Opinto-opas

Objective

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 are familiar with the key elements involved in building and maintaining a therapeutic relationship. They know how to create therapeutic relationships and maintain dialogical interaction with clients. They are able to reflect on their own actions and change these based on their clinical reasoning. Students become committed to and participate in their own professional growth process. Students are able to take the knowledge base of other fields into account when building a therapeutic relationship.

Content

• Occupational therapy process
• Relating to a client and building a therapeutic relationship
• Ethical principles of occupational therapy
• Recognising a client’s uniqueness
• The role of the operating environment in building a therapeutic relationship
• Professional development and growth as a therapist
• Key factors of the therapeutic relationship
• Professional growth, part 1

Location and time

Mullypuro Campus
Class:
25.11 klo 9.00-16.00 (lounch break in between)
26.11 klo 12.45-15.45
09.12 klo 09.00-16.00 (lounch break in between)
10.12 klo 12.45-16.00

Materials

Finlay, Linda. 2004. The Practice of Psychosocial Occupational Therapy. (3rd ed.). Nelson Thornes.
Gahnström-Strandqvist et al. 2000. Actions of Competence in OT practice.pdf
Goffman, Erwing. 2012. Vuorovaikutuksen sosiologia. Tampere: Vastapaino.
Mönkkönen, Kaarina. 2018. Vuorovaikutus asiakastyössä. Helsinki: Edita.
Hautala, Hämäläinen, Mäkelä, Rusi-Pyykönen. 2019. Toiminnan voimaa. Toimintaterapia käytännössä (Tarkoituksellisen vuorovaikutuksen mallin osuus).
Kielhofner, Cary. 1997. Concentric layers of knowledge in the conceptual foundations.
Peräkylä, Anssi. 2001. Erving Goffman- sosiaalisen vuorovaikutuksen rakenteet. Teoksessa Sosiaalipsykologian suunnannäyttäjiä. 347-364. Tampere: Vastapaino.
Taylor, Renee. 2008. An Intentional Relationship: Occupational therapy and use of self.
WFOT_Guiding principles on Diversity and Culture. 2009 .pdf
Please see Oma, documents

Teaching methods

Lessons, group work, activating methods, independently carried assignments.

Completion alternatives

No optional ways to make studies available

Content scheduling

Opintojaksoon kuuluu ammattillisen kasvun osa, joka sijoittuu lukukauden loppuun kts. tarkemmat tiedot lukujärjestyksestä. Opettajinia ammatillisessa kasvussa Sanna Piikki ja Jennie Nyman.

Further information

All study material and instructions for assignments will be found on Oma

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, satisfactory (1)

The student is able to:
- display learning in core content
- use individual professional concepts correctly
- find information for a specific situation
- distinguish between non-theoretical and theoretical information
- act in individual professional situations as instructed
- display learning in his professional field
- show that he has achieved the targets for core competence
- follow safety instructions
- display learning in the ethical principles of his professional field
- operate as a member of a student group

Assessment criteria, good (3)

The student is able to:
- display an understanding of concepts and professional knowledge in
the field
- assess and limit the amount of information needed
- operate well in typical professional duties and contexts
- operate in a multicultural environment
- operate safely
- act according to professional ethics
- operate in a student group

Assessment criteria, excellent (5)

The student is able to:
- use concepts and knowledge in his field systematically
- assess and use various information sources
- apply professional information in professional assignments
- work in various duties in a variety of operating environments
- act independently and responsibly in professional contexts
- to take safety issues into consideration in his action
- argue his choices on the basis of professional ethics
- organize the activities of a group of students

Assessment criteria, approved/failed

Failed
- The student does not know or appreciate knowledge in the field sufficiently
- The student does not know or cannot use concepts in his field properly
- The student's professional level is not properly developed
- The student is not acting in accordance with his training and guidance
- The student is not familiar with instructions related to professional safety or ethical principles
- The student withdraws from cooperation with others

Assessment methods and criteria

Active presence (see dates above).
All assignments done.

Further information

The course includes drama studies.