Online Component
Some components of this course may be computer based. Student access to a computer/printer is always required for completing assignments. Computers are available to students in the Academic Support Center in the Mineral Wells Education Center.
Tutoring Available
The Academic Support Center offers tutoring in a variety of subjects and can assist students with writing skills and in researching material for courses. It is located in the Mineral Wells Education Center and is currently open 9:00 am to 5:00 pm. Additional hours may soon be available as need arises.
Tasks
- Demonstrate an understanding of the effects of physical and mental health, heritable diseases and predisposing genetic conditions, disability, disease processes, and traumatic injury to the individual within the cultural context of family and society (B.2.6.).
- Discuss the categories of mental health conditions identified in the DSM IV-TR, identifying symptoms and their impact on occupational functioning.
- Demonstrate an understanding of how developmental issues, illness, injury, or normal aging can impact cognition and/or mental health, including emotional regulation.
- Articulate how changes in changes in physical functioning and role changes can also impact an individual psychosocially.
- Discuss substance use and abuse as it relates to occupational functioning.
- Identify commonly used psychopharmaceuticals; the benefits and possible side effects.
- Gather and share data for the purpose of screening and evaluation including, but not limited to, specified screening tools; assessments; skilled observations; checklists; histories; consultations with other professionals; and interviews with the client, family, and significant others (B.4.1.).
- Articulate the way in which a model of practice/frame of reference guides the clinician in choosing appropriate assessment tools and intervention processes in mental health practice.
- Choose and apply appropriate frames of reference to provide effective service to mental health clients and their families.
- Utilize a holistic view of the client to understand his/her contexts and occupational performance needs.
- Demonstrate effective observation skills in screening and evaluating clients.
- Demonstrate the ability to successfully utilize screening and evaluation tools to gather data for treatment planning.
- Demonstrate successful skills in group leadership, for the purpose of data gathering and skill building.
- Provide therapeutic use of self, including one’s personality, insights, perceptions, and judgments as part of the therapeutic process in both individual and group interaction (B.5.6.).
- Demonstrate effective interview and communication skills for data gathering and collaborative treatment planning with clients, families, significant others, and other professionals.
- Adjust behaviors accordingly to establish rapport and develop positive working relationships with clients, families, significant others, and other professionals.
- Provide training in self-care, self-management, home management, and community and work integration (B.5.4.).
- Demonstrate the ability to effectively teach ADL and IADL skills.
- Utilize alternative methods and adjust behaviors to support increased motivation in clients to participate in skill building opportunities.
- Choose and utilize the client’s normal daily occupations to support skill building and participation.
- Identify barriers and teach adaptive measures to support participation.
- Provide adaptive equipment as needed to enhance successful engagement.
- 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 (B.5.14.).
- Recognize the client’s contexts and support active participation in normal daily occupations.
- Articulate the importance of culture and its impact on occupational performance.
- Demonstrate an awareness of the variety of community settings in which mental health intervention is currently being provided.
- Collaborate with the client/family in developing skills and exploring new options to support active participation
- Articulate an emphasis on quality of life, well-being, and occupation of the individual, group, or population to promote physical and mental health and prevention of injury or disease considering the context (e.g., cultural, physical, social, personal, spiritual, temporal, virtual) (B.2.9.).
- Demonstrate an understanding of the Recovery Model; emphasizing empowerment and self-determination.
- Identify and provide education in injury/illness prevention to support well-being and quality of life in all contexts.
- Articulate the role of the occupational therapy assistant in advocating for mental health clients and their families.
- 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 (B.5.27).
- Successfully document evaluation and intervention outcomes utilizing appropriate formats.
- Adjust documentation style to the context in which the mental health service is being delivered.
- Demonstrate the ability to locate and utilize evidence-based information to support occupational therapy practice in mental health.
- Describe the role of the occupational therapy assistant in care coordination, case management, and transition services in traditional and emerging practice environments (B.5.7.)
- Describe the non-traditional settings in which mental health intervention is currently being provided.
- Differentiate the role of the occupational therapy assistant from that of the occupational therapist and other practitioners in current mental health intervention.
- Articulate the current public and political issues impacting provision of mental health services.
- Demonstrate an understanding of the effects of physical and mental health, heritable diseases and predisposing genetic conditions, disability, disease processes, and traumatic injury to the individual within the cultural context of family and society (B.2.6.).
