Unit rationale, description and aim
Occupational therapists are essential members of recovery-oriented mental health services. Occupational therapists, with their core values and focus on meaningful occupations, are integral in supporting and fostering the recovery process of consumers living with mental health conditions. Learning in this unit will advance on OTHY205 and OTHY211, to support students to be able to act on increasing social inclusion and address complex mental health conditions and social determinants of health, mental health and wellbeing. The aim of this unit is to support students to promote a culture and language of hope and optimism, putting consumers first and ensuring that consumer's personally defined recovery, life situation and complex health needs are incorporated into occupational therapy.
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.
Analyse the aetiology, clinical features and traje...
Learning Outcome 01
Analyse the impact of complex biopsychosocial issu...
Learning Outcome 02
Apply a strengths-based approach to plan and criti...
Learning Outcome 03
Demonstrate collaborative partnership with consume...
Learning Outcome 04
HCF 7.3: Formulate strategies for incorporating st...
Learning Outcome 05
Content
Complex mental health conditions & contextual and social determinants of health
- Addictions and conditions of dependence
- Eating disorders
- Post traumatic trauma
- Personality disorders
- Psychosis
Contextual and social determinants of health
- Forensic and correctional service involvement
- Aboriginal and Torres Strait Islander mental health
- Homelessness
- Education and employment
- Ageing
- Chronic physical health
Practice Approaches
- Transtheoretical stages of change
- Motivational interviewing
- Psychological formulation
- Occupational formulation
- Augmentative psychological therapies
- Consumer and carer-centred practice
- Trauma informed care
- Mental health service delivery models
- Evidence-based practice
Assessment strategy and rationale
The assessment tasks for this unit are linked in a developmental progressive sequence. Assessment 1 focuses on the acquisition of new mental health knowledge and critical thinking through completion of a literature review of evidence-based literature examining occupational therapy interventions for a singular complex mental health conditions. Assessment 2 focuses on the assimilation of evidence, from Assessment 1, into a Recovery Plan that involves administering and implementing evidence based assessment and intervention practices for a person with a complex mental health condition. Assessment 2 is a graded hurdle as it is the only assessment task in this unit that provides students an opportunity to demonstrate achievement of Learning Outcome 4. Assessment 3 requires students to apply conceptual models and theories to a range of mental health conditions under examination conditions. Assessment 3 is a graded hurdle as it is the only assessment task in this unit that provides students an opportunity to demonstrate achievement of Learning Outcome 5.
In order to pass the unit students must:
- achieve every learning outcome
- obtain a cumulative mark that is equal to or greater than 50% of the possible unit marks available; AND
- achieve a mark of 50% or greater in both Assessment 2 and Assessment 3 (these assessments are graded hurdles which must be passed to pass the unit)
Re-attempt provisions for Graded Hurdle assessments
A student is only permitted to undertake one re-attempt of a graded hurdle when they have achieved a cumulative mark of 50% or more in the unit. If a student passes the graded hurdle on the second attempt, they will pass the unit and their original mark will be the final unit mark. If a student fails the graded hurdle on the second attempt, they will fail the unit. This assessment strategy will enable students to demonstrate their achievement of every unit learning outcome.
Overview of assessments
Assessment Task 1: Written assignment –students ...
Assessment Task 1: Written assignment –students complete a literature review examining the evidence-base for occupational therapy interventions for complex mental health conditions.
30%
Assessment Task 2: Group Supervision - stud...
Assessment Task 2: Group Supervision - students apply the Kielhofner OT Process Model to formulate a recovery plan. Students then attend a group supervision session to reflect on the recovery plan and discuss their achievement of unit learning outcomes.
Graded Hurdle
40%
Assessment Task 3 : Examination - students demons...
Assessment Task 3: Examination - students demonstrate their understanding and application of core learning undertaken within the unit including materials from lectures and tutorials.
Graded Hurdle
30%
Learning and teaching strategy and rationale
Teaching and learning strategies for this unit will include lectures, tutorials, vignettes and self-directed learning. Students will be expected to take responsibility for their learning and to participate actively within group activities, demonstrating respect for the individual as an independent learner. These learning strategies have been selected for this unit as they enable students to refine their skills in using existing professional knowledge, identify their own further learning needs, and efficiently undertake new learning using self-directed means. 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.
Australian Occupational Therapy Competency Standards (AOTCS) 2018
In connection to the learning outcomes, Australian occupational therapy competency standards (AOTCS) 2018 developed within this unit are:
Relating to
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:
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Adheres to legislation relevant to practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Maintains professional boundaries in all client and professional relationships
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Recognises and manages conflicts of interest in all client and professional relationships
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Practises within limits of her/his own level of competence and expertise
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Maintains professional competence and adapts to change in practice contexts
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Identifies and uses relevant professional and operational support and supervision
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Addresses issues of occupational justice in practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Recognises and manages any inherent power imbalance in relationships with clients.
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
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:
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Applies theory and frameworks of occupation to professional practice and decision-making
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Identifies and applies best available evidence in professional practice and decision-making
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Implements a specific learning and development plan when moving to a new area of practice or returning to practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
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:
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Develops a plan with the client and relevant others to meet identified occupational therapy goals
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Reflects on practice to inform and communicate professional reasoning and decision-making
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Implements an effective and accountable process for delegation, referral and handover
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Evaluates client and service outcomes to inform future practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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Contributes to quality improvement and service development.
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
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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:
Relevant Learning OutcomeLO3, LO4, LO5
Relating to
Communicates openly, respectfully and effectively
Relevant Learning OutcomeLO3, LO4, LO5
Relating to
Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice
Relevant Learning OutcomeLO3, LO4, LO5
Relating to
Obtains informed consent for practice and information-sharing from the client or legal guardian
Relevant Learning OutcomeLO3, LO4, LO5
Relating to
Seeks and responds to feedback, modifying communication and/or practice accordingly, and
Relevant Learning OutcomeLO3, LO4, LO5
Relating to
Identifies and articulates the rationale for practice to clients and relevant others.
Relevant Learning OutcomeLO3, LO4, LO5