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Course Syllabus

Course Number:

OTHA 2309

Course Name:

Mental Health in Occupational Therapy

Revised:

1-2016

Hours: Wednesday - 1:00-4:00pm

(Note: This course is taught in hybrid format with 16 hours completed online)

Semester Credit Hours:

3

Lecture Hours per week:

2

Lab Hours per week:

2

Contact Hours per Semester:

64

Prerequisites:

All previous OTHA classes

Co-Requisite:

OTHA 1260

Instructor’s Office Location and Phone Number:

Terrie King, OTR

,

Health Science Building

Rm# 1106 and 903-694-4027 office phone

E-mail Address:

[email protected]

Course Description:

Apply selected frames of reference; demonstrate proper facilitation of group processes and group dynamics; and identify occupational therapy assessment strategies. Identify and explain psychiatric diagnoses based on the most current Diagnostic and Statistical Manual; demonstrate proficiency in planning and implementation of occupation-based interventions; and demonstrate effective documentation skills.

Purpose and Goals of the Course:

Apply frames of reference; facilitate group processes; identify occupational therapy assessment strategies; explain psychiatric diagnoses based on the

Diagnostic and Statistical Manual (DSM5); and implement occupation-based interventions.

Course’s Relationship to Curriculum:

Mental health is a complex and misunderstood concept which often goes unaddressed when working with clients. In this course, students develop a clear understanding of how important it is as a practitioner to address the psychosocial needs of clients in any intervention setting.

Resiliency and motivation are two key components for any recovery process and intervention strategies addressing these areas need to be included in the intervention process. Using the

PEO Model as a guide, the student will analyze and synthesize how the person, environment and occupation subsystems affect mental health and occupational performance. Major mental health disorders are explained and frames of reference to support the intervention process are discussed. The course emphasizes the importance of addressing psychosocial factors which affect occupational performance and students begin to develop skills to manage individual and group dynamics. Professional development continues in this course to include awareness of healthy interpersonal skills, professional boundaries, standard precautions and resource management within classroom and community settings.

Assignments:

Assignments

Individual Assignments

Individual Readiness Assessment Test -iRAT

Exams

Reflection Paper

Professional Development Assessment

– PDA

Discussion Postings

Digital Notebook

Team Assignments

Team Readiness Assessment Test - tRAT

Application Activities o

Group Facilitation Assignment

Weight

65%

10%

20%

10%

10%

10%

5%

25%

5%

20%

90-100

80-89

75-79

60-74

Grading Scale

% Score

Below 60

Letter Grade

A

B

C

D

F

Team Maintenance

Peer Feedback (Midterm)

Note 1

: No scores will be rounded.

10%

10%

Note 2

: All rules and regulations printed in the College catalog,

The Pathfinder

and the OTA

Student Policy Manual will be reinforced throughout this course.

Note 3

: The OTA Program will not tolerate any form of academic dishonesty as defined in

The

Pathfinder

or unethical behaviors as defined in the OTA

Program’s Student Policy Manual. Any student participating in academic dishonesty or unethical behaviors of any type will receive a zero (0) on the assignment or exam and may be subject to further disciplinary action.

Student Responsibilities

1.

2.

Students are expected to show respect for fellow classmates and instructors by being punctual for all class periods.

Students should complete all reading assignments and or lab assignments prior to class.

3.

4.

Students are expected to participate actively in class discussions and experiences.

It is the student

’s responsibility to consistently monitor the class process through the use of the online learning management system. Students are expected to print out all course materials prior to the class date listed on the learning management system. Given this expectation, the student should maintain access to a reliable computer system to remain in good standing in the course.

5.

6.

7.

Students should notify the instructor in advance if unable to take a scheduled examination.

If not, unexcused absence will result and the student will receive a zero for the exam. A make up test will not be given in this circumstance.

Students are responsible for all materials missed due to absences.

8.

9.

Grades or points allotted for daily work, quizzes, and labs cannot be made up in the case of an absence.

