Psychological Perspective on Occupational PerformanceLaajuus (5 cr)

Objective

Learning outcomes:
The students learn developmental, social and clinical psychology and identify the basics of gerontology. The students understand the importance of these in human psychic, physical and social activities. The students are able to combine information in developmental, social and clinical psychology and gerontology with the knowledge base of occupational therapy in such a way that the activity contributes to human health and holistic well-being.

Content

Contents:
- Development and its diversity in the life cycle
- Humans as psychological, physical and social entities
- Developing skills and abilities area by area (emotional, cognitive, etc.)
- Temperament, personality, identity, psychosomatics
- Brain development in interaction
- Protective and risk factors
- Relationship attachment, peer relationships, interaction and group phenomena
- Socialisation and norm expectations
- Mental health and psychological functioning
- Various crises
- Encountering a client who displays psychological or somatoform symptoms
- Mental health services
- Key theories and explanation models for ageing
- Aged as an active participant and influencer in one’s own life
- Human life course and life experiences as resources and facilitators

Assessment criteria, satisfactory (1)

The course instructor will specify the evaluation criteria in the beginning of the course.

The students are able to identify common phenomena and the individuality of human development as a psychophysical whole. The students are able to define the most common psychological concepts related to the development of skills and abilities that are essential for human activity. The students understand the importance of developmental contexts, protective and risk factors. The students recognize the most common interactive phenomena. The students show that they understand the mental health factors and the aetiology of the most common disorders. The students know the basic instructions for meeting a client with mental symptoms and have become familiar with the possibilities of mental health services. The students recognize phenomena related to ageing and an older person as an active participant. The students recognize key aspects of the human life course and the resource-oriented perspective on life experiences.

Assessment criteria, good (3)

The course instructor will specify the evaluation criteria in the beginning of the course.

The students are able to analyse the general phenomena and individuality of human development as a psychophysical whole. The students master in a controlled way the most common psychological concepts regarding the development of skills and abilities that are essential for human activities. The students are able to apply information to the context of development, as well as to protective and risk factors. The students recognize interactive phenomena in a variety of ways. The students are able to apply information on mental health factors, the most common backgrounds of disorders and the encounters with a client, who displays mental symptoms. The students understand the possibilities of mental health services in a wide range of ways. The students are able to analyse phenomena related to ageing and an older person as an active participant. The students have a good command of the patterns of the human life course and outline life experiences in a resource-oriented way.

Assessment criteria, excellent (5)

The course instructor will specify the evaluation criteria in the beginning of the course.

The students are able to convincingly and critically assess information in developmental, social and clinical psychology. The students master the common phenomena of human development and understand individuality as a psychophysical whole. The students are able to use the most common psychological concepts in a controlled and skilful manner in connection with the development of skills and abilities that are essential for human activities. The students skilfully apply information in the contexts of developmental, as well as protective and risk factors. The students demonstrate a diverse and skilful understanding of interactive phenomena. When supporting human activities, the students aptly apply information to mental health factors, the most common backgrounds of disorders and encountering a client, who displays mental symptoms. The students are able to direct their clients to mental health services on a case-by-case basis. The students will analyse convincingly the phenomena related to ageing and the older people as active participants. The students demonstrate an excellent command of the patterns in human life course and the empowerment aspect of life experiences.

Assessment criteria, approved/failed

The course instructor will specify the evaluation criteria in the beginning of the course.

The students are able to identify common phenomena and the individuality of human development as a psychophysical whole. The students are able to define the most common psychological concepts related to the development of skills and abilities that are essential for human activity. The students understand the importance of developmental contexts, protective and risk factors. The students recognize the most common interactive phenomena. The students show that they understand the mental health factors and the aetiology of the most common disorders. The students know the basic instructions for meeting a client with mental symptoms and have become familiar with the possibilities of mental health services. The students recognize phenomena related to ageing and an older person as an active participant. The students recognize key aspects of the human life course and the resource-oriented perspective on life experiences.

Further information

Further information:
The course includes studies in developmental, social and clinical psychology 4 ECTS and gerontology 1 ECTS.