- Gather and share data for the purpose of screening and evaluation including, but not limited to, specified screening tools; assessments; skilled observations; checklists; histories; consultations with other professionals; and interviews with the client, family, and significant others (B.4.1.).
- Provide therapeutic use of self, including one’s personality, insights, perceptions, an judgments as part of the therapeutic process in both individual and group interaction (B.5.6.).
- Provide training in self-care, self-management, home management, and community and work integration (B.5.4.).
- 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 (B.5.14.).
- Articulate an emphasis on quality of life, well-being, and occupation of the individual, group, or population to promote physical and mental health and prevention of injury or disease considering the context (e.g., cultural, physical, social, personal, spiritual, temporal, virtual) (B.2.9.).
- 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 (B.5.27).
- Describe the role of the occupational therapy assistant in care coordination, case management, and transition services in traditional and emerging practice environments (B.5.7.)
Apply frames of reference; facilitate group processes; identify occupational therapy assessment strategies; explain psychiatric diagnoses based on the Diagnostic and Statistical Manual (DSM); and implement occupation-based interventions.
Apply frames of reference; facilitate group processes; identify occupational therapy assessment strategies; explain psychiatric diagnoses based on the Diagnostic and Statistical Manual (DSM); and implement occupation-based interventions.
Groups: Applying the Functional Group Model F. A. Davis ISBN-13: 978-0-8036-1499-4
Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision American Psychiatric Association ISBN: 978-0-89042-025-6
Occupational Therapy in Mental Health: A Vision for Participation F. A. Davis ISBN-13: 978-0-8036-1704-9
Assignments:
All assignments are due at the beginning of the class period unless otherwise stated and are expected to be original, independent work. Each assignment should be neat and legible, with correct spelling and grammar. Acceptance of assignments that are late due to an absence, are at the discretion of the instructor. Points may be lost for violating any of this policy. No occupational therapy assistant courses provide extra credit opportunities.
Make-ups of quizzes or examinations is at the discretion of the instructor. No quiz, examination, or final may be taken early. Any make-up quizzes or examinations that are allowed must be taken on the first day the student returns to campus following an absence. It is the student’s responsibility to contact the instructor and arrange a time for any make-up quiz or exam. Failure to take any required quiz or examination will result in a grade of zero (0) .
Professional conduct and communication are considered to be essential skills in the healthcare professions and are required in the classroom as well as in any on-line course environment. Students are expected to be polite and respectful whether talking face-to-face, e-mailing, chatting , or posting online. Behavior that is disruptive (i.e., excessive talking, rudeness to others, distracting behaviors such as leaving and re-entering class, cell phones ringing, etc.) will not be tolerated. Cell phones must be placed on silence during classes. Grade points can be deducted for any inappropriate behaviors. If at any time during the semester a problem of this nature is encountered or any specific concerns arise, please do not hesitate to contact the course instructor for assistance. Students deserve a positive learning environment without disruptions that may negatively impact their learning opportunities.
Attendance Policy
Attendance Guidelines:
Occupational therapy is a profession that requires “hands-on” learning experiences. Therefore, class attendance is essential and mandatory. Late arrivals to class, leaving during class without permission, or leaving class early will not be tolerated. Any abuse of this expectation may result in a grade reduction of 10% or greater. If a student has an emergency situation that will result in a violation of this policy the student is expected to contact the instructor immediately to avoid any grade reduction.
Attendance Guidelines for On-Line Component:
If the course has an on-line component, attendance will be documented by the timely submission of scheduled on-line assignments.. On-line assignments submitted after the required deadlines will not be accepted . Students may be required to attend on-campus, on-line proctored examinations. The instructor will provide the necessary information if needed. Format for an examinations may be hardcopy or computer-based, as determined by the instructor.
May include the lectures, labs, group discussion, audio-visual materials, individual and group structured activities, and/or computer-based activities.
The class grade will be determined as follows:
Quizzes 20%
Midterm Exam 30%
Final Exam 30%
Assignments 20%
_____
Total 100%
ADA Statement:
Any student with a documented disability (e.g. learning, psychiatric, vision, hearing, etc.) may contact the Office on the Weatherford College Weatherford Campus to request reasonable accommodations. Phone: 817-598-6350 Office Location: Office Number 118 in the Student Services Building, upper floor. Physical Address: Weatherford College 225 College Park Drive Weatherford, TX.