Year
2024Credit points
10Campus offering
Prerequisites
ALHT106 Psychology for Allied Health AND OTHY101 Health and Occupation AND (OTHY104 Introduction to Evidence Based Practice and Measurement in Occupational Therapy OR OTHY108 Evidence-Based Practice and Health Conditions )
Teaching organisation
150 hours of focused learning.Unit rationale, description and aim
This unit introduces students to the complex nature of the work undertaken by occupational therapists with consumers in the mental health setting. A range of biopsychosocial and occupational therapy conceptual models are explored and used as theoretical frameworks for collaborative recovery-based practice. Students will learn to facilitate person-centred practice and delivery of evidence-based interventions within multidisciplinary contexts that aim to enable participation. Knowledge in relation to the social determinants of health will be extended here to include how to appropriately support the mental health recovery of people from diverse backgrounds including First Peoples. Central to this unit is the voice of the consumer included as the first-hand lived experience of mental illness and through the direct involvement of consumers in the assessment of student learning. Simulated professional practice learning experiences provide the opportunity for students to apply their knowledge and skills.
This unit contains a learning outcome from the Aboriginal and Torres Strait Islander Health Curriculum Framework (HCF, 2014) specifically addressing the HCF cultural capability Communicate.
The overall aim of this unit is to provide students with a range of perspectives, evidence and understanding of the determinants of mental health and the role of the occupational therapist in occupation-focused and person-centred recovery.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Describe and evaluate recovery as an approach to support people with mental illness and apply and demonstrate recovery principles through the use of recovery-oriented language and person-centred care planning that prioritises consumer driven goals | GC1, GC2, GC4, GC11, GC12 |
| LO2 | Discuss and describe a range of mental health conditions and explore the impact on occupational performance | GC1, GC2, GC11, GC12 |
| LO3 | Observe and analyse a Mental State Examination and Risk Assessment and then develop and document a management plan that supports recovery while meeting medico-legal standards | GC1, GC2, GC7, GC8, GC11 |
| LO4 | Apply the Model of Human Occupation through the therapeutic reasoning process to guide the selection of evidence-based occupational therapy assessments, formulation, goal setting and occupation based interventions that promote recovery | GC1, GC2, GC4, GC7, GC8, GC11, GC12 |
| LO5 | HCF 7.1 Describe the concept of strengths-based knowledge and communication and how this is used to balance problem-based perspectives of Aboriginal and Torres Strait Islander health and peoples | GC2, GC5, GC12 |
Australian Occupational Therapy Competency Standards (AOTCS) 2018
Australian occupational therapy competency standards (AOTCS) 2018 developed in this unit are:
| Standard/Attributes/Criteria | Learning Outcomes |
|---|---|
Standard 1 - Professionalism An occupational therapist practises in an ethical, safe, lawful and accountable manner, supporting client health and wellbeing through occupation and consideration of the person and their environment. An occupational therapist: 1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of Conduct 1.2 Adheres to legislation relevant to practice 1.3 Maintains professional boundaries in all client and professional relationships 1.4 Recognises and manages conflicts of interest in all client and professional relationships 1.5 Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups 1.6 Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples 1.7 Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice. | LO1, LO3, LO4, LO5 |
Standard 2 - Knowledge and learning An occupational therapist’s knowledge, skills and behaviours in practice are informed by relevant and contemporary theory, practice knowledge and evidence, and are maintained and developed by ongoing professional development and learning. An occupational therapist: 2.1 Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.2 Applies theory and frameworks of occupation to professional practice and decision-making 2.3 Identifies and applies best available evidence in professional practice and decision-making 2.4 Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices 2.6 Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development 2.7 Implements a specific learning and development plan when moving to a new area of practice or returning to practice 2.9 maintains knowledge of relevant resources and technologies | LO1, LO2, LO3, LO4, LO5 |
Standard 3 - Occupational therapy process and practice An occupational therapist’s practice acknowledges the relationship between health, wellbeing and human occupation, and their practice is client-centred for individuals, groups, communities and populations. An occupational therapist: 3.1 addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.2 addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.3 collaborates with the client and relevant others to determine the priorities and occupational therapy goals 3.4 develops a plan with the client and relevant others to meet identified occupational therapy goals 3.5 selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client 3.6 seeks to understand and incorporate Aboriginal and Torres Strait Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections 3.7 reflects on practice to inform and communicate professional reasoning and decision-making 3.8 identifies and uses practice guidelines and protocols suitable to the practice setting or work environment 3.12 uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning | LO1, LO2, LO3, LO4, LO5 |
Standard 4 – Communication Occupational therapists practise with open, responsive and appropriate communication to maximise the occupational performance and engagement of clients and relevant others. An occupational therapist: 4.1 communicates openly, respectfully and effectively 4.2 adapts written, verbal and non-verbal communication appropriate to the client and practice context 4.4 uses culturally responsive, safe and relevant communication tools and strategies 4.10 seeks and responds to feedback, modifying communication and/or practice accordingly | LO1, LO3, LO4, LO5 |
Content
Foundations for mental health practice
- Understanding mental health and wellbeing
- Recovery
- Recovery Model and principles
- Valuing the lived experience
- Recovery-oriented language
- Strength-based approaches
- Self-management strategies
- Biopsychosocial approaches
- Consumer involvement
- Mental health service provision nationally
- Ethical and medico-legal issues
- Service delivery models
- Stepped Care
- NDIS
- Mental health promotion and early intervention
- Multidisciplinary team working
- Professional self-care and resilience
- Evidence-based practice
Mental health factors impacting participation
- Across the lifespan
- Mood disorders
- Psychosis and schizophrenia
- Anxiety disorders
- Societal and self-stigma
Occupational therapy in mental health
- Applying the Model of Human Occupation in mental health practice
- Model of Human Occupation Therapeutic Reasoning Process
- Model of Human Occupation assessments
- Occupational formulation documentation
- Occupational and activity analysis
Mental State Assessment and Risk
- Mental status examination
- Risk Assessment
- Documentation and management of risk
Preparation for and engagement in simulated professional practice learning experiences
Learning and teaching strategy and rationale
Learning and Teaching approaches included in this unit were developed in collaboration with First Peoples’ Cultural Advisors. Teaching and learning approaches for this unit will include lectures, tutorials, vignettes, simulated cases and self-directed learning. Students will be expected to take responsibility for their learning and to participate actively within group activities. This learning strategy has been chosen for this unit as it enables students to refine their skills in using existing professional knowledge and skills, identifying their own further learning needs, and efficiently undertaking new learning using self-directed means. Students will participate in simulated professional practice learning experiences to apply their knowledge and skills of recovery-oriented practice, mental state examination, risk assessment and occupational formulation using vignettes. This unit also values the ongoing involvement of consumers in the design and delivery of the mental health curriculum. This is consistent with a growing evidence base for the positive impact of consumer involvement in student learning and adheres to accreditation standards for occupational therapy courses.
