Outline

Overview

This unit is divided into material related to work and school environments. The work unit introduces students to the paid and unpaid work environments including the physical, psychosocial and sociocultural components in which clients perform occupations. Students will learn to assess the impact of these environments on clients` occupations and recommend appropriate adaptions and modifications. In addition, students will learn about their own environments of practice and the politics of health and work settings. The school unit introduces students to the occupation of children and students in school settings, reviewing the physical, psychosocial and sociocultural components in which they perform occupations. Students will learn to assess the needs of children and students in schools and to consider the intervention approaches necessary to facilitate learning in schools. Students will become familiar with assessments that are conducted in these environments and recommend appropriate adaptions and modifications. In addition, students will learn about their own environments of practice as they impact on their work. These include teamwork practice and the culture of school settings.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	OCCP5217
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Jo Lewis, jo.lewis@sydney.edu.au
Lecturer(s)	Ryan Chen, ryan.chen@sydney.edu.au
Lecturer(s)	Jo Lewis, jo.lewis@sydney.edu.au
Tutor(s)	Sarah Day, sarah.day@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Workplace assessment report Written assessment	30%	Formal exam period Due date: 14 Nov 2022 at 09:00	3000 words
Outcomes assessed:
Small continuous assessment	Review quizzes - School module Online quizzes	20%	Multiple weeks	20 minutes for each quiz
Outcomes assessed:
Small continuous assessment	Weekly online short answer Online quizzes	20%	Multiple weeks	300 words each
Outcomes assessed:
Small continuous assessment	Online child protection module Online assessment	0%	Week 05 Due date: 04 Sep 2022 at 23:59	1 hour
Outcomes assessed:
Assignment	Child intervention planning report Written assessment	30%	Week 07 Due date: 18 Sep 2022 at 23:59	1200 words
Outcomes assessed:
= group assignment ?

Assessment summary

Discussion board post: A short discussion post in response to a trigger item on the discussion board.
Online child protection module: Students are asked to complete an online child protection training module and upload their completion certificate. Submission is via Canvas.
Child assessment report: Students are asked to complete an assessment of a school-age child and write up their observations and findings in a suitable report format.
Workplace assessment report: Students will conduct a workplace assessment and write up a summary of the findings in pairs.
Work Module weekly online short answer: From Week 8-12, there will be short answer questions that need to be answered and submitted following lectures/readings. Two (2) will be randomly marked.

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	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
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.

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.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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	OT roles and process in school contexts; Child development	Lecture (2 hr)
Week 01	Observing child development and performance	Tutorial (2 hr)
Week 02	Theoretical frameworks and principles of assessment	Lecture (2 hr)
Week 02	Hand skills and handwriting assessment	Tutorial (2 hr)
Week 03	Working in a school context: The considerations of legislation and physical and social contexts	Lecture (2 hr)
Week 03	Individual factors influencing school participation	Tutorial (2 hr)
Week 04	NDIS and service delivery	Lecture (2 hr)
Week 04	Exploring the contextual factors influencing school participation	Tutorial (2 hr)
Week 05	Behavioural, cognitive and environmental interventions; Interventions on sensory processing	Lecture (2 hr)
Week 05	Positive behaviour support	Tutorial (2 hr)
Week 06	Interventions on handwriting and physical disabilities; Goal setting and outcome evaluation	Lecture (2 hr)
Week 06	Intervention planning: Presentation	Tutorial (2 hr)
Week 08	1. Work In Society; 2. General Legislation	Lecture (2 hr)
Week 08	Models of Practice	Tutorial (2 hr)
Week 09	1. Workers Compensation; 2. Workplace Rehabilitation	Lecture (2 hr)
Week 09	Assessment of Person	Tutorial (2 hr)
Week 10	1. Workplace Assessment; 2. Task Analysis	Lecture (2 hr)
Week 10	Assessment of Occupation	Tutorial (2 hr)
Week 11	1. Workplace Assessment Risk Factors: Psychosocial; 2. Workplace Assessment Risk Factors: Physical	Lecture (2 hr)
Week 11	Assessment of Environment	Tutorial (2 hr)
Week 12	1. Workplace interventions: Psychosocial; 2. Workplace interventions: Physical	Lecture (2 hr)
Week 12	Interventions: Occupation and Environment Focused	Tutorial (2 hr)
Week 13	Problem Identification and Report Writing	Lecture (2 hr)
Week 13	Interventions: Person Focused	Tutorial (2 hr)

Attendance and class requirements

Attendance: Students are expected to attend all lectures and tutorials. Attendance will be recorded. Absences in excess of two weeks, without medical documentation, may incur academic penalty.