Students are expected to turn in completed assignments on time. The course instructor may extend the deadline if notified of extenuating circumstances prior to the due date.

Students can expect a 20 point deduction for every day it is late.

Students are expected to accept constructive feedback and modify behavior as appropriate.

10.

11.

When interacting with students, College staff and faculty, students are expected to be positive, sensitive, considerate, polite and tolerant.

For specific conduct and behavior expectations, refer to the OTA Program Student Policy

Manual.

OTHA 2309

– Mental Health in OT – Revised 1/16 Page 2

Attendance:

Any student who does not come to class (all or in part) and does not call Mickie Cash, OTA department secretary in advance will

lose 5 points from his/her overall COURSE grade

per occurrence

.

For example, if you have a 93% average at the end of the semester and you failed to report one absence or arrived at class late without reporting, your average will be adjusted to an 88% which would cause you to earn a ―B‖ for the course.

If Mickie does not answer, please leave a message as a last resort.

It’s simple common courtesy—call if you are going to be late or absent. When a student arrives late or leaves early, for any reason, it is considered a tardy.

Three tardies equates to one absence. Because of the experiential nature of OTA education, attendance is required to master the course objectives. If a student is absent for more than

11% of the course hours, the instructor may withdraw the student from the course.

If any student in this class has special classroom or testing needs because of a physical, learning, or emotional condition, please contact ADA Counselor in the Administration Building, telephone 903-693-1123 to make arrangements for any required accommodations within the first seven days of the semester. Withdrawing from a course is the student

’s responsibility. If you do not withdraw yourself, you will receive an F on your transcript for this course.

After studying the material presented in the texts, lecture, laboratory, Canvas assignments, and other resources, the student should be able to complete all learning objectives listed below with a minimum competency of 75%.

Learning Objectives: 2012 ACOTE Standards

1. B.1.7. Articulate the importance of using statistics, tests, and measurements for the purpose of delivering evidence-based practice.

2. B.5.17. Promote the use of appropriate home and community programming to support performance in the client’s natural environment and participation in all contexts relevant to the client.

3. B.2.3. Articulate to consumers, potential employers, colleagues, third-party payers, regulatory boards, policymakers, other audiences, and the general public both the unique nature of occupation as viewed by the profession of occupational therapy and the value of occupation support performance, participation, health, and well-being.

4. B.1.4. Demonstrate knowledge and appreciation of the role of sociocultural, socioeconomic, and diversity factors and lifestyle choices in contemporary society (e.g., principles of psychology, sociology, and abnormal psychology).

5. B.1.5 Articulate the ethical and practical considerations that affect the health and wellness needs of those who are experiencing or are at risk for social injustice, occupational deprivation, and disparity in the receipt of services.

6. B.2.9. Express support for the quality of life, well-being, and occupation of the individual, group, or population to promote physical and mental health and prevention of injury and disease considering the context (e.g., cultural, personal, temporal, virtual) and environment.

7. B.6.1. Describe the contexts of health care, education, community, and social systems as they relate to the practice of occupational therapy.

8. B.6.4. Identify the role and responsibility of the practitioner to advocate for changes in service delivery policies, to effect changes in the system, and to recognize opportunities in emerging practice areas.

9. B.2.11. Identify interventions consistent with models of occupational performance.

OTHA 2309

– Mental Health in OT – Revised 1/16 Page 3

10. B.5.2. Select and provide direct occupational therapy interventions and procedures to enhance safety, health and wellness, and performance in ADLs, IADLs, education, work, play, rest, sleep, leisure, and social participation.

11. B.5.3. Provide therapeutic use of occupation, exercises, and activities (e.g., occupationbased intervention, purposeful activity, preparatory methods).

12. B.5.32. Document occupational therapy services to ensure accountability of service provision and to meet standards for reimbursement of services. Documentation must effectively communicate the need and rationale for occupational therapy services and must be appropriate to the context in which the service is delivered.

13. B.5.4. Implement group interventions based on principles of group development and group dynamics across the lifespan.

