Occupational therapy as a profession and use of self in occupational therapyLaajuus (3 ECTS)

Objective

Students are familiar with the organisational and operational structures of health care and social services, providers of occupational therapy services and key client groups. They recognise the characteristics of a professional role and the responsibilities that such a role entails. Students understand the impact of their own personality on social relationships. They are able to relate to different individuals. Students function as conscious and responsible team members. They can identify the strengths and improvement areas of their own personality. Students know how to act as a mirror to others and regulate social and psychological distance in different work-related situations.
Students are able to create their own life narrative and understand the role of their personal history in their growth as therapists. They recognise the significance of their values, attitudes and conception of humanity to therapeutic relationships. Students know how to make use of the narrative approach and its methods. They know how to work in dialogue with other people. Students understand that professional growth is a lifelong process. They are committed to and participate in their own professional growth process.

Content

Occupational therapy as a profession 1 cr.
• Organisations and operational structures of the health care and social services sector
• Client groups, working environments and services of occupational therapy
• Nomenclature of occupational therapy
• Ethics in occupational therapy

Myself as a therapist 2 cr.
• Professional role, client-centred approach and partnership
• Use of own personality as a therapeutic means
• Client’s personality, narrative and lifeworld
• Dialogue
• Acting as a mirror
• Teamwork and working as a team member
• Professional development and growth as a therapist
• Supervision in support of personal growth

Assessment criteria, satisfactory (1)

Students use the appropriate core concepts as well as make choices using the knowledge base of their own professional field. They recognise the prerequisites and consequences of their own actions.

Students’ actions follow the rules and instructions given, and they use working methods appropriately and safely.

Students work according to the professional ethics of their own field, and they act responsibly as group members.

Assessment criteria, good (3)

Students analyse the relationships between appropriate core concepts as well as justify their choices using the knowledge base of their own professional field. They analyse the prerequisites and consequences of their own actions.

Students act according to the rules and instructions given in their operating environment, and they use working methods appropriately and safely.

Students work according to the professional ethics of their own field, and they act flexibly as group members.

Assessment criteria, excellent (5)

Students analyse and assess the relationships between appropriate core concepts as well as make choices using the knowledge base of their own professional field. They assess the prerequisites and consequences of their own actions.

Students act initiatively and goal-orientedly in diverse operating environments, and they apply working methods appropriately and safely.

Students work according to professional ethics in varied situations, and their functioning enhances group activities.