Curricula
Description
| 7W00DX72 | Family-oriented Occupational Therapy for Children and Adolescents (7 cr) |
| Prerequisites | Not applicable |
| Objectives | Student is able to explain to children, adolescence, their families and the rest of their essential role of the occupational therapy process. Student has knowledge about occupational therapy for children, adolescence where emphasis is placed on a family centred approach, the growth and development of the children/adolescence and enabling environment of children/ adolescence. The student has knowledge of the development of occupational identity and its significance for determination of ones life style. The student has developed knowledge about theories, models and theoretical frameworks for paediatric and adolescents occupational therapy and has an understanding on how they are used in planning therapeutic interventions. The student is able to plan occupational therapy for children and adolescents. Student is able to take advantage of promoting health and well-being of children and adolescence occupational therapy. Student identify the principles of sustainable development. |
| Content | Child and adolescence development and skills learning. Family centred therapy. Multiprofessional cooperation for children and adolescence in rehabilitation.Self maintenance, play and schooling. Occupational justice. Occupational threats and risk factors in childhood and adolescence. Environments enabling development of a child and adolescence. Occupational therapy interventions with children and adolescence. The role of an occupational therapist in enabling occupation. Models and frames of references for paediatric and adolescence occupational therapy. Children, adolescence and families with the service system. Promoting health and well-being of children and adolescence occupational therapy Sustainable development. Ethical issues in children and adolescence rehabilitation. |
| Recommended optional programme components | If necessary, the student advisor will recommend optional programme components for each student based on their individual study plan. |
| Accomplishment methods | Not applicable |
| Execution methods | Not applicable |
| Materials | Not applicable |
| Literature | Not applicable |
| Evaluation Criteria | 0-5 |
| Evaluation Criteria |
satisfactory (1-2) The student names some principles of family-oriented occupational therapy for children and adolescents. The student lists individual factors that enable and limit a child's/youth's ability to function and participate and repeats information according to the model for example client's occupational therapy. The student lists evidence-based theories of occupational therapy, but they remain detached. In planning occupational therapy, students use activities belonging to childhood and adolescence as well as the basics of activity analysis according to a ready-made model. The student remembers the main features of the development of childhood and adolescence. good (3-4) The student understands the principles of family-oriented occupational therapy for children and adolescents. The student defines a few factors that enable and limit a child's/youth's ability to function and participate, and I use the information for an example client's occupational therapy The student uses evidence-based theories of occupational therapy and justifies choices through theoretical knowledge. When planning occupational therapy, student choose activities that belong to childhood and adolescence and are meaningful to the client. Student apply and adjust therapeutic activities using activity analysis. The student understands the main features of childhood and adolescent development. excellent (5) The student recognizes the principles of family-oriented occupational therapy for children and young people in a variety of ways. The student identifies the enabling and limiting factors of the child's/youth's ability to function and participate and apply the knowledge in a versatile way to the occupational therapy of an exemplary client. The student applies the evidence-based theories of occupational therapy versatilely in the client examples. The student justifies his/her choices through the theory of occupational therapy. When planning occupational therapy, the student chooses activities that belong to childhood and adolescence, that are relevant and appropriate for the client. Student consciously uses the activity and the environmental analysis to apply and adjust the therapeutic activity. The student applies information about childhood and adolescent development to occupational therapy. |
| Assessment Frameworks | Not applicable |
| Further Information | Not applicable |
| Responsible persons | Pirjo Lappalainen |
| Links | Not applicable |
Implementations
Show old implementations
- 02.09.2024 - 31.12.2024 (7W00DX72-3001 | TTK23SM)
20.5.2024 12:48:06