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Unit of study_

OCCP2084: Occupational Performance: Healthcare 2

Semester 2, 2021 [Normal day] - Camperdown/Darlington, Sydney

Many adults experience significant challenges performing daily life activities due to mental illness or other psychosocial issues, and need interdisciplinary team services within mental health (and other psychosocial) settings. Occupational therapy can enhance, restore, or maintain performance and participation in daily routines and activities, enabling individuals to return to and live in the community. Mindful of a client-centred approach, students will acquire basic assessment, intervention, and evaluation skills relevant for adults within mental health and psychosocial contexts and begin assuming the role occupational therapists perform within healthcare teams. Students will learn: What assessments, intervention and evaluation processes do occupational therapists use when a person's routines and daily activities are challenged due to the effects of a mental illness or other psychosocial issues? Within mental health settings, how do I help enhance, restore, or maintain performance in daily life activities of concern? How do I incorporate a client-centred approach within healthcare systems? How can groups be used to support individuals to overcome the impacts psychosocial issues to promote satisfying and health-promoting occupational engagement.

Unit details and rules

Unit code OCCP2084
Academic unit Participation Sciences
Credit points 6
Assumed knowledge


Available to study abroad and exchange students


Teaching staff

Coordinator Justin Scanlan,
Type Description Weight Due Length
Skills-based evaluation hurdle task Viva examination
Oral examination / case based discussion.
45% Formal exam period 12 mins role play + 12 mins discussion
Outcomes assessed: LO1 LO8 LO7 LO6 LO5 LO3 LO2
Small continuous assessment Workshop preparation and analysis
Written assessment
10% Multiple weeks 1000 words
Outcomes assessed: LO1 LO3 LO2
Assignment Mental state examination and information gathering
Written assessment
10% Week 04
Due date: 05 Sep 2021 at 23:59
1000 words
Outcomes assessed: LO1 LO2 LO3 LO6
Assignment Group planning assignment
Written assessment
35% Week 06
Due date: 17 Sep 2021 at 23:59
2000 words
Outcomes assessed: LO3 LO6 LO7 LO9 LO10
Assignment Aboriginal and Torres Strait Islander social and emotional well-being learning activities
Written assessment
0% Week 09
Due date: 17 Oct 2021 at 23:59
1000 words
Outcomes assessed: LO2 LO3 LO4
Participation hurdle task Tutorial/workshop attendance
0% Weekly n/a
Outcomes assessed: LO1 LO10 LO9 LO8 LO7 LO6 LO5 LO4 LO3 LO2
hurdle task = hurdle task ?

Assessment summary

  • Mental state examination and information gathering: Students will complete a mental state examination and information gathering task based on a case study, to be used in the end of semester viva examination and self-directed learning tasks undertaken in week 4.
  • Group planning assignment: Students will select a topic for which they must design an appropriate group plan.
  • Aboriginal and Torres Strait Islander social and emotional well-being learning activities: Students will review a range of resources to develop an understanding of the concept of social and emotional well-being, and how this will influence their practice of occupational therapy when working with Aboriginal or Torres Strait Islander people.
  • Workshop preparation and analysis: Students are expected to complete readings and preparation activities.
  • Viva examination: Students will select one of the case studies provided. 40 minutes prior to their examination, students will be given information about the clinical situation/scenario to be role-played during the examination. Important note: This is a hurdle task – this means that students must achieve a passing mark in this assessment to pass the unit.
  • Tutorial/workshop attendance: Attending and making an active contribution to the tutorial and workshop activities is expected.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range


High distinction

85 - 100

Excelptional level of performance – goes well beyond the expectations for a second year student


75 - 84

Very good level of peroformance – goes beyond expectations of performance for a second year student


65 - 74

Appropriate level of performance for a second year student


50 - 64

Acceptable level of performance. Demonstrates basic knowledge and application.


0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website  provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.  

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 Lecture: 1. Social determinants of mental health and mental illness; 2. Intersectionality; 3. Principles of group work Lecture (2 hr) LO1 LO2 LO3
Tutorial: Understanding groups Tutorial (2 hr) LO9
Week 02 Lecture: Recovery philosophy and therapeutic relationships in mental health Lecture (2 hr) LO2 LO3 LO6 LO8
Tutorial: Recovery-oriented practice and recovery-promoting relationships Tutorial (2 hr) LO2 LO5 LO8
Week 03 Lecture: 1. Occupational therapy in mental health; 2. Goal setting and goal striving Lecture (2 hr) LO1 LO5 LO6 LO8
Tutorial: Group dynamics in occupational therapy Tutorial (2 hr) LO9
Week 04 [Self-directed learning] Mental State Examination and Information Gathering Independent study (4 hr) LO2 LO3 LO6 LO8
Week 05 Lecture: 1. Systems approaches to understanding the impact of illness; 2. Understanding inertia, motivation, and change Lecture (2 hr) LO2 LO3
Tutorial: Mini groups part 1 Tutorial (2 hr) LO9 LO10
Week 06 Lecture: 1. Mental health over the lifespan; 2. Trauma informed care and sensory approaches Lecture (2 hr) LO2 LO3 LO6
Tutorial: Mini groups part 2 Tutorial (2 hr) LO9 LO10
Week 07 Lecture: Occupational therapy assessments Lecture (2 hr) LO3 LO6
Tutorial: Assessment of functioning: considerations and approaches Tutorial (2 hr) LO3 LO6
Week 08 Lecture: Occupational therapy interventions 1 Lecture (2 hr) LO3 LO5 LO6
Tutorial: Peer Workers and Multi-disciplinary teams - maximising effectiveness Tutorial (2 hr) LO1 LO5 LO8
Week 09 [Self-directed learning] Aboriginal and Torres Strait Islander social and emotional well-being learning activities Independent study (4 hr) LO3 LO4
Week 10 Lecture: Occupational therapy interventions 2 Lecture (2 hr) LO1 LO2 LO3 LO5 LO6 LO8
Tutorial: Activity analysis and skills training Tutorial (2 hr) LO3 LO6 LO8
Week 11 Lecture: 1. Outcome measures: what’s the best way to monitor outcomes?; 2. Viva preparation Lecture (2 hr) LO7 LO8
Tutorial: Extra information from client, family, and treating team (for viva) Tutorial (2 hr) LO8
Week 12 Lecture and Tutorial: Viva preparation Lecture and tutorial (4 hr) LO1 LO2 LO3 LO5 LO6 LO7 LO8 LO9

