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Unit of study_

OCCP5228: Enabling Occupation with Communities

Semester 1, 2023 [Normal day] - Camperdown/Darlington, Sydney

This unit of study critically examines the theoretical foundations and processes of working with communities in order to develop competencies for enabling occupation and promoting health and well being at a community level. Students will gain knowledge on theories of community development and health promotion. Students will learn and apply community development tools to each stage of the occupational performance practice process. Enablement skills required for intervention at the level of the community will be explored and students will gain knowledge of ethical frameworks to support professional decision making when working with communities. This unit of study develops the capacity of students to participate in the development of emerging roles for occupational therapy practice with communities and develops competence for working cross culturally. It includes a specific emphasis on working with Aboriginal and Torres Strait Islander Australians. WFOT Minimum Standards for the Education of Occupational Therapists require critical reflexivity to develop knowledge, confidence, and the ability to work within a human rights framework. Student will explore both of these skill sets. This unit also aims to support the Australian Occupational Therapy Competency Standards which require occupational therapist to specifically acknowledge the need to enhance their cultural responsiveness and capabilities for practice with Aboriginal and Torres Strait Islander Peoples.

Unit details and rules

Unit code OCCP5228
Academic unit Participation Sciences
Credit points 6
Prohibitions
? 
None
Prerequisites
? 
OCCP5208 and OCCP5218 and OCCP5219
Corequisites
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Josephine Gwynn, josephine.gwynn@sydney.edu.au
Guest lecturer(s) Gail Whiteford, gail.whiteford@sydney.edu.au
Lecturer(s) John Gilroy, john.gilroy@sydney.edu.au
Mary Jackson, mary.jackson@sydney.edu.au
Michelle Villeneuve, michelle.villeneuve@sydney.edu.au
Type Description Weight Due Length
Assignment group assignment Community Development Project – funding application
Group assignment.Funding application: Community Development Project.
45% Formal exam period
Due date: 05 Jun 2023 at 23:59
2800 words plus budget description.
Outcomes assessed: LO1 LO2 LO3
Assignment hurdle task Online quiz
In Class. Multiple Choice Quiz of 30 questions. 80% correct equals a pass.
0% Week 03
Due date: 08 Mar 2023 at 15:00
40 minutes.
Outcomes assessed: LO2 LO3
Assignment Critical self reflections on cultural competence in OT practice
Written assessment
35% Week 06
Due date: 31 Mar 2023 at 23:59
1500 word short response
Outcomes assessed: LO1 LO2
Assignment group assignment The ‘Pitch’ - community development project vision.
Group video presentation and pdf copy submitted in Canvas.
20% Week 09
Due date: 24 Apr 2023 at 23:59
5 minute video with one ppt slide.
Outcomes assessed: LO1 LO3 LO2
hurdle task = hurdle task ?
group assignment = group assignment ?

Assessment summary

  • Online quizzes: Students will complete 1 online quiz of 30 multiple choice questions about cultural competence including when working with Aboriginal and Torres Strait Islander people..
  • Critical reflections on cultural competence in OT practice:  Students will critically self reflect on cultural competence in OT practice with Aboriginal and Torres Strait Islander communities.
  • The ‘Pitch’ - community development project: This is a group presentation of your VISION for your community development project submitted through CANVAS – peers will give feedback.
  • Community Development Project – funding application: Students will complete a funding application for their community development project pitched in the previous group presentation.A funding template will be provided and a budget is to be submitted.

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 sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

