The University of Southampton
Courses

OCCT1023 Therapeutic engagements / partnerships in occupational therapy practice 1

Module Overview

Aims and Objectives

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Recognise and discuss appropriate communication skills and use evidence to consider how these might be implemented and adapted to meet the needs of others.
  • Explain key components of therapeutic use of self and use critical reflection to develop personal insight into the professional use of this key aspect of professional practice.
  • Discuss the theoretical aspects and the practical application of group work skills and theory and reflect critically on group work experiences undertaken during the module.
  • Identify the core components of therapeutic relationships through personal engagement with relevant professional literature and reflection on experiences gained during the module.
  • Recognise the importance of a client centred approach to occupational therapy practice and use personal insights gained during group work experiences to describe how this might be achieved.
  • Select and critically engage with relevant, professional literature to explain experiences gained during the module and to support the development of personal and professional insights into the therapeutic relationship.

Syllabus

Students will participate in lectures and seminar sessions which will consider aspects of professional, therapeutic practice including effective communication skills, client-centred practice, the establishment and maintenance of the therapeutic relationship and group work skills. Alongside these they will work in small groups to develop their understanding of how groups function and to begin to apply group work skills in a practical and professional capacity. Each small group will identify a local charitable organisation to work with; this will involve gaining the consent of the charity and establishing meaningful contact. Students will work as a group with the people supported by the charity to identify opportunities for a small project which will be completed at level 5. This initial phase of project development will focus on developing an understanding of using a client-centred approach to working with service users and staff at the charity, and the development of a professional and therapeutic relationship. Student groups will engage with relevant literature to justify the development of their reasoning for working with the charity and their project ideas. Students will be expected to identify and implement realistic and appropriate means to maintain contact with the charity throughout the year.

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

Lectures and small group seminars will be used to develop understanding of key aspects of professional practice. These formal approaches to learning will be supplemented by practical experiences which the students will undertake in small groups. Students will be expected to engage with relevant and professional literature to further develop their understanding of concepts experienced.

TypeHours
Teaching60
Independent Study127.5
Total study time187.5

Resources & Reading list

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

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

Fieldhouse J (2003). The impact of an allottment group on mental health clients’ health, wellbeing and social networking.  British Journal Of Occupational Therapy. ,66(7) , pp. 286 – 296.

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

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

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

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

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(6) , pp. 269-276.

York M, Wiseman m (2012). Gardening as an occupation: a critical review. British Journal of Occupational Therapy. ,75(2) , pp. 76 – 84.

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

Schön D (1983). The reflective practitioner. 

Wensley R, Slade A (British Journal of Occupational Therapy). Walking as a meaningful leisure occupation: the implications for occupational therapy. 2012. ,75(2) , pp. 85 – 92.

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

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

Department of Health (2004). The NHS Improvement Plan: Putting people at the heart of public services. 

Department of Health (2004). Choosing Health: Making Healthy Choices Easier. 

Tokolahi E, Em-Chhour C, Barkwill L, Stanley S (2013). An occupation-based group for children with anxiety. British Journal of Occupational Therapy. ,76(1) , pp. 31-36.

Assessment

Summative

MethodPercentage contribution
Critical Reflection 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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