14. B.5.17. Promote the use of appropriate home and community programming to support performance in the client’s natural environment and participation in all contexts relevant to the client.

Methods of Evaluation:

Performance/

Learning Outcome

Method of Measurement

1-3, 9-14

4-8

Students will average 75% average or better on the

Application Ax Assignments.

Students will score at least an 80% on the Reflection Paper

Assignment and exams.

SCANS implemented in these course objectives include:

II.D.i, I.A.i., I.A.ii, II.C.ii., I.B.v, I.B.i, I.B.ii, I.B.iii, I.C.iii, II.B.v., II.B.vi, I.C.v., II.D.ii

Texts, Materials, and Supplies:

Obrien, J. and Solomon, J. (2013). Occupational

analysis and group process.

St. Louis, MO.

Elsevier Mosby.

Early, M. (2009).

Mental health concepts & techniques for the occupational therapy assistant.

4 th

Edition. Baltimore, MD. Libbincott.

Many additional handouts and resources will be linked in the pre-class assignment section of each Module on the Canvas schedule.

Assignments

Individual Assignments

Weight

65%

Individual Readiness Assessment Test -iRAT 10%

Exams

Reflection Paper

Professional Development Assessment

20%

10%

10%

PDA

Discussion Postings

Digital Notebook

Team Assignments

Team Readiness Assessment Test - tRAT

Application Activities

o

Group Facilitation Assignment

Team Maintenance

Peer Feedback (Midterm)

Assignments

10%

5%

25%

5%

20%

10%

10%

Grading Scale

% Score

90-100

80-89

75-79

60-74

Letter Grade

A

B

C

D

Below 60 F

OTHA 2309

– Mental Health in OT – Revised 1/16 Page 4

Note: Specific rubrics are provided in Canvas with the Assignment link

Individual Assignments

– 65%

iRAT

Based on pre-class assignments, students will complete a number of individual readiness assessment tests (iRAT) to determine student readiness for application activities.

Exams

Students will complete two exams that are based on pre-class assignments and application activities completed during class time.

Reflection Paper

Students will complete a professionally written paper in response to questions designed to give students an opportunity to apply, integrate and synthesize didactic information with field work experiences.

PDA

Students will complete a professional development document (see attached) and meet with the instructor to discuss plans for continued success before going into

Practicum I.

Discussion Postings

Throughout the course students will share ideas and respond to questions.

Professional responses, grammar and spelling are important for this assignment area.

Digital Notebook

Students save all documents and resources in a digital format, submitting screen shot pictures of file content overview.

Team Assignments - 25%

tRAT

Team Readiness Assessment Tests (tRAT) will follow the iRAT. Through active discussion without resources, each team again answers the same questions as were asked on the iRAT. A team score will be assessed based on this group score sheet.

Application Ax

Through a variety of in class hands on learning tasks, students will demonstrate the ability to integrate Pre-class assignments through group facilitation, activities and discussions.

Team Maintenance

– 10%

Peer Feedback (Midterm)

Each student will be assigned to a team for the duration of the semester. Team experiences and assignments will be a large part of this course. The team is only as effective as its members. Each team will meet as a group and share their feedback forms with their peer group. Scoring has two parts, feedback scores from peers and written feedback to peers. (See attached form)

OTHA 2309

– Mental Health in OT – Revised 1/16 Page 5

T

EAM

-B

ASED

L

EARNING

P

EER

F

EEDBACK

Team: Midterm

Final

Colleague you are evaluating:

__________

Your name (evaluator): ____________________________________________

Period of Evaluation:

PART ONE: QUANTITATIVE ASSESSMENT

(

CHECK

ONLY ONE BOX

FOR EACH OF THESE 12

ITEMS)

C

OOPERATIVE

L

EARNING

S

KILLS

:

