Outline

Overview

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

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	OCCP5208 and OCCP5218 and OCCP5219
Corequisites ?	None
Prohibitions ?	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	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:
Assignment	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:
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:
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:
= hurdle task ? = 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 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	Introduction to the unit. Introduction to Community Development.	Lecture and tutorial (3 hr)
Week 02	Occupational Therapy and Community Development	Lecture and tutorial (3 hr)
Week 03	History Matters: Historical determinants of health and Aboriginal and Torres Strait Islander communities.	Lecture and tutorial (3 hr)
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)
Week 05	Racism is bad for your health: Aboriginal and Torres Strait Islander communities	Lecture and tutorial (3 hr)
Week 06	Building community partnerships: community engagement - Aboriginal and Torres Strait Islander communities. Work-shopping your community project.	Lecture and tutorial (3 hr)
Week 07	Co-design: community engagement and leadership. Work-shopping your community project.	Lecture and tutorial (3 hr)
Week 08	Social Determinants of Health: why these matter and applying these to your project.	Lecture and tutorial (3 hr)
Week 09	Writing a funding application: a workshop	Lecture and tutorial (3 hr)
Week 10	The socio-ecological framework: conceptualizing and designing your project.	Lecture and tutorial (3 hr)
Week 11	Evaluation of community development projects.	Lecture and tutorial (3 hr)
Week 12	Writing a funding application and preparing a budget.	Lecture and tutorial (3 hr)
Week 13	Occupational Justice	Lecture and tutorial (3 hr)

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

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
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	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 1.7. 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 - 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
	Australian occupational therapy competency standards 2018 - 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		Addresses issues of occupational justice in practice
1.16		Contributes to education and professional practice development of peers and students, and
1.17		Recognises and manages any inherent power imbalance in relationships with clients.
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
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
2.4		Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices
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
3.5		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
4.1		Communicates openly, respectfully and effectively
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

Responding to student feedback

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.

Additional information

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.

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

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

OCCP5228: Enabling Occupation with Communities

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

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

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect