The course takes place in period

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

Level/category

Professional studies

Teaching language

Swedish

Type of course

Compulsory

Cycle/level of course

First

Recommended year of study

2

Total number of ECTS

5 cr

Competency aims

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.

Learning outcomes

- 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

Course contents

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

Prerequisites and co-requisites

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

Additional information

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

Recommended or required reading

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

Study activities

  • 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

Workload

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

Mode of Delivery

Participation in tuition

Assessment methods

Essays, reports, productions and portfolio

Assessment requirements

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

Teacher

Backman Henrika

Examiner

Arola Annikki

Group size

No limit (20 students enrolled)

Assignments valid until

Until date 2019-08-31

The timetable of the course

Se rumsbokning i ARBS

Course enrolment period

2022-02-28 to 2022-03-27

Assessment methods

Date will be announced later - Reports and productions

Room reservations
Date Time Room Title Description Organizer
2022-03-25 09:15 - 11:00 Aktivitet och delaktighet för barn och unga Introduktion till kursen på Zoom Backman Henrika
Peri Heidi
2022-04-07 14:30 - 16:00 Aktivitet och delaktighet för barn och unga Backman Henrika
Peri Heidi
2022-04-11 08:30 - 11:45 B516 Aktivitet och delaktighet för barn och unga Backman Henrika
Peri Heidi
2022-04-22 08:30 - 11:45 B516 Aktivitet och delaktighet för barn och unga Backman Henrika
Peri Heidi
2022-04-29 08:30 - 11:45 B516 Aktivitet och delaktighet för barn och unga Backman Henrika
Peri Heidi
2022-05-05 14:30 - 16:00 Aktivitet och delaktighet för barn och unga Backman Henrika
Peri Heidi
2022-05-09 08:30 - 11:00 B516 Aktivitet och delaktighet för barn och unga Backman Henrika
Peri Heidi
2022-05-13 08:30 - 11:45 B516 Aktivitet och delaktighet för barn och unga Backman Henrika
Peri Heidi
2022-05-20 09:15 - 15:00 B516 Aktivitet och delaktighet för barn och unga Slutseminarie Backman Henrika
Peri Heidi

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