Assessment strategy and rationale
There are 3 assessment tasks for this unit that are designed to assess the unit learning outcomes. The assessment tasks for this unit are linked in a developmental, progressive sequence and have been designed and moderated by the teaching team, mental health consumers, First Peoples’ cultural advisors and senior members of the occupational therapy program. Students will participate in simulated professional practice learning experiences to develop recovery-oriented capabilities and skills that underpin the unit learning outcomes. An ungraded hurdle for this unit is the attendance at all days of the simulated placement and a satisfactory rating from placement supervisors on the Student Practice Evaluation Form – Revised 2nd Edition (SPEF-R2) and submission of a signed timesheet confirming such attendance. Ratings from the SPEF-R2 do not contribute to the overall grade for the unit. Another ungraded hurdle is to report and document mental state and risk factors for a simulated mental health consumer during a simulated placement. Completion of this activity forms an essential foundation for competent and safe professional practice.
In order to pass this unit students must:
- Demonstrate achievement of every learning outcome, and
- Obtain a minimum mark of 50% for the unit, and
- Achieve a mark of 50% or greater in Assessment 3 which is a graded hurdle, and
- Achieve a pass in the ungraded hurdles.
Where students achieve a cumulative mark of 50% or more for the unit, overall, but do not achieve a mark of 50% or greater in Assessment 3 they will be offered one further attempt in Assessment 3. If students pass this further assessment, they will pass the unit and their original mark will be the final unit mark. If students fail the further assessment, they will fail the unit. Students who fail any ungraded hurdle will be offered one further attempt at the hurdle. The assessment strategy in this unit is designed to enable students to demonstrate achievement of every unit learning outcome and essential professional knowledge and skills for safe and competent practice.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Ungraded Hurdle Gain a satisfactory rating on the SPEF-R2 (Student Practice Evaluation Form – Revised Edition) by the conclusion of the simulated professional practice placement AND submission of a timesheet signed by the placement supervisor. | Pass/Fail | LO1, LO2, LO3, LO4 |
Ungraded Hurdle To report and document mental state and risk factors for a simulated mental health consumer during a simulated placement. | Pass/Fail | LO3 |
Assessment Task 1. Written Assignment: To demonstrate the ability to apply Kielhofner’s therapeutic reasoning process by generating theory-driven questions, reasoning for administering assessments and reflection on the application of Recovery principles. | 20% | LO1, LO4 |
Assessment Task 2: Written Assignment: Students collect and analyse information from the simulated placement to write an occupational formulation that supports mental health wellness and recovery. | 40% | LO1, LO2, LO4 |
Assessment Task 3: Oral Examination: Students apply knowledge of unit content and learning activities including the simulated professional practice placement. | 40% Graded Hurdle | LO1, LO2, LO4, LO5 |
Representative texts and references
Bryant, W., Fieldhouse, J., & Bannigan, K.(Ed) (2014). Creek's occupational therapy and mental health (5th ed.). Churchill Livingstone.
Brown, C., & Stoffel, V. C. (Eds.). (2019). Occupational therapy in mental health: A vision for participation (2nd ed.). F.A. Davis Company.
Davidson, L., Tondora, J., Staheli Lawless, M., O’Connell., & Rowe, M. (2009). A practical guide to recovery-oriented practice: Tools for transforming mental health care. Oxford University Press.
Meadows, G., Farhall, J., Fossey, E. M., Happell, B., McDermott, F., Rosenberg, S., Edan, V., Epstein, M., Kennedy, H., & Roper, C. (Eds.) (2020). Mental Health and Collaborative Community Practice: An Australian Perspective. (4th ed.) Oxford University Press.
Parkinson, S., & Brooks, R. (2021). What is a formulation? In A guide to the formulation of plans and goals in occupational therapy (pp. 8-23): Routledge.
Taylor, R. R. (Ed.) (2017). Kielhofner's Model of Human Occupation (5th ed.). Wolters KluwerMeadows, G., Singh, B., & Grigg, M. (2012). Mental health in Australia: Collaborative community practice (3rd ed.). Oxford University Press