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.

Required readings

For the school module, all prescribed readings will be posted and accessed via Canvas. Please refer to the canvas site regularly for pre-readings and text to support learning.

For the work module, a Handbook will be produced and access provided online. The Handbook will contain weekly readings for both lectures and tutorials. In previous years, this has been a paper-based handbook that students have found extremely helpful to support their learning. Advice will be given each week regarding the sections of the Handbook required for each weekly class. Additional resources will be provided on Canvas, together with lecture and tutorial notes.

There are no prescribed textbooks for this subject. However, some key references for this unit are listed below:

Braveman, B. & Page, J. (Eds.).(2012). Work: Promoting Participation & Productivity Through Occupational Therapy. Philadelphia: F.A. Davis
Jacobs, K. (Ed.). (2008). Ergonomics for therapists (3rd ed.). Boston: Butterworth-Heinemann.
King, P. and Olsen, D. (2014). Work. In B. Boyt Schell, G. Gillen and M. Scaffa (Eds.). Willard and Spackman’s Occupational Therapy (pp 678 – 696)
O’Hallaran, D. And Innes, E. (2005). Understanding work in society.In G. Whiteford and V.Wright St.Clair (eds.). Occupation and practice in context (pp. 299 – 316). Sydney: Elsevier
James, C. (2011).Occupation analysis and occupational rehabilitation.In L. Mackenzie and G. O’Toole (eds.). Occupational Analysis in Practice (1st ed.). (pp 232 - 245).

Key Websites include:

State Insurance Regulatory Authority (Workers Compensation) https://www.sira.nsw.gov.au/insurance-coverage/workers-compensation-insurance
State Insurance Regulatory Authority (Motor Accidents) https://www.sira.nsw.gov.au/claiming-compensation/motor-accidents-injury-claims
icare (Insurance care) NSW https://www.icare.nsw.gov.au
Safe Work NSW https://www.safework.nsw.gov.au/
Safe Work Australia https://www.safeworkaustralia.gov.au/
Australian Government Department of Human Services https://www.servicesaustralia.gov.au/individuals/topics/disability-employment-services/51421
Australian Government Job Active https://www.employment.gov.au/jobactive
Australian Government Job Access https://www.jobaccess.gov.au/

All State and Territory government websites have good work, health and safety, as well as workplace rehabilitation information, that are specific to that State or Territory.

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 the biomechanical, sensory motor, cognitive, and psychosocial dimensions that influence student’s occupational performance within school environments
LO2. select and apply appropriate assessment strategies to identify occupational performance needs of students within the school environment
LO3. analyse the range of factors that affect performance in school environments including legislation, educational policies, implicit and explicit curriculum content, school ethos, the influence of diverse stakeholders, the built environment, and educational resources
LO4. analyse the occupational roles, routines, and tasks required of students in preschool, primary school, and high school education systems as they relate to the changing educational expectations over time
LO5. identify, prioritise, and justify interventions that address client needs, and consider individuals, school personnel, and school context
LO6. Select and apply assessment strategies appropriate to productivity occupations and the environments in which they occur.
LO7. Identify and analyse the impact of physical, psychosocial, and cognitive dysfunction on performance in productivity occupations.
LO8. Select and apply intervention strategies appropriate to promote occupational performance in productivity occupations, this includes developing therapeutic plans to facilitate occupational performance in productivity considering lifespan development, within a multicultural environment.

