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

4 (2018-03-19 to 2018-07-31)

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
- explain different meanings of equality and engage in a conversation about this topic
- 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.

Christansen, C. H & Townsend, E.A. 2010.
Introduction to Occupation. The Art and Science
of Living. 2nd ed. New Jersey: Pearson.
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 - 30 hours
• Individual- and group instruction - 25 hours
• Individual studies - 50 hours
• Seminars - 5 hours
• - 25 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
• oral examination in seminar

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
• Stocchetti Matteo
• Werner Tove

Arola Annikki

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

No limit (11 students enrolled)

Until date 2018-05-31

2018-03-02 to 2018-07-31

• 2018-04-23 - Reports and productions
• 2018-04-23 - Other assignments