ET-2-070

• Occupational therapy 2013 - Client centered practise and proffesionality
• Occupational therapy 2014 - Occupation and occupational performance process
• Occupational therapy 2015 - Occupation and occupational performance process
• Occupational therapy 2016 - Occupation and occupational performance process
• Occupational therapy 2017 - Occupation and occupational performance process
• Occupational therapy 2018 - Occupation and occupational performance process
• Occupational therapy 2019 - Occupation and occupational performance process
• Occupational therapy 2020 - Occupation and occupational performance process

4 (2020-03-23 to 2020-07-31)

Swedish

Compulsory

First

1

5 cr

The aim of the course is to develop competences
within OT by:

• showing competence and understanding about the
  complex relationship between the health of the
  community, social contexts and occupational
  rights
• understanding the importance of activity for
  health
• showing competence and understanding for how
  aspects of society and culture can influence
  activity
• understanding and be able to measure with what
  force and in which direction media is influencing
  reality as seen from the social context

At the end of the course the student is able to:

• explain the content of activity, occupational
  balance, occupational justice and doing, being,
  belonging and becoming. The student can describe
  how these definitions can be seen within
  different target groups and affect activity and
  participation
• describe the meaning of culture, seen from an
  occupational perspective
• with the aid of daily newspaper identify these
  different perspectives seen in a community based
  context
• begin to think critically about the influence
  of media on the construction/meaning of
  "Health"

societal perspectives on health and human
occupation and participation, focus on different
population groups and their everyday life

Basic courses in OT

Matteo Stocchettis teaching is supporting students
in their understanding of how media is influencing
the making of our own reality.

Due to the exceptional situation created by the Coronavirus and the closing of University, the course has been altered in the following way: Online teaching in Teams and via ItsLearning.

Arola, A. 2018. Capturing the experience of
health among persons aging in a migration
context. Health promotion interventions as means
to enable health and occupations in daily life.
University of Gothenburg.
Christansen, C. H & Townsend, E.A. 2010.
Introduction to Occupation. The Art and Science
of Living. 2nd ed. New Jersey: Pearson.
Hitch D, Pepin G, & Stagnitti K. (2014). In the
Footsteps of Wilcock, Part One: The evolution of
doing, being, becoming and belonging.
Occupational Therapy in Health Care.
Hitch, D., Pépin, G., & Stagnitti, K. 2014. In
the Footsteps of Wilcock, Part Two: The
Interdependent Nature of Doing, Being,
Becoming,
and Belonging. Occupational Therapy In Health
Care. 28(3) 247-263.
Hitch, D., Pépin, G., & Stagnitti, K. 2014. In
the Footsteps of Wilcock, Part Two: The
Interdependent Nature of Doing, Being,
Becoming,
and Belonging. Occupational Therapy In Health
Care, 28(3), 247-263.
Häggblom-Kronlöf, G., Hultberg, J., Eriksson,
BG. & Sonn, U. (2007). Experiences of daily
occupations at 99 years of age. SJOT 14:192-200
Kroksmark, Ulla. 2014. Hälsa och aktivitet i
vardagen - ur ett arbetsterapeutiskt
perspektiv. Förbundet Sveriges
Arbetsterapeuter.
Matuska, K., Christiansen, C. (2009) Life
balance : multidisciplinary theories and
research
Thorofare, NJ : SLACK Inc, kap. 1, 2, 9, 10
Scaffa, M.E. et al. 2010. Occupational therapy
in the promotion of Health and wellness. USA:
F.A. Davis Company, kap. 5, 6, 7, 17
Scriven, A. 2013. Ewles & Simnett Hälsoarbete.
Poland: Studentlitteratur
Stocchetti, M & Kukkonen, K. 2011. Critical
media analysis. An introduction for media
professionals. kap. 1,2. Frankfurt am Main:
Peter Lang
Wilcock,A A. 2015. An occupational perspective
of health. 3nd ed. Slack.
Whalley, H K. 2004. Dimensions of Meaning in
the Occupations of Daily Life. I: Revue
Canadienne 180;ergothérapie. 5(71). s. 296 -
302.

• Lectures - 20 hours
• Individual- and group instruction - 10 hours
• Individual studies - 50 hours
• Seminars - 5 hours
• - 50 hours

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

Participation in tuition

The examination forms of the course:

1. Oral presentation in seminar. The presentation
   graded from 1-5, is a group work and is based on
   a case. To pass the examination the student have
   to be able to explain the content of all the
   different perspectives and describe how these
   perspectives influence activity and participation
   within different kinds of groups. The grade for
   the presentations is the same for all group
   members.
2. Written examination (individually) written as
   a
   letter to the editor where the student is
   recognizing a topic about an irregularity/
   unfairness / challenge. The grading is passed /
   not passed. Excellent performance can influence
   the course grade in a positive manner.

The examinations contribute to the final grade
as follows: ...

• Arola Annikki
• Haldin Denice
• Stocchetti Matteo
• Werner Tove

Werner Tove

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

No limit (21 students enrolled)

Until date 2020-08-31

Online undervisning via Teams åtminstone fram till 13.5.2020 enligt tidtabell enligt ARBS.

2020-03-09 to 2020-04-05

2020-04-28 - Other assignments