ET-2-039

• Occupational therapy 2005 - Occupational therapy
• Occupational therapy 2006 - Occupational therapy
• Occupational therapy 2007 - Occupational therapy
• Occupational therapy 2008 - Research and development in occupational therapy
• Occupational therapy 2009 - Research and development in occupational therapy
• Occupational therapy 2010 - Research, development and innovation in occupational therapy
• Occupational therapy 2011 - Research and development in occupational therapy
• Occupational therapy 2012 - Research, development and innovation in occupational therapy
• Occupational therapy 2013 - Research, development and innovation in occupational therapy
• Occupational therapy 2014 - Research and development in occupational therapy
• Occupational therapy 2015 - Research and development in occupational therapy
• Occupational therapy 2016 - Research and development in occupational therapy
• Occupational therapy 2017 - Research and development in occupational therapy
• Occupational therapy 2018 - Research and development in occupational therapy
• Occupational therapy 2019 - Research and development in occupational therapy

2 (2019-10-28 to 2019-12-31)

Swedish

Compulsory

First

3

5 cr

- student develops an insight into how he/she can
use the already acquired competence in order to
promote social entrepreneurship in society

- Reasoning about social entrepreneurship based
on user participation and an occupational
perspective
- Identify areas where occupational therapist
can create social benefits
- Express and argue for an innovative idea that
can be used to solve everyday social problems
related to daily activities
- Identify and discuss ethical issues related
to innovation and social entrepreneurship
- students can reason about sustainability and
social entrepreneurship based on societal and
political aspects

Occupational science as the basis for social
entrepreneurship

Courses in occupational therapy from year 1 and 2

Occupational science

Compulsory attendance at group discussions and
seminars

AlHeresh, R., Bryant, W., & Holm, M. 2013.
Community-based rehabilitation in Jordan:
Challenges to achieving occupational justice.
Disability & Rehabilitation, 35(21), 1848-1852.

Arthanat, S., Simmons, C., & Favreau, M. 2012.
Exploring occupational justice in consumer
perspectives on assistive technology. Canadian
Journal of Occupational Therapy, 79(5), 309-319.

Hammell, K. 2008. Reflections on Well-Being and
Occupational Rights. Canadian Journal of
Occupational Therapy, 75(1), 61-64.

Hinojosa, J. 2007. Becoming innovators in an era
of hyperchange. American Journal of Occupational
Therapy, 61(6), 629-637.

Håkansson, C & Matuska, K M. 2010. How life
balance is perceived by Swedish women recovering
from a stress‐related disorder: A validation of
the life balance model. Journal of Occupational
Science, 17:2, 112-119.

Kronenberg,F.,Algado,S., Pollard, N.(ed.) 2005.
Occupational therapy without borders: learning
from the spirit of survivors. Edinburgh: Elsevier
Churchill Livingstone. kap 1, 6, 7.

Kronenberg, F. Pollard, N., & Sakellariou, D.
2011. Occupational therapies without borders.
Vol. 2, Towards an ecology of occupation-based
practices. Edinburgh: Elsevier Churchill
Livingstone.

Morville, A & Erlandsson, L. 2013. The experience
of occupational deprivation in an asylum centre:
The narratives of three men. Journal of
occupational science, 20(3) 212-223.

Sakellariou, D & Pollard, N. 2017. Occupational
Therapies Without Borders. Integrating justice
with practice. 2nd edition. Great
Britain:Elsevier.

Stickley, A J. & Hall, K J. 2017. Social
enterprise: a model of recovery and social
inclusion for occupational therapy practice in
the UK. VOL. 21 No. 2, 91-101.

Whiteford, G., Jones, K., Rahal,C. & Suleman, A.
(2018) The Participatory Occupational Justice
Framework as a tool for change: Three contrasting
case narratives, Journal of Occupational Science,
25:4, 497-508

Wilcock, A., & Hocking,C. 2015. An Occupational
Perspective on Health. Thorofare: Slack Inc

www.forte.se/fk-brukarmedverkan External link

• Lectures - 10 hours
• Excursions and demonstrations - 15 hours
• Individual- and group instruction - 10 hours
• Small-group work - 30 hours
• Individual studies - 35 hours
• Internet-based studies - 10 hours
• Seminars - 5 hours
• - 20 hours

• Total workload of the course: 135 hours
• Of which autonomous studies: 135 hours
• Of which scheduled studies: 0 hours

Participation in tuition

• Essays, reports, productions and portfolio

Approved written group paper and oral group
presentation

• Haldin Denice
• Werner Tove

Haldin Denice

https://arcada.itslearning.com/ External link

No limit (9 students enrolled)

Until date 2019-03-17

2019-03-18 to 2020-07-31

• 2019-12-16 - Reports and productions
• 2019-11-01 - Other assignments