Module Title
Social And Cultural Influences On Occupational Performance
Keywords
Occupation, values, culture, stigma, recovery, self-management, adaptation. |
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Prerequisites for Module
Successful completion of Stage 1 of the BSc (Hons) Occupational Therapy course or equivalent.
Corequisite Modules
HS2061 Health Conditions and Occupational Performance through the Life Span.
Precluded Modules
None.
Aims of Module
To enable the student to explore the ways in which occupational participation is challenged and influenced by contemporary society.
Learning Outcomes for Module
On completion of this module, students are expected to be able to:
| 1. |
Describe the determinants of health in relation to biopsychosocial factors and participation in occupation.
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| 2. |
Describe how occupational identity is formed and challenged within a cultural and societal context.
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| 3. |
Explore the application of occupation based practice within a variety of health and social contexts.
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| 4. |
Explain the core and specialist skills of the occupational therapist within a wider health and social context.
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| 5. |
Reflect on a range of contemporary issues challenging/influencing occupational therapy practice.
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Indicative Module Content
Participation in life, identity/self, health improvement, prevention; inequalities, quality of life, complexity/chronic illness, housing, environments, cultural, determinants of health, carers, locations, contexts/settings, recovery, self-management, enablement; life-span, stigma, values, life style redesign, occupational perspective(s), adaptation, therapeutic use of self, professional identity. Justice, deprivation, class, gender, ethicity.
Indicative Student Workload
Contact Hours
| Full Time | Student-led workshops
| 20 | Action learning sets
| 15 | Lectures
| 20 | Tutorials
| 30 | Workshops
| 25 |
Directed Study
| | Including visits
| 92 |
Private Study
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| 98 |
| Mode of Delivery
This module is delivered utilising a blended learning approach. The use of the following will allow the integration of theory with practice: group tutorials, key note lectures, workshops, independent study, community visits and use of web based resources e.g. virtual learning environments, databases. There will be the opportunity to be involved in collaborative learning during the module with other professions, service users and each other.
Assessment Plan
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Learning Outcomes Assessed
| | Component 1 | 1,2,3
| | Component 2 | 4,5
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Component 1 - Coursework (concept map and essay).
Component 2 - Presentation.
Indicative Bibliography
| 1. | CREEK,J., 2012. Occupational therapy and mental health, 5th ed. Edinburgh: Churchill Livingstone.
| | 2. | DUNCAN, E.A.S., 2009. Skills for practice in occupational therapy. London: Elsevier.
| | 3. | IWAMA, M.K., 2006. The kawa model: culturally relevant occupational therapy. Edinburgh: Churchill Livingstone.
| | 4. | KIELHOFNER, G., 2008. Model of human occupation: theory and application, 4th ed. Baltimore, MD: Lippincott Williams & Wilkins.
| | 5. | SCAFFA, M. E., REITA,S. M. & PIZZI, M. A., 2010. Occupational therapy in the promotion of wellness. Philadelphia: F, A Davis Company.
| | 6. | YUILL ,C., CRINSON,I. & DUNCAN, E., 2010. Key concepts in health studies. London : Sage Publications
| | 7. | WILCOCK A. A., 2006. An occupational perspective of health, 2nd ed. Thorofare , N.J.: Slack Incorporated.
| | 8. | ATCHISON, B.J. & DIRETTE, D.K. 2012.Conditions in Occupational therapy, 4th ed. Baltimore, MD: Lippincott Williams & Wilkins.
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Additional Notes
In addition, in order to pass the module the student must attain least 80% attendance for all timetabled classes. Failure to comply with this will require the student to complete additional teaching and learning activities as determined by the module co-ordinator in order to demonstrate achievement of all learning outcomes. This can result in a student being withdrawn from the subsequent practice placement until they evidence they have completed all required additional elements. A record of this process may be made in relation to the student’s professional behaviour.
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