Assessment of occupational performance components and areas 2Laajuus (4 ECTS)

Objective

Students are able to carry out the assessment process with different clients and in different contexts. They understand that assessment requires multidisciplinary co-operation. Students are able to assess factors contributing to each client’s occupational performance components and areas. They are familiar with some theoretical models and frameworks of occupational therapy and aim to choose the ones that are most appropriate for each client’s specific situation. Students know how to make use of occupation and occupational analysis in assessment. Students are able to use appropriate and credible assessment methods. They are able to seek and critically evaluate information in order to base their actions on evidence. Students improve their skills in interpreting and reporting assessment results and making recommendations. They are aware of the principles of setting objectives for occupational therapy.

Content

• The Model of Human Occupation (MOHO)
• Frameworks guiding assessment

• Assessment of occupational performance areas and participation
• Assessment of occupational performance components; skills and abilities
• Assessment of the environment

• Occupational forms and occupational analysis in assessment of performance and participation
• Additional assessment methods: MOHO-based interview, observation and self-assessment tools
• Structured observation of activities
• Projective (expressive) methods

• Special issues in assessment, such as an immigrant as a client
• Assessment of pervasive and polymorphic dysfunctions
• Multidisciplinary co-operation in assessment and evaluation

• Scoring assessments, summarising and interpreting results, making recommendations and reporting
• Setting objectives, such as Goal Attainment Scaling (GAS)

• Reflection on the therapeutic relationship: processing work placement experiences (integrated with therapeutic relationship studies)

Qualifications

Prerequisites:
Assessment of occupational performance components and areas 1
WORK PLACEMENT 1: Assessment of occupational performance

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.