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The University of Southampton

OCCT2035 Therapeutic Engagements/Partnerships in Occupational Therapy Practice 2

Module Overview

This module combines academic study with a practical and experiential approach to learning. You will continue to work with the charity you established links with during level 4 and during level 5 you will implement a planned project with the service users of the charity. This will provide the opportunity for you to consolidate the professional skills introduced at level 4 and developed during Practice Placement 1. You will also develop skills in preparing professional project proposals which will include a risk assessment and consideration of cost and resource management. You will also have the opportunity to consolidate your knowledge on group dynamics and understand how they may affect therapeutic groups.

Aims and Objectives

Module Aims

Use critical reflection to enhance your learning and professional development.

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 your 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 your group work project effectively and professionally.
  • Demonstrate awareness of the impact your project may have on service users and the wider charity and produce and implement strategies to ensure the sustainability of your work.
  • Prepare and engage in group supervision sessions. This will provide reflective opportunities for you to identify and examine key issues related to your group work, group dynamics, professional relationships and communication.
  • Identify potential risks involved in your project and document and implement realistic strategies to manage these.
  • Complete an analysis of cost and resource implications of your project and select appropriate and realistic strategies to address these.


You will continue to work in your small groups established in level 4. At level 5 you will work with your 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 - carry out a risk assessment and develop a risk management plan - identify cost and resource implications Group work will be supported by regular group supervision sessions with a module tutor. You will be expected to keep a reflective diary / logbook related to your group project and your personal and professional development during this module to inform your understanding of group dynamics.

Special Features

Practical and experiential aspects of this module will be student led. You will be expected to consider any special needs individuals may have when you select the charity you will work with and in plan your group project. It is anticipated that the organisations you 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 you to move between groups should you become unable to participate in your 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, small group supervision sessions and sessions focusing on group dynamics. 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, which form the basics of understanding conflicts which may arise within groups. 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.

Project supervision10
Follow-up work100
Preparation for scheduled sessions45
Wider reading or practice100
Total study time375

Resources & Reading list

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

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

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. .

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

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

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

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

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. 

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

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

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

Blank A (2004). Clients experience of partnership with OTs in community mental health. British Journal of Occupational Therapy. .

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

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

Schon D (1983). The reflective practitioner. 

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

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





MethodPercentage contribution
Presentation  (30 minutes) 40%
Viva  (15 minutes) 60%


MethodPercentage contribution
Individual Presentation  (5 minutes) 40%
Viva  (15 minutes) 60%

Repeat Information

Repeat type: External


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:


There may be a small travelling or resources cost attributed to this module. However, every effort will be made to ensure the charities are easily accessible via public transport.

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

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