Outline

Overview

Students will develop knowledge and skills required to provide occupational therapy for people whose occupational performance is compromised by psychosocial and cognitive impairments. A variety of theoretical perspectives used to guide practice will be covered. Students will learn how to evaluate performance, design occupation-embedded therapy programs, clearly articulate the theoretical and evidence-based rationale for their programs, and select methods to evaluate outcomes from therapy

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	Justin Scanlan, justin.scanlan@sydney.edu.au
Lecturer(s)	Justin Scanlan, justin.scanlan@sydney.edu.au
Lecturer(s)	Judy Ranka, judy.ranka@sydney.edu.au

Type	Description	Weight	Due	Length
Supervised exam ?	Psychosocial and cognitive strategies exam In person exam covering both modules of the unit.	40%	Formal exam period	2 hours
Outcomes assessed:
Assignment	Case study (cognitive strategies) Written assignment	30%	Mid-semester break Due date: 16 Apr 2023 at 23:59	1500 words
Outcomes assessed:
Participation	Class participation and group skills demonstration Participation	0%	Ongoing	n/a
Outcomes assessed:
Small continuous assessment	Weekly reading responses Short answer	30%	Weekly	Approximately 250 words each.
Outcomes assessed:
= hurdle task ?

Assessment summary

Weekly reading responses (Psychosocial strategies component): You will engage with weekly readings/other materials and complete short “reading responses”or other activities related to the preparation material.
Class participation and group skills demonstration: You will be assessed on your contribution to class discussions and your contribution to the learning of your peers. Throughout the semester, some students will be randomly selected to participate in in-class activities.
Case study (cognitive strategies): This paper will require that you prepare a written submission for an occupational therapy program that will address the cognitive impairments demonstrated by a client group using material presented in class and your own investigations.
Psychosocial and cognitive strategies exams: Exam with two sections worth 20% each will be scheduled in week 15. Exams will include occupational therapy processes and professional reasoning. Examination questions will relate to case scenarios that will be given out in week 13. Students will be required to prepare themselves for the tasks set in the examination by researching the case thoroughly and gathering relevant information.

Detailed information for each assessment can be found on Canvas.

IMPORTANT NOTE: While no individual assessment piece is “must pass”, students must achieve at least 50% for each of the modules (e.g., a cumulative total of at least 25/50 for the weekly reading response and psychosocial component of the exam AND a cumulative total of at least 25/50 for the cognitive case study and cognitive component of the exam).

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.

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:

Weekly reading responses must be submitted in HARD COPY before the commencement of the Psychosocial Strategies class each week. Late submissions will be awarded a mark of 0. For all other assessment, standard penalties apply.