Attendance and class requirements

Attendance: Students are expected to attend all lectures and tutorials and participate in self-directed learning activities to assist in the achievement of learning outcomes. Active participation in in-class activities (in lectures and tutorials) is essential for effective learning in this unit of study. Group skills will be developed and assessed in tutorials. Tutorial attendance is compulsory. Students who do not attend at least 85% of tutorial classes will fail the unit of study.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. demonstrate an understanding of the broad and diverse mental health care system in which occupational therapy practice occurs
  • LO2. differentiate between mental health and mental illness/disorder, and their impact on occupations
  • LO3. demonstrate an understanding of the interplay between physical and psychosocial conditions, and their impact on occupational performance
  • LO4. understand the Aboriginal and Torres Strait Islander conception of social and emotional well-being, and how this applied to occupational therapy interventions
  • LO5. describe/explain in professional and lay language the scope of occupational therapy services/practice in public and private settings, where mental health concerns are addressed
  • LO6. select and apply a variety of generic and occupational therapy specific assessments and interventions within diverse populations from an occupational perspective, and apply best evidence-based practice principles
  • LO7. select and apply a variety of outcome evaluation strategies for individuals and services/programs
  • LO8. demonstrate effective clinical communication skills to engage consumers/service users, and promote effective, collaborative team work
  • LO9. apply group design, implementation, and evaluation techniques to develop a group session that is appropriately matched to the range of clients who are likely to access the group
  • LO10. demonstrate basic competence in a range of group skills.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
Australian occupational therapy competency standards 2018 -
Competency code Taught, Practiced or Assessed Competency standard
1.10 T A P Practises within limits of her/his own level of competence and expertise
1.11 T P A Maintains professional competence and adapts to change in practice contexts
1.12 T Identifies and uses relevant professional and operational support and supervision
1.14 T P A Recognises and manages her/his own physical and mental health for safe, professional practice
1.15 T P A Addresses issues of occupational justice in practice
1.17 T P A Recognises and manages any inherent power imbalance in relationships with clients.
1.3 T P A Maintains professional boundaries in all client and professional relationships
1.4 T P A Recognises and manages conflicts of interest in all client and professional relationships
1.5 T P Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups
1.6 T P 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 T P A Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice
1.9 T A P Identifies and manages the influence of her/his values and culture on practice
2.1 T P A Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
2.10 T A Maintains digital literacy for practice.
2.2 T P A Applies theory and frameworks of occupation to professional practice and decision-making
2.3 T P A Identifies and applies best available evidence in professional practice and decision-making
2.4 T P Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices
2.5 T Maintains current knowledge for cultural responsiveness to all groups in the practice setting
2.6 T P A Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development
2.8 T P Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice
2.9 T Maintains knowledge of relevant resources and technologies, and
3.1 T P A Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.10 T A Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes
3.11 T Evaluates client and service outcomes to inform future practice
3.12 T P Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
3.13 T Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and
3.14 T Contributes to quality improvement and service development.
3.2 T P A Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
3.3 T P A Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.4 T P A Develops a plan with the client and relevant others to meet identified occupational therapy goals
3.5 T P Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
3.6 T P Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections
3.7 T P A Reflects on practice to inform and communicate professional reasoning and decision-making
3.8 A Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
4.1 T P A Communicates openly, respectfully and effectively
4.10 A T P Seeks and responds to feedback, modifying communication and/or practice accordingly, and
4.11 T P A Identifies and articulates the rationale for practice to clients and relevant others.
4.2 T P A Adapts written, verbal and non-verbal communication appropriate to the client and practice context
4.3 T Works ethically with Aboriginal and Torres Strait Islander communities and organisations to understand and incorporate relevant cultural protocols and communication strategies, with the aim of working to support self-governance in communities
4.4 T Uses culturally responsive, safe and relevant communication tools and strategies
4.5 A Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice
4.6 A Maintains contemporaneous, accurate and complete records of practice
4.8 T P A Maintains collaborative professional relationships with clients, health professionals and relevant others
4.9 T A P Uses effective communication skills to initiate and end relationships with clients and relevant others

This section outlines changes made to this unit following staff and student reviews.

Revisions have been made to assignment expectations and to support student understanding and engagement.


The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

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