Outline

Overview

For children, youth, and families living in the community and who experience performance challenges, occupational therapy is useful to enhance, restore, or maintain participation in day-to-day activities. Integrating an understanding of childhood development with family-centred practice, students will develop specific assessment, intervention, and evaluation skills to promote participation in day-to-day activities from infancy through childhood. In doing so, students will learn: How do I provide occupational therapy within a family context? How can I promote quality in life through participation in everyday occupation? How do I consider the complex interaction of a person's capacity (physical, emotional and cognitive functioning) with environmental factors whilst focusing on the performance of activities of concern to families?

Unit details and rules

Unit code	OCCP2088
Academic unit
Credit points	6
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Ryan Chen, ryan.chen@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam	Intervention planning Short answer questions	50%	Formal exam period	2 hours
Outcomes assessed:
Tutorial quiz	Observational Assessment of children’s play Short answer questions	20%	Week 06	50 minutes
Outcomes assessed:
Assignment	Evaluating child development through play Written task	30%	Week 09	Max 1,500 words
Outcomes assessed:
= group assignment ?

Assessment summary

Observational assessment of children’s play:Observation children’s play in their natural interactions and environments is an effective way to learn about children. Using observation in this way is good practice. In this assessment, students will complete short answer questions about playfulness based on children observed on videotape. Questions for this exam will reflect content covered in lecture and readings and practiced in tutorials.
Evaluating child development through play: them in the natural environments and observe their performance. This assessment task will set the learning students do about child development and play into a real context. Students are required to plan play activities and analyse a child’s development via interacting with the child and observing performance.
Intervention planning: Occupational therapists use practical reasoning to implement best practice with children of a range of ages, diagnoses, and backgrounds. Students will complete short answer questions based on a case description received in week 13.

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.

See Canvas for grading in each assessment task.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

A date and time has been set for receipt of your assignment. If you submit your assignment after the due time/date has passed, marks will be deducted for lateness. Penalty of 5% per day for each calendar day overdue (starting with 1 minute late), up to calendar 10 days late. More than 10 days will not be marked – mark = 0%.

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.

Learning support

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	1. The whole picture of paediatric OT; 2. Meeting Jaden: identifying the discrepancy	Lecture (2 hr)
Week 01	Clinical reasoning: the process of paediatric OT service	Tutorial (1 hr)
Week 02	What kids want to do: play	Lecture (2 hr)
Week 02	Evaluating children's play	Tutorial (1 hr)
Week 03	What kids need to do: Self-care and child development	Lecture (2 hr)
Week 03	Physical development in practice	Tutorial (1 hr)
Week 04	1. Temperament and child-parent relationship; 2. Meeting Jaden: Understanding his play and development in living context	Lecture (2 hr)
Week 04	How clinical conditions affect children’s development and participation	Tutorial (1 hr)
Week 05	1. Principles of paediatric OT assessment; 2. Meeting Jaden: evaluating development through standardised performance assessment (PDMS-2)	Lecture (2 hr)
Week 05	Review of paediatric OT assessments	Tutorial (1 hr)
Week 06	1. How OT can help: building intervention from theory; 2. Meeting Jaden: using play as means to promote physical development	Lecture (2 hr)
Week 07	1. Introduction to sensory integration theory; 2. Principles of intervention planning: intervention approaches to minimise discrepancies	Lecture (2 hr)
Week 07	Clinical reasoning: cases	Tutorial (1 hr)
Week 08	1. Intervention: when children can’t play well; 2. Meeting Stephen: the importance of having all the players on the same page	Lecture (2 hr)
Week 08	Meeting Stephen: planning intervention approach	Tutorial (1 hr)
Week 09	Evaluation of dyspraxia	Lecture (2 hr)
Week 09	Evaluation of dyspraxia	Tutorial (1 hr)
Week 10	1. Evaluation of sensory modulation dysfunctions; 2. Intervention: when children have sensory integrative dysfunctions	Lecture (2 hr)
Week 10	Meeting Stephen: intervening sensory modulation dysfunction	Tutorial (1 hr)
Week 11	1. Alert program: a cognitive-based SI intervention; 2. Intervention: when children have difficulties in self-care	Lecture (2 hr)
Week 11	Keyworker model in practice	Tutorial (1 hr)
Week 12	Intervention: when children present challenging behaviours	Lecture (2 hr)
Week 12	Meeting Jaden: understanding behaviours	Tutorial (1 hr)
Week 13	1. Intervention: making everyday family life easier; 2. Exam prep	Lecture (2 hr)

Attendance and class requirements

Attendance: Students are expected to attend all lectures, seminars and tutorials.

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

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. identify and analyse the interplay of (1) children’s characteristics, (2) demands of everyday occupations and (3) family contexts influencing the development, occupational performance and well-being of children
LO2. understand family-centred care/practice and analyse the challenges to engaging effectively with families to ensure dual influence on child and family outcomes
LO3. discuss potential implications of health conditions (including developmental concerns) or poor child/task/environment fit on a child’s performance of everyday occupations and roles, and describe occupational therapy interventions to change performance by altering one or more elements
LO4. gather and interpret data across domains of child development and areas of everyday participation using observation, interview, and psychometrically sound standardised testing
LO5. understand and utilise theoretical frameworks and approaches in occupational therapy evaluation and intervention for children and their families
LO6. develop skills to create occupational therapy plans that promote children’s participation in everyday life and reflect family-centred practice, and that include clear goals and approach(s) of service delivery that match the goals and situation.

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
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian occupational therapy competency standards 2018 - 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
	Australian occupational therapy competency standards 2018 - 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
	Australian occupational therapy competency standards 2018 - 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.13. Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and 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
	Australian occupational therapy competency standards 2018 - 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
	Australian occupational therapy competency standards 2018 - 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
	Australian occupational therapy competency standards 2018 - 3.13. Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and 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

Responding to student feedback

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

No changes have been made since this unit was last offered.

Additional information

Student Administration Manual on the Faculty of Health Sciences

Disclaimer

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

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

OCCP2088: Occupational Performance: Child and Family

Semester 1, 2020 [Normal day] - Cumberland, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect