Opinto-opas

Objective

Students are familiar with the developmental stages and dynamics of a group. They are able to justify the use of an occupational therapy group. Students know how to plan an occupational therapy group and practise setting objectives. They know how to make use of group theories when instructing occupational therapy groups. Students are able to choose and apply occupational forms in line with the objectives of the group. Students observe the group and reflect on their own group instruction skills.

Content

• Developmental levels of a group and group dynamics
• Therapeutic factors of a group
• Group theories of occupational therapy
• Functions and roles of group instructors
• Individual and group objectives
• Use of occupation in a group

Location and time

N/A

Materials

Related references:
Hautala, Hämäläinen, Mäkelä & Rusi-Pyykönen 2013. Toiminnan voimaa . Luku: toiminnan voimaa. sivut 161- 200 ja Liite 4. (Available only in Finnish)
Cole, Marilyn. Group Dynamics in OT.
Finlay, Linda. 2001. Groupwork in Occupational Therapy. Cheltenham: Nelson Thornes.
Finlay, Linda. 2004. The Practice of Psychosocial Occupation. Cheltenham: Nelson Thornes.
Creek, J. 2014 (5, ed.). Occupational Therapy and Mental Health. Churchill Livingstone. See chapter 16. (Please, use the 4th or 5th edition).
Mosey, Anne, Cronin. 1986. Psychosocial Components of Occupational Therapy. New York: Raven Press. Pages 248 -294. See Develpmental groups, pages. 282 -289.

Additional litterature will be announced.

Teaching methods

Activating, interactive Lectures
Small group tutorial
Workshops x2
Reflection on individual learning outcomes
Laboration related to the use of therapeutic occupation
Collaborative field work (in context of group leadership)
Coursework

Employer connections

Several field work partners included

Exam schedules

more information be announced

International connections

N/A

Completion alternatives

Please contact Sanna Piikki

Student workload

See also schedule.
Obligatory participation in two workshops.

Content scheduling

N/A

Further information

N/A

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, satisfactory (1)

The student is able to
- display learning in professional knowledge and core content in the field
- search information from a variety of sources
- work in various duties in a variety of operating environments
- show that he has achieved the targets for core competence
- display learning in the key safety practices in the field
- act according to ethical principles
- to contribute his learning for the benefit of a group or project

Assessment criteria, good (3)

The student is able to:
- use concepts and knowledge in his field systematically
- find information and assess and use information sources with a critical eye
- apply professional information in professional assignments
- apply professional expertise in various work assignments
- act independently and responsibly in professional contexts
- plan operations with safety in mind
- act according to professional ethics
- act purposefully in working groups and projects

Assessment criteria, excellent (5)

The student is able to:
- use concepts and knowledge in his field professionally
- argue the use of his sources
- argue a course of action on the basis of research information or findings
- operate in a range of duties and work situations, also in international contexts
- to act in a way that is customer-oriented and displays entrepreneurial spirit
- to act responsibly, taking safety issues into consideration
- argue his choices on the basis of professional ethics
- organize and manage the operation of a group and project

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 insufficient
- The student is not acting in accordance with his training and guidance
- The student is not trying to develop himself or his actions
- The student is unconcerned about professional safety or ethical principles
- The student is not motivated by or participating in group or development work

Assessment methods and criteria

Learning assignment and active participation (100%)
Oral and written feedback

Qualifications

Building a therapeutic relationship
Therapeutic occupation in productive
(study, work) and leisure activities
Work placement 2: Assessment and promotion of occupational performance and participation

Further information

Practising group instruction in co-operation with the world of work.