ET-2-081 (0) - Occupational challenges within occupational therapy

• Occupational therapy 2021 - Professional reasoning and interprofessional cooperation
• Occupational therapy 2022 - Professional reasoning and interprofessional cooperation
• Occupational therapy 2023 - Professional reasoning and interprofessional cooperation

3 (2024-01-01 to 2024-03-17)

Swedish

Compulsory

First

2

5 cr

The module includes the competence to work in the
occupational therapy process based on a person-
centered approach, to work for sustainable health
with an occupational science perspective and to
work as an actor for development and change. You
have advanced knowledge about the partnership, the
treatment of persons and the importance of the
narrative in order to promote meaningful
activities and participation for different people
and groups in society. You have in-depth knowledge
of the profession's work process that supports a
structured and evidence-based approach. You have
in-depth knowledge of the basic concepts of the
basic concepts in occupational science, especially
regarding the essence of activity and its
relationship to the person's everyday life, the
population's health, social context and the right
to be active in society. You also have in-depth
knowledge of the complex relationship between
person, occupation and environment and its impact
on sustainable health in society. You have in-
depth knowledge of how different attitudes and
decisions in society affect people's opportunities
to be active and participate in society. You can
reflect on ethical and sustainability issues in
various professional contexts. You understand and
consider cultural diversity and you take
responsibility for meeting the person in their own
context. You can reflect on needs for occupational
development within your own professional area. The
competence described in the module is consolidated
and strengthened through practical training.

The module covers the general competencies
ethical- and sustainability competence, local- and
global competence, as well as innovation- and
development competence.

SDG?s in focus:
Target 3 Good health and Well-being
Target 10 Reduced inequalities

Knowledge:

You have knowledge of the child's motor and
sensory development as well as children and
adolescent?s psychosocial development.

You have knowledge of the most common
neuropsychological problems as well as psychiatric
problems in children and adolescents.

You have knowledge of the concepts of co-
occupation and occupational potential

You have knowledge of theories about play.

You have knowledge of the family-centered approach

Skills:

You can analyze how children and young
adolescent?s developmental level affects the
child's activities in play, in activities within
the context of school and studies and within the
context of leisure

Based of the analysis, you can plan, implement and
evaluate occupational therapy for children and
adolescents with different occupational
challenges.

You can plan occupational therapy based on a
person- and family-centered approach

You can explain the meaning of the concepts: co-
occupation and occupational potential and you can
describe how the terms can be used in relation to
specific cases

You can demonstrate the use of an evidence-based
approach when working with children and
adolescents.

Attitude:

You reflect on the importance of cultural
diversity in the work with children and
adolescents

You reflect on ethical sustainability issues when
it comes to the child's, adolescent?s immediate
environment

You ensure that interventions are based on the
best available evidence .

Interdisciplinary medicine. The child's
sensorimotor
and social-psychological development. Theory of
play
and child development in relation to skills needed
for play.

Basic and subject studies from the first
year of study. Briefly review the child's
development.

Obligatorisk kurslitteratur:
- Case-Smith, J. 2010. Occupational Therapy for
Children. 6th ed. Mosby.
- Eliasson, A-C. Lidström, H. Peny-Dahlstrand, M.
(red). 2016. Arbetsterapi för barn och ungdom.
Lund: Studentlitteratur.
- Kranowitz, C. 2015. Tahatonta tohellusta. PS-
Kustannus
- Lagerkvist, B., & C. 2012. (red). Barn med
funktionsnedsättning. Lund: Studentlitteratur
- Lautamo, T., Kottorp, A., & Salminen, A. Play
assessment for group settings: A pilot study
to construct an assessment tool. Scandinavian
Journal of Occupational Therapy, 2005, Vol.12(3),
P.136-144, 12(3), 136-144.
- Oksanen, J., & Sollasvaara, R (red). 2019.
Esteille Hyvästit. Opas autismikirjon sekä adhd-
ja Tourette-oireisten lasten kasvattajille.
Autismisäätiö.
- Rodger, S. (ed.) 2010. Occupation-centred
practice with children. A practical guide for
occupational therapists. Wiley-Blackwell (e-bok)

Referenslitteratur:

- Asaba, E. & Wicks, A. 2010. Occupational
Terminology, Journal of Occupational Science,
17:2, 120-124.
- Autti-Rämö, I., Salminen, A-L., Rajavaara, M.,
Ylinen, A. (ed.). 2016. Kuntoutuminen.
Helsinki: Duodecim
- Ayres, J.A. 2008. Aistimusten aallokossa.
Sensorisen integraation häiriö ja terapia. PS-
kustannus.
- Eliasson, A-C & Burtner, P.A.(ed).
2008.Improving hand function in Children with
Cerebral Palsy:
theory, evidence and intervention. London: Mac
Keith Press
- Hautala, T., Hämäläinen,T., & Mäkelä, L. 2013.
Toiminnan Voimaa, Toimintaterapia käytännössä.
Edita
- Jeglinsky, I. 2012. Family-centredness in
services and rehabilitation planning for
children and youth with cerebral palsy in
Finland. Thesis for doctoral degree. Karolinska
institutet.
- Kielhofner, G. 2009. Conceptual Foundations of
Occupational Therapy. 4uppl., Philadelphia: F.
A. Davis.
- Koivikko, M & Sipari, S. 2006. Lapsen ja nuoren
hyvä kuntoutus. Helsinki: Vaajaliikkeisten
kunto ry.
- Kramer, P. & Hinojosa. 2010. Frames of
reference for pediatric occupational therapy (3rd
ed.)USA.
- Lippincott Williams & Wilkins
Kuhaneck, H et al. 2010. Activity analysis,
creativity and playfulness in pediatric
occupational therapy.
- Launiainen, H. & Sipari, S. 2011. Lapsen hyvä
kuntoutus käytännössä. Projekti 2007-2011,
Vajaaliikkeisten kunto ry. ISBN: 978-952-99712-
1- 3
- Law, M. Baum, C. Dunn, W. 2005. Measuring
occupational performance: supporting best
practice in occupational therapy. Thorofare:
Slack inc.
- Parham, D. & Fazio, L. 2008. Play in
occupational therapy for children. USA: Mosby
Pickens, N, Pizur-Barnekow, K. (2009) Co-
occupation: Extending the dialogue. Journal of
Occupational Science, 16:3, 151-156.
- Pierce, D. 2009. Co-occupation: The challenges
of defining concepts original to occupational
science, Journal of Occupational Science, 16:3,
203-207.
- Rodger, S & Ziviani, J. 2008. Occupational
therapy with children. Understanding children's
occupations and enabling participation.
Blackwell Publishing.
- Townsend, E. A. & Polatajko, H. J. 2007.
Enabling Occupation II. Advancing an occupational
therapy vision for health, well-being & justice
through occupation. Kap 9,10. CAOT
- Turpin, M. ja Iwama, M.K. 2010. Using
Occupational Therapy Models in
Practice.Churchill
Livingstone. Elsevier.
- Wicks, A. 2005. Understanding Occupational
Potential, Journal of Occupational Science,
12:3, 130-139.

-Atchison, Ben & Dirette, Diane K.(red.)2012.
Conditions in occupational therapy: effect on
occupational performance. 4. ed. Philadelphia:
Wolters Kluwer Health/Lippincott Williams &
Wilkins.
- Attwood, Tony. 2011. Den kompletta guiden till
Aspergers syndrom. Lund: Studentlitteratur.
ISBN: 978-91-44-07555-6
- Attwood, Tony. 2012. Aspergerin oireyhtymä
lapsuudesta aikuisuuteen. Oppimateriaalikeskus
Opike. ISBN 978-951-580-530-0.
- Dufva, V & Koivunen, M (toim.) 2012. ADHD
Diagnosointi, hoito ja hyvä arki. PS-kustannus.
ISBN 978-952-451-566-5.
- Kerola, K & al. 2009. Autismin kirjo ja
kuntoutus. PS-kustannus
- Sharma, A. & Sheridan, M. 2014. Mary Sheridan's
from birth to five years: Children's
developmental progress. 4th ed. London:
Routledge.
- Stirling, J. 2002. Neuropsykologi - en
introduktion, kap. 6, 7, 9,10. Lund:
Studentlitteratur
- Wing, L. 2012. Autismspektrum: handbok för
föräldrar och professionella. Stockholm: Cura

Annat lästips:
- Rotkirch, A. 2014. Tillsammans -
om familjelivets härlighet och svårighet.
Borgå: Schildts & Söderströms.

• Lectures - 32 hours
• Individual- and group instruction - 4 hours
• Small-group work - 15 hours
• Individual studies - 70 hours
• Internet-based studies - 10 hours
• Seminars - 4 hours

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

Multiform education

Essays, reports, productions and portfolio

Passed written examination (grading scale 1 - 5).
Assessment criteria for the examination task
are available on itslearning.
Active participation in the basic group work.
Successful participation in exercises and seminars.

• Arell-Sundberg Marina
• Backman Henrika
• Peri Heidi
• Tillman Ilse
• Werner Tove

Backman Henrika

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

No limit

Until further notice

2023-11-24 to 2023-12-22

Date will be announced later - Reports and productions