Arrives on time and remains with team during activities

R

ARELY

S

OMETIMES

O

FTEN

Demonstrates a good balance of active listening & participation

Asks useful or probing questions

Shares information and personal understanding

S

ELF

-D

IRECTED

L

EARNING

: R

ARELY

S

OMETIMES

O

FTEN

Is well prepared for team activities

Shows appropriate depth of knowledge

Identifies limits of personal knowledge

Is clear when explaining things to others

R

ARELY

S

OMETIMES

O

FTEN

I

NTERPERSONAL

S

KILLS

:

Gives useful feedback to others

Accepts useful feedback from others

Is able to listen and understand what others are saying

Shows respect for the opinions and feelings of others

PART TWO: QUALITATIVE ASSESSMENT

(

FOR EACH ITEM,

WRITE A PARAGRAPH WITH AT

LEAST 100 WORDS. BE SURE TO GIVE EXAMPLES WITH YOUR STATEMENTS)

1) What is the single most valuable contribution this person makes to your team?

2) What is the single most important way this person could alter their behavior to more effectively help your team?

OTHA 2309

– Mental Health in OT – Revised 1/16 Page 6

Revised, Jan. 2016

TBL Peer Feedback, Grading Criteria & Formula

Revised Jan. 2014

Part One, Quantitative Assessment of Teammates

Each team member receives 12 specific ratings from each person in their group

“often” box checked: 3 points

“sometimes” box checked: 2 points

“rarely” box checked:

1 point

For each assessment, 36 points are possible (12 ratings x 3 points/rating = 36)

Grading: (

mean points per evaluation

/ 36

) x (0.60) = quantitative score

Part Two, Qualitative Assessment of Teammates

Each team member provides anonymous written feedback to all members of their team, answering two questions about each of their teammates.

The quality of feedback that you write is evaluated using these guidelines:

a) Are specific behaviors described?

(vs. non-specific generalizations ) b) Are those behaviors described clearly

, so I recognize what I’ve done to help my team, and what I can adjust or change to improve my team’s performance? c) Are content and tone constructive and helpful?

(vs. petty, mean, antagonistic) d) Is the feedback descriptive (“I feel our team would benefit if you gave us your opinion earlier in the discussion.”) rather than evaluative?

(“You treated us unfairly by keeping quiet during our discussions.”)

Each feedback you write is evaluated by faculty and assigned a value of 0-4 points, using these criteria :

4 points: very useful to receiver of feedback

3 points: fairly useful to receiver of feedback

2 points: marginally useful to receiver of feedback

1 point: feedback is written, but not useful at all to receiver

0 points: feedback not written

For each assessment, 4 points are possible (4 ratings x 2 points/rating = 8)

Grading: (mean points assigned per feedback / 8

) x (0.40) = qual. score

Summary:

Your overall peer feedback score is composed of 2 components:

Quantitative score (60%) + qualitative score (40%)

OTHA 2309

– Mental Health in OT – Revised 1/16 Page 7

Professional Development Assessment

Student Name:

Date:

Evaluator:

Part I-Scoring

: For each professional behavior, review the descriptors and rate your performance in the ―score‖ column.

Part II - Narrative:

You must narratively address any area in which you scored yourself a 2 or below PLUS the 16 specified number of criteria in each section. Each criteria addressed is worth 5 points for a total of 80 points. To earn all five points you must give tangible examples that demonstrate your assertions. For example, you can’t just say, ―I feel that I am very good at regulati ng my emotions‖. You would need to give an example of when you remained calm under a stressful situation and what strategy(ies) you used. Your PDA grade is determined by the quality of your responses on the 16 (or more) criteria.

Scores of ―2‖ or lower, whether self rated or instructor-rated will require an explanation as well as an objective plan for improvement.

Here are a couple of examples of comments with objective plans.

“Follows through with commitments and responsibilities.”

- 2

Twice I have cancelled meetings with my study group because I thought my husband would be home with the kids but he got called out to work both times. In the future I will make sure that I organize a backup plan for child care. I did send a group member the study guide that I worked on but I still feel like I let the group down.