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 - 2.10. Maintains digital literacy for practice. 2.2. Applies theory and frameworks of occupation to professional practice and decision-making 2.9. Maintains knowledge of relevant resources and technologies, and 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 4.1. Communicates openly, respectfully and effectively
	Australian occupational therapy competency standards 2018 - 1.10. Practises within limits of her/his own level of competence and expertise 1.17. Recognises and manages any inherent power imbalance in relationships with clients. 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 1.9. Identifies and manages the influence of her/his values and culture on practice 2.10. Maintains digital literacy for practice. 2.9. Maintains knowledge of relevant resources and technologies, and 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 4.1. Communicates openly, respectfully and effectively 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context 4.7. Obtains informed consent for practice and information-sharing from the client or legal guardian 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 - 1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct 1.17. Recognises and manages any inherent power imbalance in relationships with clients. 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 1.9. Identifies and manages the influence of her/his values and culture on practice 2.9. Maintains knowledge of relevant resources and technologies, and 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.8. Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
	Australian occupational therapy competency standards 2018 - 1.10. Practises within limits of her/his own level of competence and expertise 1.3. Maintains professional boundaries in all client and professional relationships 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 2.10. Maintains digital literacy for practice. 2.2. Applies theory and frameworks of occupation to professional practice and decision-making 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 4.1. Communicates openly, respectfully and effectively 4.11. Identifies and articulates the rationale for practice to clients and relevant others. 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context 4.7. Obtains informed consent for practice and information-sharing from the client or legal guardian 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 - 1.10. Practises within limits of her/his own level of competence and expertise 1.11. Maintains professional competence and adapts to change in practice contexts 1.5. Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups 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 2.10. Maintains digital literacy for practice. 2.2. Applies theory and frameworks of occupation to 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 2.9. Maintains knowledge of relevant resources and technologies, and 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 3.7. Reflects on practice to inform and communicate professional reasoning and decision-making 4.1. Communicates openly, respectfully and effectively 4.11. Identifies and articulates the rationale for practice to clients and relevant others. 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 4.7. Obtains informed consent for practice and information-sharing from the client or legal guardian 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 - 1.10. Practises within limits of her/his own level of competence and expertise 1.17. Recognises and manages any inherent power imbalance in relationships with clients. 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 1.8. Adheres to all work health and safety, and quality requirements for 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 2.10. Maintains digital literacy for 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 2.6. Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development 2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice 2.9. Maintains knowledge of relevant resources and technologies, and 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 3.8. 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 4.4. Uses culturally responsive, safe and relevant communication tools and strategies 4.5. Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice 4.7. Obtains informed consent for practice and information-sharing from the client or legal guardian 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 - 1.10. Practises within limits of her/his own level of competence and expertise 1.11. Maintains professional competence and adapts to change in practice contexts 1.14. Recognises and manages her/his own physical and mental health for safe, professional practice 1.17. Recognises and manages any inherent power imbalance in relationships with clients. 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 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 1.8. Adheres to all work health and safety, and quality requirements for 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 2.10. Maintains digital literacy for 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 2.5. Maintains current knowledge for cultural responsiveness to all groups in the practice setting 2.6. Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development 2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice 2.9. Maintains knowledge of relevant resources and technologies, and 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning 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 3.7. 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 4.1. Communicates openly, respectfully and effectively 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context 4.8. Maintains collaborative professional relationships with clients, health professionals and relevant others
	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 1.14. Recognises and manages her/his own physical and mental health for safe, professional practice 1.17. Recognises and manages any inherent power imbalance in relationships with clients. 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 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 1.8. Adheres to all work health and safety, and quality requirements for 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 2.10. Maintains digital literacy for 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 2.5. Maintains current knowledge for cultural responsiveness to all groups in the practice setting 2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice 2.9. Maintains knowledge of relevant resources and technologies, and 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes 3.11. Evaluates client and service outcomes to inform future practice 3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning 3.13. Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and 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 3.7. 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 4.1. Communicates openly, respectfully and effectively 4.11. Identifies and articulates the rationale for practice to clients and relevant others. 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 4.7. Obtains informed consent for practice and information-sharing from the client or legal guardian 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 -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
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
1.13		Manages resources, time and workload accountably and effectively
1.14		Recognises and manages her/his own physical and mental health for safe, professional practice
1.15		Addresses issues of occupational justice in practice
1.17		Recognises and manages any inherent power imbalance in relationships with clients.
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
1.7		Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice
1.8		Adheres to all work health and safety, and quality requirements for 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
2.10		Maintains digital literacy for 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
2.5		Maintains current knowledge for cultural responsiveness to all groups in the practice setting
2.8		Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice
2.9		Maintains knowledge of relevant resources and technologies, and
3.1		Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.12		Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
3.13		Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and
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
3.7		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
4.1		Communicates openly, respectfully and effectively
4.11		Identifies and articulates the rationale for practice to clients and relevant others.
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
4.5		Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice
4.7		Obtains informed consent for practice and information-sharing from the client or legal guardian
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

Responding to student feedback

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

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

Additional information

This unit of study may require you to attend a teaching activity timetabled in teaching venues installed with the University’s Clinical Recording and Observation System (CROS) in the Susan Wakil Health Building. Students should be aware of the privacy and information management implications of this system. For more information, please refer to the University’s Privacy Statement.

Student Administration Manual on the Faculty of Health Sciences

Site visit guidelines

Site visits will be organized and conducted in a time agreeable to you and the workplace. Guidelines about the visit will be provided as part of the assessment and in tutorials.

Work, health and safety

This subject involves a field / site visit to a workplace of your choice as part of the assessment. You will be provided with more specific information about WHS requirements during tutorials, before you do the assessment.

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

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

OCCP5219: OT in School and Work Environments

Semester 2, 2022 [Normal day] - Camperdown/Darlington, 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

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect