ET-2-034

• Occupational therapy 2005 - Occupayional therapy and rehabilitation
• Occupational therapy 2006 - Occupayional therapy and rehabilitation
• Occupational therapy 2007 - Occupayional therapy and rehabilitation
• Occupational therapy 2008 - Client centered practise and proffesionality
• Occupational therapy 2009 - Client centered practise and proffesionality
• Occupational therapy 2010 - Client centered practise and proffesionality
• Occupational therapy 2011 - Client centered practise and proffesionality
• Occupational therapy 2012 - Client centered practise and proffesionality
• Occupational therapy 2013 - Client centered practise and proffesionality
• Occupational therapy 2014 - Client centered work and proffesionality
• Occupational therapy 2015 - Client centered work and proffesionality
• Occupational therapy 2016 - Client centered work and proffesionality
• Occupational therapy 2017 - Client centered work and proffesionality
• Occupational therapy 2018 - Client centered work and proffesionality
• Occupational therapy 2019 - Client centered work and proffesionality
• Occupational therapy 2020 - Client centered work and proffesionality

4 (2022-03-14 to 2022-07-31)

Swedish

Compulsory

First

2

5 cr

This course enhance competence (compare with
European occupational therapy competencies) in
the areas of knowledge of occupational therapy,
OT-process and professional reasoning,
professional relationships and partnerships,
professional autonomy and accountability and
research and development in occupational
therapy/science. This course also enhance the
following generic competences: ethical
competence, communicative and social
competence,
competence in research and development (R&D)
work and competence in organizations and
society.

• students have knowledge of the most common
  neuropsychological problems in children and
  youth
  and understand how it affect the daily living
• students are able to apply ethical principles
  in OT-process
• students gain a theoretical foundation of
  occupational therapy for children and youth
• students can apply occupational therapy
  methods
  and principles in the OT-process of children
  and
  youth
• students can use play as meaningful
  occupation,
  students can apply the Model of Playfulness
• students can modify environments to promote
  activity and participation
• students understand the importance of
  adequate
  documentation of the OT-process
• students can apply clinical reasoning when
  working with child case
• students can apply the principles of family
  centered work, multi-professional work and
  networks in relation to children and youth
• students can use evidence-based approach when
  working with children and youth

theoretical and practical knowledge needed to be
able to promote occupation and participation in
children and youth

Basic courses in OT from the first year of
studies.
Additionally, Occupation and Participation I from
second year studies.

Participation in seminar, visits to occupational
therapists working with children and adolescents
and practical lessons is compulsory

Recommended reading:
Case-Smith, J. 2010. Occupational Therapy for
Children. 6th ed. Mosby. ISBN: 978-0-323-05658-
8
Eliasson, A-C. Lidström, H. Peny-Dahlstrand, M.
(red). 2016. Arbetsterapi för barn och ungdom.
Studentlitteratur.
Rodger, S. (ed.) 2010. Occupation-centred
practice with children. A practical guide for
occupational therapists. Wiley-Blackwell

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
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 paediatric
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 childrens
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
Stirling, J. 2002. Neuropsykologi - en
introduktion, kap. 6, 7, 9,10. Lund:
Studentlitteratur
Wing, L. 2012. Autismspektrum: handbok för
föräldrar och professionella. Stockholm: Cura

• Lectures - 32 hours
• Excursions and demonstrations - 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

Participation in tuition

Essays, reports, productions and portfolio

Approved examination task (assessment scale 1 -
5)and approved participation in discussion foum,
exercises, study visits and seminar

Backman Henrika

Arola Annikki

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

No limit (20 students enrolled)

Until date 2019-08-31

Se rumsbokning i ARBS

2022-02-28 to 2022-03-27

Date will be announced later - Reports and productions