competition plays in

his or her life. Be sure to gear your questions to be sensitive to enablers and barriers that

have supported or inhibited the athlete’s performance.

This is a “service learning experience.” You will provide service at a community setting and

learn valuable ‘lessons’ for your occupational therapy career. Before your first session,

please write informal notes about your expectations, hopes, and/or fears.

Page | 20

During the second or third session, please have a conversation or do an informal interview

with a participant to identify the role that sports, dance and/or competition plays in his or

her life- especially related to this setting. Be sure to gear your questions to be sensitive to

enablers and barriers that have supported or inhibited this person’s performance.

Possible questions (pick any or none of them- and formulate your own questions):

How did you learn about this program? Why did you sign up? What was it like at first and

now? What do you like most? Have you changed—physically, socially, or in other ways?

What helps you be able to do the things you want to do? What gets in your way?

For your written assignment, please do the following:

Describe your experience briefly in 1-2 paragraphs

Discuss the importance of this activity in the life of the person you interviewed in 1-2

paragraphs

Explain what you learned about yourself -- reflect on aspects that you found to be

difficult, confusing, inspiring or surprising. How did this experience compare to

your expectations? Approx. 1 – 1.5 pages

Describe how what you learned will influence your OT Practice. How will this

experience help you be a better practitioner? Approx. 1 page

This essay should be no longer than three typed pages (double spaced, 12 pt, times new

roman font, 1 inch margins).

Be sure you address each of the four bullet points above.

GRADING RUBRIC FOR SPORTS EXPERIENCE WRITTEN ASSIGNMENT


Description of experience

Description of importance of activity to

interviewee

Explanation of what student learned about

self

Description of how what was learned will

influence OT practice

Page | 21


requirements


organization

GROUP PROJECT: CULTURE, FOOD, AND TRADITIONS

Related Assignments are due 2 weeks after your cooking assignment is complete.

We live in an increasingly multicultural society. As occupational therapists, you will need to

work effectively with people from many cultures. One of the most important instrumental

skills that support independent living is preparation and sharing of meals. Food is central

to many cultural experiences; experience with culture and meal choices will help you

develop as an occupational therapist. If a practitioner works on cooking skills without some

understanding of the ‘food culture’ of the client, it can become meaningless or insulting.

This cooking lab experience should increase your exposure and understanding about the

role of food in daily life.

You will learn about the culture, ingredients, and preparation techniques as well as other

cultural aspects of meals. A person with cooking skills who understands the culture will

guide your lab sessions. During the first session of your cooking lab, our group will learn

about food in that culture, plan a menu, and shop for ingredients at an ethnic market (not a

major grocery store). During your second session, you will prepare and then share a meal

together, with time to discuss the culture with your instructor. Your meal time feast is an

opportunity for you to learn more about ‘normal meal behavior’ and holiday traditions of

that culture. You could also discuss similarities and differences in your own cultures.

Each of you will participate in planning, shopping, cooking and sharing of the meal as well

as clean up afterwards. Darlene O’Connell will advance you the money you will need for

the experience (you will provide receipts to her).

Your group will develop an electronic notebook of the experience. The notebooks will be

shared with the entire class at the end of the semester as a resource for your practice. The

Cooking Lab notebook should:

Describe the culture and your experience with the culture (do at least two of the

following)

o Share a meal at a restaurant related to this culture, noting observations of the décor

and clientele and the menu. Try to talk with the waiter or even the cook to learn

more.

Page | 22

o Attend a movie from or about this culture and describe how the film represents (or

misrepresents) the culture. If possible, discuss the film with someone from that

culture or find a review that helps you understand this film better.

o Read and discuss a short story from or about the culture and find reviews that help

you put it in context regarding how accurately it portrays the culture

o Attend a worship event and describe your observations there.

o Attend a festival or other event in the community that is held for that culture

Describe the food traditions or key beliefs and practices (See what you can find

with the following information as a guide)

o Are certain foods or condiments almost always used?

o What foods are used for special occasions?

o Are there any food taboos?

o What are the most common foods for children?

o What beverages are served with meals?

Describe the meal and its preparation

o the menu, and why it was chosen

o why the dishes you chose are special to the culture.

o the history and context of the dishes (for instance, is it prepared mainly for special

occasions; which family members are most likely to prepare it),

o where did your group purchase the ingredients (please list which ethnic market/s,

where you shopped),

o detailed recipes.

o If possible, include information on gender roles related to meals/ meal preparation.

Take pictures of each of the dishes you prepare and pictures of your group as you share the

meal. You may borrow a digital camera from the resource library if you need one.

Note: Except under unusual circumstances, the guidelines in the above syllabus will not change.

However, the course master reserves the right to revise the syllabus contents if necessary. If changes

are necessary, those will be communicated to students in writing as an addendum to the syllabus.

Documents

OT 5023 Syllabus Fall 2013