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	COGNITIVE STRATEGIES: 1. Cognition and occupational therapy; 2. The neuroanatomy of cognition; 3. The disorder	Seminar (2 hr)
Week 01	PSYCHOSOCIAL STRATEGIES: 1. Unit introduction; 2. Exploration of own beliefs and understanding	Lecture (2 hr)
Week 02	COGNITIVE STRATEGIES: COGNITIVE STRATEGIES: 1. Practice trends; 2. Evidence of effectiveness	Seminar (2 hr)
Week 02	PSYCHOSOCIAL STRATEGIES: 1. Therapeutic use of self; 2. Boundaries and boundary violations	Lecture (2 hr)
Week 03	COGNITIVE STRATEGIES: 1. Assessment: Applied Cognition; 2. Intervention: Systematic instruction	Seminar (2 hr)
Week 03	PSYCHOSOCIAL STRATEGIES: 1. Recovery; 2. Recovery orientation of services; 3. Positive risk taking	Lecture (2 hr)
Week 04	COGNITIVE STRATEGIES: 1. The process of cognitive recovery; 2. Disorders of consciousness; 3. Disorders of attention	Seminar (2 hr)
Week 04	PSYCHOSOCIAL STRATEGIES: Medical knowledge: Diagnosis, mental state examination; risk assessment and management	Lecture (2 hr)
Week 05	COGNITIVE STRATEGIES: Disorders of sensory perception (Part 1)	Seminar (2 hr)
Week 05	PSYCHOSOCIAL STRATEGIES: 1. Goal setting; 2. Supporting individuals to make change	Lecture (2 hr)
Week 06	COGNITIVE STRATEGIES: Disorders of sensory perception (Part 2)	Seminar (2 hr)
Week 06	PSYCHOSOCIAL STRATEGIES: 1. Occupational therapy assessment; 2. Functional implications of mental illness	Lecture (2 hr)
Week 07	COGNITIVE STRATEGIES: Case application practise	Seminar (2 hr)
Week 07	PSYCHOSOCIAL STRATEGIES: Self-management strategies	Lecture (2 hr)
Week 08	COGNITIVE STRATEGIES: Disorders of memory	Seminar (2 hr)
Week 08	PSYCHOSOCIAL STRATEGIES: Interventions 1	Lecture (2 hr)
Week 09	COGNITIVE STRATEGIES: Disorders of planning and organisation	Seminar (0.1 hr)
Week 09	PSYCHOSOCIAL STRATEGIES: Interventions 2	Lecture (0.1 hr)
Week 10	COGNITIVE STRATEGIES: Disorders of behaviour	Seminar (2 hr)
Week 10	PSYCHOSOCIAL STRATEGIES: Groupwork skills labs	Lecture (2 hr)
Week 11	COGNITIVE STRATEGIES: Disorders of self-awareness and insight	Seminar (2 hr)
Week 11	PSYCHOSOCIAL STRATEGIES: Groupwork skills labs	Lecture (2 hr)
Week 12	COGNITIVE STRATEGIES: Synthesis: Case analysis	Seminar (2 hr)
Week 12	PSYCHOSOCIAL STRATEGIES: Groupwork skills labs	Lecture (2 hr)
Week 13	COGNITIVE STRATEGIES: Revision and exam preparation	Seminar (2 hr)
Week 13	PSYCHOSOCIAL STRATEGIES: Revision and exam preparation	Lecture (2 hr)

Attendance and class requirements

Attendance: There is an 85% attendance requirement for this unit of study. Students who do not meet this attendance requirement may be awarded a fail grade for the unit of study. Students are expected to actively participate in discussions and activities.

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. demonstrate an understanding of the lived experience and impact on occupational engagement due to illness or disability with particular emphasis on people with mental illness and on others (e.g. carers) with psychosocial needs
LO2. understand the concept of recovery of people with mental illness and recovery as a guiding philosophy and practice within mental health field
LO3. understand the role of occupational therapy within the scope of mental health services and mental health specialist and generalist roles such as in early intervention, acute care, rehabilitation and community support
LO4. assess, using relevant occupational therapy assessments, the extent and nature of occupational performance in people with mental illness and with other psychosocial issues
LO5. analyse therapist’s own use of self as a therapeutic tool and apply therapeutic use of self in rapport building, engagement, assessment and intervention with clients
LO6. apply theoretical perspectives and best practice models in planning and implementing occupational therapy programs for people with psychosocial issues as individual sessions and within group therapy
LO7. describe the characteristics of major cognitive impairments impacting on occupational performance in adults with neurological disorders, and discuss the parallels that exist between adult disorders and those that exist in children with developmental and learning disorders
LO8. describe, compare and contrast major theoretical frameworks that have shaped occupational therapy assessment and intervention in this area of practice, and discuss contemporary perspectives on practice
LO9. observe, identify and describe the impact of cognitive impairments on occupational performance illustrated in video-taped examples of clients
LO10. establish occupation-focused goals and therapy aims from assessment findings, and develop intervention plans that are supported by the best available evidence
LO11. synthesise learning by developing a program submission for an occupational therapy program for clients with cognitive impairment.

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

Australian occupational therapy competency standards 2018 -

Competency code	Taught, Practiced or Assessed	Competency standard
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.
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
1.7		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
2.5		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
3.10		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
3.3		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
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
4.9		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.

Feedback from previous student cohorts has resulted in numerous changes to this unit, including revision of the exam and provision of lecture recordings.

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

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

OCCP5222: Psychosocial and Cognitive Strategies

Semester 1, 2023 [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

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links