The University of Southampton
Courses

OCCT2025 Therapeutic engagements / partnerships – occupational therapy practice 2

Module Overview

This module combines academic study with a practical and experiential approach to learning. Students will continue to work with the charity they established links with during level 4 and during level 5 will implement their planned project with the service users of the charity. This will provide the opportunity for students to consolidate the professional skills introduced at level 4 and developed during Practice Placement 1. Students will also develop skills in preparing professional project proposals which will include risk assessment and consideration of cost and resource management.

Aims and Objectives

Module Aims

Students will use critical reflection to enhance their learning and professional development through this module.

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Select and engage critically with relevant evidence and other professional resources related to their project work, with consideration to current government and health and social care drivers.
  • Work effectively as a group to produce a project proposal.
  • Prepare, carry out and conclude their group work project effectively and professionally.
  • Demonstrate awareness of the impact their project may have on service users and the wider charity and produce and implement strategies to ensure the sustainability of their work.
  • Prepare and engage in group supervision sessions; these will provide opportunity for students to identify and examine key issues related to their group work, group dynamics and professional relationships and communication.
  • Demonstrate awareness of potential risks involved in the project and identify and implement realistic strategies to manage these.
  • Complete an analysis of cost and resource implications of their project and select appropriate and realistic strategies to address these.
  • Develop a personal development plan to guide the ongoing development of communication and interpersonal skills

Syllabus

Students will continue to work in the small groups established in level 4. At level 5 they will work with their chosen charity and will implement a small project with the service users. Formal teaching sessions and group tutorials will provide opportunity to develop understanding of the process of preparing a project proposal; carrying out a risk assessment and developing a risk management plan; identification of cost and resource implications. Group work will be supported by regular group supervision sessions with a module tutor. Students will be expected to keep a reflective diary / logbook related to their group project and their personal and professional development during this module.

Special Features

Practical and experiential aspects of this module will be student led. Students will be expected to consider any special needs individuals may have when they select the charity they will work with and plan their group project. It is anticipated that the organisations they choose to work with will be able to accommodate physical disabilities due to the nature of their work with members of the public. The module will have sufficient flexibility for students to move between groups should they become unable to participate in their group project.

Learning and Teaching

Teaching and learning methods

Building on level 4, this is an experiential module. Independent study and project work in small groups will be supported by lectures on core topics and small group supervision sessions. Supervision sessions will be structured to meet individual group need, but overall will serve to provide guidance on specific issues such as difficulties with group dynamics, conflict, ethical and practical concerns. Students will be expected to maintain a reflective log / diary throughout this module to record and explore their experiences and to contribute to their ongoing professional development.

TypeHours
Lecture14
Fieldwork20
Preparation for scheduled sessions20
Wider reading or practice72.5
Seminar7
Follow-up work20
Tutorial5
Wider reading or practice20
Project supervision7
Total study time185.5

Resources & Reading list

McLeod, J (2003). An Introduction to Counselling. 

Blank A (2004). Clients experience of partnership with OTs in community mental health. British Journal of Occupational Therapy. ,63 , pp. 118-124.

Cipriani J, Haley R, Moravec E, Young H (2010). Experience and meaning of group altruistic activities among long-term care residents. British Journal of Occupational Therapy. ,73 , pp. 269-276.

Rogers C (2003). Client-centred therapy: its current practice, implications and theory. 

Department of Health (2008). Framing the Contribution of Allied Health Professionals: Delivering High Quality Healthcare.. 

Wensley R, Slade A (2012). Walking as a meaningful leisure occupation: the implications for occupational therapy.. British Journal of Occupational Therapy. ,75 , pp. 85 – 92.

Mearns D, Thorne B (2007). Person-centred counselling in action. 

Nelson-Jones R (2001). Theory and practice of counselling and therapy. 

Glasby J, Dickinson H (2014). Partnership in health and social care: what is Integrated Care and How Can We Deliver it? (Better Partnership Working Series). 

Kottler J, Englar-Carlson M (2010). Learning group leadership – an experiential approach. 

Tokolahi E, Em-Chhour C, Barkwill L, Stanley S (2013). An occupation-based group for children with anxiety. British Journal of Occupational Therapy. ,76 , pp. 31-36.

Department of Health (2005). Creating a patient-led NHS: Delivering the NHS Improvement Plan. 

Egan, G. (2007). The skilled helper: a problem management and opportunity-development approach to helping. 

Schön D (1983). The reflective practitioner. 

Glassman U (2009). Groupwork – a humanistic and skills building approach. 

Cole M (2012). Group dynamics in occupational therapy – the theoretical basis and practice application of group intervention. 

Sumsion T (2006). Client-centred practice in occupational therapy – a guide to implementation.. 

Cabinet Office, Brooks Newmark, HM Treasury (2014). Promoting social action: encouraging and enabling people to play a more active part in society. 

York M, Wiseman m (2012). Gardening as an occupation: a critical review.. British Journal of Occupational Therapy. ,75 , pp. 76 – 84.

Assessment

Summative

MethodPercentage contribution
Presentation  (20 minutes) 100%

Referral

MethodPercentage contribution
Presentation 100%

Repeat Information

Repeat type: Internal & External

Costs

Costs associated with this module

Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.

In addition to this, students registered for this module typically also have to pay for:

Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at www.calendar.soton.ac.uk.

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