“Reflects on outcomes and analyzes results.” - 2

When things go wrong I tend to either not talk about it or gripe about it, usually blowing it out of proportion. What I should do is just talk to someone about how I could have done or said something differently. The next time this happens I am going to talk it over with Jill. I can talk to her and I trust her not to make assumptions about me. I need to get an outside perspective.

Students are encouraged to analyze their behavior in relation to these criteria from day one of the semester. Since professional behaviors are expected across the board in your role as a student, examples may include SOTA, or any course, lab or service learning experience in which you are participating. If, at any time, you feel as though you are struggling in one or more professional development areas, make an appointment to visit with the instructor.

Part 3

– Submission:

Each student will submit an electronic professional development selfassessment. Paste the PDA form into a MS Word document. Save your document as follows: last name, first initial 2016PDA.doc (example: Lambert, C.2016PDA.docx). Submit the document as an attachment within the Profession al Development ―assignment‖ in Canvas, where you will find the due date.

Rating Scale:

4

– exceeds standards – rare rating that must be clearly justified

3

– meets standards

2

– needs improvement, requires a written action plan upon submission (conference optional)

1

– unsatisfactory, below standard and requires a conference with an instructor and a written

action plan

OTHA 2309

– Mental Health in OT – Revised 1/16 Page 8

1

. Work Ethic

- including but not limited to:

(comment on at least 3)

Score Criteria a. Attendance and punctuality. b. Hands in assignments and papers when due. c. Follows through with other commitments and responsibilities. d. Takes responsibility for keeping classroom and clinic area clean and organized. e. Independently follows the OTA program dress code when engaging in educational tasks. f. Submits neat written assignments with correct grammar and spelling.

Comments:

2.

Attitude and enthusiasm

- including but not limited to:

(comment on “g” and at least 2 others)

Score Criteria a. Uses body postures and gestures that convey attentiveness. b. Expresses concerns or frustrations in a solution-focused manner. c. Actively engages in classroom and virtual discussions. d. Behaviors are consistent with the Program’s Code of Ethics e. Displays behaviors which are positive, respectful, considerate, polite and tolerant toward others. f. Takes initiative by recognizing what needs to be done and responding appropriately. g. Volunteers in service programs or organizations (list and briefly describe).

Comments:

3

. Time Management -

including but not limited to:

(comment on at least one)

Score Criteria a. Uses a planner, calendar (electronic or manual) or other method to effectively meet program requirements b. Prepares for class by completing reading assignments and bringing handouts and other educational supplies.

4.

Emotional Intelligence

- including but not limited to:

(comment on at least 2)

Comments:

Score Criteria a. Invites connection with others through eye contact, affect and body postures. b. Demonstrates good manners and social skills. c. Recognizes personality traits of self and others and adapts to foster cooperation and group cohesiveness. d. Able to regulate emotions to foster positive outcomes. e. Responds effectively to the emotions of other people.

OTHA 2309

– Mental Health in OT – Revised 1/16 Page 9

Comments:

5.

Communication

– including but not limited to:

(comment on at least 2)

Score Criteria a. Shares perceptions and opinions with clarity and quality of content (includes word choice, tone, etc.). b. Interprets contextual clues to maintain and/or suspend conversation. c. Effectively provides feedback using the sandwich method.

Comments:

6.

Critical thinking

- including but not limited to:

(comment on at least 2)

Score Criteria a. Asks open-ended, thoughtful questions. b. Analyzes and generates possible solutions using a variety of resources. c. Demonstrates the ability to identify or select activities which support occupation based intervention concepts. d. Reflects on outcomes and analyzes results.

Comments:

7

. Mentorship

- including but not limited to:

(comment on at least 3)

Score Criteria a. Able to recognize strengths and areas of growth. b. Seeks guidance from those having more experience. c. Responds appropriately to constructive feedback d. Modifies performance in response to feedback. e. Demonstrates awareness of boundaries related to student roles.

Comments:

Total Score:

Additional Comments:

OTHA 2309

– Mental Health in OT – Revised 1/16 Page 10

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