Outline

Overview

This unit of study will equip students will the knowledge, skills and attitudes required for work in a variety of mental health and psychosocially-oriented settings. Based on the philosophy of recovery-oriented practice, students learn about occupationally-focused practice in a variety of specialist mental health settings. Building on learning from previous units of study, students learn advanced engagement and intervention strategies to support individuals recovering from mental health challenges to build the meaningful, connected and contributing lives that they want. In this unit of study, students learn from both occupational therapy educators as well as lived experience educators.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	OCCP1106 and OCCP3103
Corequisites ?	None
Prohibitions ?	OCCP2084
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Justin Scanlan, justin.scanlan@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Creative work	(Optional) Evidence-based translational resource Creating a consumer-facing resource summarising an evidence-based article.	25%	Week 07 Due date: 19 Apr 2026 at 23:59 Closing date: 03 May 2026	Approximately 1500 words	AI allowed
Outcomes assessed:
Written test	End of semester in-class exam Completed during class in Week 13.	35%	Week 13 Due date: 27 May 2026 at 10:30	2 hours	AI prohibited
Outcomes assessed:
In-class quiz	Weekly in-class quizzes 12 minute, in class quizzes each week.	40%	Weekly	Approximately 250 words.	AI allowed
Outcomes assessed:

Assessment summary

Weekly in-class quizzes will take place in class and will comprise of short answer questions completed at beginning of class. Quizzes are completed in 12 mintues and are based on the pre-reading for each week. Quizzes commence at 10:05am sharp.

(Optional) Evidence-based translational resource is an optional assessment. Students will propose an evidence-based article relevant to occupational therapy in mental health (to be submitted and approved by Week 5) to be translated into a resource that can be used to describe the evidence to consumers. This is an optional assessment worth 25%. Those students who select to complete this assessment will have their final mark determined as follows: Option A (total mark including optional assessment): Weekly Quizzes (40% weighting) + Evidence Based Translation Resource (25% weighting) + End of semester exam (35% weighting) OR Option B (total mark excluding optional assessment): Weekly Quizzes (40% weighting) + End of semester exam (60% weighting). The student will be awarded whichever is highest out of Option A or Option B. Students who select not to complete this optional assessment will have their final mark determined with the following weightings: Weekly Quizzes (40% weighting) + End of semester exam (60% weighting).

End of semestest in-class exam will include questions that have been co-designed by students and educators and may include video resources to be responded to. This exam will be completed during class in Week 13 of semester.

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	Description
High distinction	85 - 100	Outstanding level of achievement: Moves well beyond what would normally be expected for the student’s level of learning. The work is structured appropriately, deeply analytical and well supported.
Distinction	75 - 84	Excellent level of achievement: Clearly structured and presented. Ideas/arguments are well articulated and systematically presented. All tasks set by the assessment item are completed. Work is comprehensive, analytical and presents evidence of critical thinking.
Credit	65 - 74	Above average level of achievement: Incorporates many of the aspects listed above but without the same degree of analysis or critical thinking. Demonstrates a sound understanding of the content.
Pass	50 - 64	Acceptable level of achievement: Work submitted meets the basic requirements of the set task. Demonstrates a basic understanding of the topic/issue/concern but is less precise and less discriminating than higher level responses.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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:

Standard late penalties apply. Students who arrive late for the in-class quizzes will be able to commence, but will have to finish at the same time as students who commenced on time.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Unit introduction. Development of an individualised learning plan. Review of psychosocial practice so far.	Seminar (3 hr)
Week 02	Resilience of occupational therapists. Strategies for wellbeing and thriving. Social media - help or hindrance?	Seminar (3 hr)
Week 03	Occupational Therapy in Drug and Alcohol Services	Seminar (3 hr)
Week 04	Occupational Therapy in Eating Disorders (1)	Seminar (3 hr)
Week 05	Occupational Therapy in Eating Disorders (2)	Seminar (3 hr)
Week 06	Occupational Therapy in Child and Adolescent Mental Health (1)	Seminar (3 hr)
Week 07	Occupational Therapy in Child and Adolescent Mental Health (2)	Seminar (3 hr)
Week 08	Occupational Therapy in Child and Adolescent Mental Health (3)	Seminar (3 hr)
Week 09	Advanced practice in other areas of occupational therapy in mental health	Seminar (3 hr)
Week 10	Occupational Therapy in Forensic Mental Health	Seminar (3 hr)
Week 11	Advanced communication techniques: De-escalation and optimal engagement.	Seminar (3 hr)
Week 12	Review and revision of strategies for wellbeing and thriving and individualised learning plan. Revision of exam questions.	Seminar (3 hr)

Attendance and class requirements

Students are expected to attend 85% of all workshops.

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. Apply occupationally-focused interventions through a recovery-oriented lens in a variety of specialist mental health settings
LO2. Analyse the similarities and differences in occupational therapy practice across different settings according to occupational preferences and priorities, mental health related challenges and life stages
LO3. Describe the potential impact of psychosocial stressors and mental health challenges on occupational performance and how these can be addressed / minimised
LO4. Demonstrate advanced communication and engagement techniques and strategies to optimise therapeutic relationships and manage complex interpersonal interactions
LO5. Incorporate knowledge and skills of culturally safe communication when interacting with Aboriginal and Torres Strait Islander individuals and family members
LO6. Develop and implement a self-reflection and wellbeing strategy to support one’s own health and resilience in the workplace.

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 - 1.15. Addresses issues of occupational justice in practice 1.3. Maintains professional boundaries in all client and professional relationships 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 1.9. Identifies and manages the influence of her/his values and culture on practice 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 2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals 3.8. Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment 4.1. Communicates openly, respectfully and effectively 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context
	Australian occupational therapy competency standards 2018 - 1.10. Practises within limits of her/his own level of competence and expertise 1.11. Maintains professional competence and adapts to change in practice contexts 1.15. Addresses issues of occupational justice in practice 1.17. Recognises and manages any inherent power imbalance in relationships with clients. 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 2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals 4.11. Identifies and articulates the rationale for practice to clients and relevant others. 4.8. Maintains collaborative professional relationships with clients, health professionals and relevant others
	Australian occupational therapy competency standards 2018 - 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 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 Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections 3.7. Reflects on practice to inform and communicate professional reasoning and decision-making
	Australian occupational therapy competency standards 2018 - 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 1.9. Identifies and manages the influence of her/his values and culture on practice 4.1. Communicates openly, respectfully and effectively 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context 4.3. 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. Uses culturally responsive, safe and relevant communication tools and strategies 4.8. Maintains collaborative professional relationships with clients, health professionals and relevant others 4.9. Uses effective communication skills to initiate and end relationships with clients and relevant others
	Australian occupational therapy competency standards 2018 - 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 2.4. Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices 2.5. Maintains current knowledge for cultural responsiveness to all groups in the practice setting 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 Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections 4.3. 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. Uses culturally responsive, safe and relevant communication tools and strategies
	Australian occupational therapy competency standards 2018 - 1.10. Practises within limits of her/his own level of competence and expertise 1.12. Identifies and uses relevant professional and operational support and supervision 1.13. Manages resources, time and workload accountably and effectively 1.14. Recognises and manages her/his own physical and mental health for safe, professional practice

Responding to student feedback

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

The workshop structure has been retained with a stronger focus on application activities and a refined approach to co-design of exam questions, including earlier development and finalisation of the question bank.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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

Disclaimer

On this page

Useful links

OCCP4102: Psychosocial Capacity and Occ Performance 2

Semester 1, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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

Disclaimer

On this page

Useful links