ET-2-051

• 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

Students develop their skills in the
field of
occupational therapy:
Are able to theoretically explain and
practically
apply different models for occupational
therapy
to increase activity opportunities and
participation in adults with
neurological activity limitations

Students develop their skills in the
occupational
therapy process and professional
reasoning:

Understand how the neurological problems
affecting the individual's occupational
performance and participation in the
various activity areas

Can trough professional reasoning
support the persons occupational performance

Can assess, plan, implement and evaluate
the person-centered occupational therapy for
persons with neurological activity limitations

Students develop their skills in the
field of professional relationship and
partnership by:

learners understand the importance of
the multiprofessional cooperation.

The student has achieved the objectives
of this
course for the development of competence
in
occupational therapy by:

• Students have knowledge of the most
  common
  neuropsychological problems in adults
  and
  understand how they affect the daily
  lives
• Can explain and implement in a case
  the
  principles for the rehabilitation of
  neurological
  activity problems
• Can consider the environments
  importance to
  occupational performance

The student has achieved the objectives
of this
course for the development of competence
in the
occupational therapy process and
professional
reasoning:

• Can define the persons ability to
  perform activities and his / her resources
• Can select and apply an appropriate
  frame of reference to assess, plan, implement
  and
  evaluate
  the person-centered occupational
  therapyprocess
• In connection with practical exercises
  can support the persons occupational
  performance
• Can apply the occupational
  therapyprocess and a
  person-centered approach in different
  cases
• Can explain and base their clinical
  reasoning in theory

The student has achieved the objectives
of this
course for the development of competence
in
professional relationship and
partnership by:

• Can in cases account for the multi-
  professional
  collaboration and the responsibilities
  of the occupational therapist

Theoretical and practical knowledge in
order to
perform the occupational therapy process
in adult
neurological occupational therapy

Introduction to occupational science and
occupational therapy, Life-span
Perspective on
Human Development, Communication and
learning for
participation and occupation,
Environment and
Participation, Occupation, Health and
Society,
The Occupational Therapy Process

Compulsory attendance at exercises,
group work,
seminars and study visits

E-böcker (Ebook Central)

Bassoe, GBE, & Syre, L 2016, The Bobath Concept
in
Adult Neurology, Thieme Medical Publishers,
Incorporated, NEW YORK. Available from: ProQuest
Ebook
Central. [18 March 2020].

Edmans, J (ed.) 2017, Occupational Therapy and
Stroke,
John Wiley & Sons, Incorporated, Hoboken.
Available
from: ProQuest Ebook Central. [18 March 2020].

Noggle, C, Dean, R, & Barisa, M (eds) 2013,
Neuropsychological Rehabilitation, Springer
Publishing
Company, New York. Available from: ProQuest
Ebook
Central. [18 March 2020].

Preston, J, & Edmans, J 2016, Occupational
Therapy and
Neurological Conditions, John Wiley & Sons,
Incorporated, Chicester. Available from:
ProQuest
Ebook Central. [18 March 2020].

Laaksonen, R, & Ranta, M (eds) 2013,
Introduction to
Neuropsychotherapy : Guidelines for
Rehabilitation of
Neurological and Neuropsychiatric Patients
Throughout
the Lifespan, Taylor & Francis Group, London.
Available from: ProQuest Ebook Central. [18
March
2020].
tex. cap 5 Effects of Brain Injury on Emotional
Reactions in a Therapeutic Process

Artiklar:
Bright, Felicity AS, et al. "Co-constructing
engagement in stroke rehabilitation: a
qualitative
study exploring how practitioner engagement can
influence patient engagement." Clinical
rehabilitation
31.10 (2017): 1396-1405.