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

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

Academic integrity

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

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

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

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

Simple extensions

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

Special consideration

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

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

Using AI responsibly

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

WK Topic Learning activity Learning outcomes
Week 01 Introduction to the unit. Introduction to Community Development. Lecture and tutorial (3 hr) LO1
Week 02 Occupational Therapy and Community Development Lecture and tutorial (3 hr) LO1
Week 03 History Matters: Historical determinants of health and Aboriginal and Torres Strait Islander communities. Lecture and tutorial (3 hr) LO1 LO2 LO3
Week 04 Community development: expanding the concept and starting to think about your project. Critical Self Reflection - and your own world view. Lecture and tutorial (3 hr) LO1 LO3
Week 05 Racism is bad for your health: Aboriginal and Torres Strait Islander communities Lecture and tutorial (3 hr) LO1 LO2 LO3
Week 06 Building community partnerships: community engagement - Aboriginal and Torres Strait Islander communities. Work-shopping your community project. Lecture and tutorial (3 hr) LO1 LO2 LO3
Week 07 Co-design: community engagement and leadership. Work-shopping your community project. Lecture and tutorial (3 hr) LO1 LO2 LO3
Week 08 Social Determinants of Health: why these matter and applying these to your project. Lecture and tutorial (3 hr) LO1 LO2 LO3
Week 09 Writing a funding application: a workshop Lecture and tutorial (3 hr) LO1
Week 10 The socio-ecological framework: conceptualizing and designing your project. Lecture and tutorial (3 hr) LO1 LO2 LO3
Week 11 Evaluation of community development projects. Lecture and tutorial (3 hr) LO1 LO2 LO3
Week 12 Writing a funding application and preparing a budget. Lecture and tutorial (3 hr) LO1 LO2 LO3
Week 13 Occupational Justice Lecture and tutorial (3 hr) LO1 LO3

Attendance and class requirements

Attendance: Students are required to participate each week.

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

These will be provided on students e-reserve list in Canvas.

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. expand professional competence for occupational therapy practice with communities. A specific emphasis will be placed on three enablement skills that is to collaborate, educate (build capacity), and advocate.
  • LO2. demonstrate cultural awareness, sensitivity, and safety in becoming a culturally competent occupational therapist - particularly when working with Aboriginal and Torres Strait Islander people.
  • LO3. recognise and raise awareness of expressions of occupational (in)justice in diverse cultures, community, and organisational contexts and develop participatory responses that promote health and well-being of communities.

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9
LO1         
LO2         
LO3         

Alignment with Competency standards

Outcomes Competency standards
LO1
Australian occupational therapy competency standards 2018 - OTBA
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
2.5. Maintains current knowledge for cultural responsiveness to all groups in the practice setting
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
3.7. Reflects on practice to inform and communicate professional reasoning and decision-making
4.1. Communicates openly, respectfully and effectively
4.4. Uses culturally responsive, safe and relevant communication tools and strategies
LO2
Australian occupational therapy competency standards 2018 - OTBA
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
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
LO3
Australian occupational therapy competency standards 2018 - OTBA
1.15. Addresses issues of occupational justice in practice
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
2.5. Maintains current knowledge for cultural responsiveness to all groups in the practice setting
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
3.7. Reflects on practice to inform and communicate professional reasoning and decision-making
4.1. Communicates openly, respectfully and effectively
4.4. Uses culturally responsive, safe and relevant communication tools and strategies
Australian occupational therapy competency standards 2018 -
Competency code Taught, Practiced or Assessed Competency standard
1.15 T A Addresses issues of occupational justice in practice
1.16 T A Contributes to education and professional practice development of peers and students, and
1.17 T A Recognises and manages any inherent power imbalance in relationships with clients.
1.5 T A Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups
1.6 T A Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples
1.7 T A Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice
1.9 T A Identifies and manages the influence of her/his values and culture on practice
2.1 T A Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
2.2 T A Applies theory and frameworks of occupation to professional practice and decision-making
2.4 T A Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices
3.1 T A Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.12 T A Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
3.5 T A Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
3.6 T A Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections
3.7 T A Reflects on practice to inform and communicate professional reasoning and decision-making
4.1 T A Communicates openly, respectfully and effectively
4.3 T A Works ethically with Aboriginal and Torres Strait Islander communities and organisations to understand and incorporate relevant cultural protocols and communication strategies, with the aim of working to support self-governance in communities
4.4 T A Uses culturally responsive, safe and relevant communication tools and strategies

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

The first assignment (quiz) will now be in class. Two 'grant/funding application writing' workshops now included, with one also including budgeting. More focus on workshopping the community project throughout the semester.

Detailed information for each assessment can be found on the Unit of Study Canvas home page in a document titled ADDITIONAL UNIT OF STUDY INFORMATION.

Additional costs

Not applicable.

Site visit guidelines

Not applicable.

Work, health and safety

As per University of Sydney policies.

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.