Therapeutic Engagements/Partnerships in Occupational Therapy Practice 2

Module overview

This module combines academic study with a practical and experiential approach to learning. You will continue to work with the charity you established links with during level 4 and during level 5 you will implement a planned activity group with the service users of the charity. This will provide the opportunity for you to consolidate the professional skills introduced at level 4 and developed during Practice Placement 1. You will also develop skills in preparing professional project proposals which will include a risk assessment and consideration of cost and resource management. You will also have the opportunity to consolidate your knowledge on group dynamics and understand how they may affect therapeutic groups.

Learning and Teaching

Teaching and learning methods

Building on level 4, this is an experiential module. Independent study and project work in small groups will be supported by lectures on core topics, small group supervision sessions and sessions focusing on group dynamics. Supervision sessions will be structured to meet individual group need, but overall will serve to provide guidance on specific issues such as difficulties with group dynamics, conflict, ethical and practical concerns, which form the basics of understanding conflicts which may arise within groups. Students will be expected to maintain a reflective log / diary throughout this module to record and explore their experiences and to contribute to their ongoing professional development.

Study time
Type	Hours
Project supervision	10
Independent Study	100
Seminar	30
Follow-up work	100
Tutorial	10
Lecture	20
Wider reading or practice	100
Total study time	370

Resources & Reading list

Journal Articles

York M, Wiseman m (2012). Gardening as an occupation: a critical review. British Journal of Occupational Therapy, (75 2 76 – 84).

Tokolahi E, Em-Chhour C, Barkwill L, Stanley S (2013). An occupation-based group for children with anxiety. British Journal of Occupational Therapy, (76 1 31-36).

Cipriani J, Haley R, Moravec E, Young H (2010). Experience and meaning of group altruistic activities among long-term care residents. British Journal of Occupational Therapy, (73 6 269-276).

Wensley R, Slade A (2012). Walking as a meaningful leisure occupation: the implications for occupational therapy. British Journal of Occupational Therapy, (75 2 85 – 92).

Blank A (2004). Clients experience of partnership with OTs in community mental health. British Journal of Occupational Therapy, (63 3 118-124).

Textbooks

Rogers C (2003). Client-centred therapy: its current practice, implications and theory. London: Constable.

Department of Health (2008). Framing the Contribution of Allied Health Professionals: Delivering High Quality Healthcare. London: The Stationary Office.

Department of Health (2005). Creating a patient-led NHS: Delivering the NHS Improvement Plan. London: DH.

Schon D (1983). The reflective practitioner. New York: Basic Books.

Mearns D, Thorne B (2007). Person-centred counselling in action. London: Sage Publications Ltd.

McLeod, J (2003). An Introduction to Counselling. Maidenhead: Open University Press.

Egan, G. (2007). The skilled helper: a problem management and opportunity-development approach to helping. Belmont, CA: Thomson/Brooks Cole.

Glassman U (2009). Groupwork - a humanistic and skills building approach. California: Sage Publications Inc.

Sumsion T (2006). Client-centred practice in occupational therapy - a guide to implementation. Edinburgh: Churchill Livingstone.

Cole M (2012). Group dynamics in occupational therapy - the theoretical basis and practice application of group intervention. Thorofare: Slack Incorporated.

Glasby J, Dickinson H (2014). Partnership in health and social care: what is Integrated Care and How Can We Deliver it? (Better Partnership Working Series) ,. Bristol: Policy Press.

Nelson-Jones R (2001). Theory and practice of counselling and therapy. London: Sage.

Kottler J, Englar-Carlson M (2010). Learning group leadership - an experiential approach. California: Sage Publications Inc.

Cabinet Office, Brooks Newmark, HM Treasury (2014). Promoting social action: encouraging and enabling people to play a more active part in society. London: The Stationary Office.

Assessment

Assessment strategy

Both components of the summative assessment must be passed

Formative

This is how we’ll give you feedback as you are learning. It is not a formal test or exam.

Presentation

Assessment Type: Formative
Feedback: Verbal feedback from tutors and peers, on both content and style, to prepare for your summative assessment
Final Assessment: No
Group Work: Yes

Summative

This is how we’ll formally assess what you have learned in this module.

Breakdown
Method	Percentage contribution
Professional conversation	100%

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Breakdown
Method	Percentage contribution
Reflective essay	100%

Repeat Information

Repeat type: External