Felicity A. S. Bright, Nicola M. Kayes, Linda
Worrall
& Kathryn M. McPherson (2015) A conceptual
review of
engagement in healthcare and rehabilitation,
Disability and Rehabilitation, 37:8, 643-654,
DOI:
10.3109/09638288.2014.933899 Finns på ItsL

Hebert, D. et al. (2016). Canadian stroke best
practice recommendations: Stroke rehabilitation
practice guidelines, update 2015. International
Journal of Stroke. 11. 10.1177/1747493016643553.

Kessler, Dorothy & Walker, Ian & Sauvé-Schenk &
Egan,
Mary 2019. Goal setting dynamics that facilitate
or
impede a client-centered approach. Scandinavian
Journal of Occupatinal Therapy, 26:5. 312?324.

Kessler, D. et al. (2014). Occupational
Performance
Coaching for stroke survivors: A pilot
randomized
controlled trial protocol: Protocole pilote d?un
essai
clinique randomisé sur l?Occupational
performance
coaching for stroke survivors (OPC-Stroke).
Canadian
Journal of Occupational Therapy, 81(5), 279?288.
https://doi.org/10.1177/0008417414545869 External link

Plant, S. E., Tyson, S. F., Kirk, S., & Parsons,
J.
(2016). What are the barriers and facilitators
to
goal-setting during rehabilitation for stroke
and
other acquired brain injuries? A systematic
review and
meta-synthesis. Clinical rehabilitation, 30(9),
921?
930. https://doi.org/10.1177/0269215516655856 External link

Scammell, Emma & Bates, Stephanie & Houldin,
Adina &
Polatajko, Helene. (2016). The Cognitive
Orientation
to daily Occupational Performance (CO-OP): A
scoping
review: Lapproche CO-OP (Cognitive Orientation
to
daily Occupational Performance) : examen de la
portee.
Canadian Journal of Occupational Therapy. 83.
10.1177/0008417416651277.

Shi, Y. X., Tian, J. H., Yang, K. H. & Zhao, Y.
2011.
Modified Constraint-Induced Movement Therapy
Versus
Traditional Rehabilitation in Patients With
Upper-
Extremity Dysfunction After Stroke: A Systematic
Review and Meta-Analysis. Archives of Physical
Medicine and Rehabilitation, 92(6), pp. 972-982.
doi:10.1016/j.apmr.2010.12.036

Toglia, J., Rodger, S.A., & Polatajko, H.J.
(2012).
Anatomy of Cognitive Strategies: A Therapist's
Primer
for Enabling Occupational Performance. Canadian
Journal of Occupational Therapy, 79, 225 - 236.

Wadden, Katie P et al. ?Predicting Motor
Sequence
Learning in Individuals With Chronic Stroke.?
Neurorehabilitation and neural repair vol. 31,1
(2017): 95-104. doi:10.1177/1545968316662526

Wader, K., Molineux, M. (2017). Occupational
adaptation and identity reconstruction: A
grounded theory synthesis of qualitative studies
exploring adults? experiences of adjustment to
chronic disease, major illness or injury.
Journal of Occupational Science, vol. 24.2, 225-
243.

Wolf, S.L. & Kwakkel, Gert & Bayley, Mark &
McDonnell,
M.N.. (2015). Best practice for arm recovery
post
stroke: An international application.
Physiotherapy.
101. e22-e23. 10.1016/j.physio.2015.03.030.

• Lectures - 20 hours
• Individual- and group instruction - 4 hours
• Practical exercises - 8 hours
• Small-group work - 28 hours
• Individual studies - 66 hours
• Internet-based studies - 4 hours
• Seminars - 5 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 participation in group work,
exercises,
field trips and seminars

Approved assessment task gives course
grade (on a
scale 1 - 5).
Examination task is valued based on the
literature, description of reasoning,
processing
of reasoning, evaluation of reasoning,
language
and formal.

• Arola Annikki
• Peri Heidi

Peri Heidi

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

No limit (20 students enrolled)

Until date 2021-09-06

Presenteras innan kursens början

2021-08-16 to 2022-07-31

• Date will be announced later - Reports and productions
• Date will be announced later - Other assignments