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  2. Paediatrics and Youth [OCT2202]

School: Medical and Health Sciences

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Paediatrics and Youth

  • Unit Code

    OCT2202

  • Year

    2016

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

In this unit students are introduced to the most common disabling conditions experienced by infants, children and adolescents and the effects these have on occupational performance. Students will also analyse models of practice that are applied to paediatric and adolescent needs, and learn about the assessments and intervention strategies that enhance occupational performance in self care, school and play.

Prerequisite Rule

Students must pass 7 units from EBH1101, EBH1102, OCT1101, OCT1104, OCT1205, OCT1206, OCT1208

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse the components of performance areas such as self-care, play, communication and mobility in infants, children and adolescents.
  2. Apply approaches to respond to the health and wellness needs of infants, children and adolescents at individual, group, community and population levels.
  3. Describe the common conditions that affect the health and occupational performance of infants, children and adolescents.
  4. Examine assessments and interventions appropriate to infants, children and adolescents from cross cultural populations, including Aboriginaland Torres Strait Islanders.
  5. Explain the relationship of paediatric and adolescent assessments and interventions to respective models of practice that enhance occupational performance.
  6. Use standardised measures for assessment and evaluation of interventions in paediatric and adolescent occupational therapy practice.

Unit Content

  1. Health and wellness models that focus on the needs of individuals, families and communities.
  2. Individual, community and population based approaches of service delivery that promote the health and wellness of children and adolescents.
  3. Occupational therapy assessments and intervention strategies that are sensitive to the needs of cross cultural populations including Aboriginal and Torres Strait Islanders.
  4. Occupational therapy assessments and intervention strategies that enhance occupational performance in self-care, school and play.
  5. Problem-solving strategies and models of practice applied to paediatric and adolescent needs.
  6. The effect of disabling conditions on occupational performance.
  7. The most common disabling conditions experienced by infants, children and adolescents.
  8. The special needs and issues that surround transition in life issues for adolescents from childhood and then to adulthood.

Additional Learning Experience Information

Lectures, laboratories and practicum "Fieldwork - Child Development".

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentIndividual written assignment: Assessment and reporting20%
AssignmentASSESSMENT 2 PART A - Goals and Intervention Plan15%
AssignmentASSIGNMENT 2 PART A: Goals and Intervention Plan15%
PresentationASSIGNMENT 2 PART B: Group presentation Goals and Intervention Plan15%
Examination ^End of semester examination50%
Participation ^Practicum attendance and Short Placement Student Assessment Form

^ Mandatory to Pass

Text References

  • Boyt-Schell, B., Gillen, G., & Scaffa, M. (2014). Willard & Spackman's occupational therapy (12th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
  • Crech D., & Martin, S. (2011). Functional movement development across the life span (3rd ed.). Philadelphia, PA: W.B. Saunders.
  • Kail, R., & Cavanaugh, J. (2014). Essentials of human development: A life span view. Belmont, CA: Wadsworth Thomson.
  • Kramer, P., & Hinjosa, J. (2010). Frames of reference for pediatric occupational therapy (3rd ed.). Baltimore, MD: LLW.
  • ^ Case-Smith, J., & O'Brien, J.C. (2015). Occupational therapy for children and adolescents (7th ed.). St Louis, MO: Mosby Elsevier.

Journal References

  • Australian Occupational TherapyJournal
  • American Occupational Therapy Association. (2008). Occupational therapy practice framework: Domain and process. American Journal of Occupational Therapy, 62, 625-683.

Website References

References

  • Canadian Occupational Therapy Journal

References

  • American Journal of Occupational Therapy

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

OCT2202|2|1

School: Medical and Health Sciences

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Paediatrics and Youth

  • Unit Code

    OCT2202

  • Year

    2016

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

In this unit students are introduced to the most common disabling conditions experienced by infants, children and adolescents and the effects these have on occupational performance. Students will also analyse models of practice that are applied to paediatric and adolescent needs, and learn about the assessments and intervention strategies that enhance occupational performance in self care, school and play.

Prerequisite Rule

Students must pass 7 units from EBH1101, EBH1102, OCT1101, OCT1104, OCT1205, OCT1206, OCT1208

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse the components of performance areas such as self-care, play, communication and mobility in infants, children and adolescents.
  2. Apply approaches to respond to the health and wellness needs of infants, children and adolescents at individual, group, community and population levels.
  3. Describe the common conditions that affect the health and occupational performance of infants, children and adolescents.
  4. Examine assessments and interventions appropriate to infants, children and adolescents from cross cultural populations, including Aboriginaland Torres Strait Islanders.
  5. Explain the relationship of paediatric and adolescent assessments and interventions to respective models of practice that enhance occupational performance.
  6. Use standardised measures for assessment and evaluation of interventions in paediatric and adolescent occupational therapy practice.

Unit Content

  1. Health and wellness models that focus on the needs of individuals, families and communities.
  2. Individual, community and population based approaches of service delivery that promote the health and wellness of children and adolescents.
  3. Occupational therapy assessments and intervention strategies that are sensitive to the needs of cross cultural populations including Aboriginal and Torres Strait Islanders.
  4. Occupational therapy assessments and intervention strategies that enhance occupational performance in self-care, school and play.
  5. Problem-solving strategies and models of practice applied to paediatric and adolescent needs.
  6. The effect of disabling conditions on occupational performance.
  7. The most common disabling conditions experienced by infants, children and adolescents.
  8. The special needs and issues that surround transition in life issues for adolescents from childhood and then to adulthood.

Additional Learning Experience Information

Lectures, laboratories and practicum "Fieldwork - Child Development".

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentIndividual written assignment: Assessment and reporting20%
PresentationASSIGNMENT 2 PART A: Group presentation Goals and Intervention Plan15%
AssignmentASSESSMENT 2 PART B - Goals and Intervention Plan15%
Examination ^End of semester examination50%

^ Mandatory to Pass

Text References

  • Boyt-Schell, B., Gillen, G., & Scaffa, M. (2014). Willard & Spackman's occupational therapy (12th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
  • Crech D., & Martin, S. (2011). Functional movement development across the life span (3rd ed.). Philadelphia, PA: W.B. Saunders.
  • Kail, R., & Cavanaugh, J. (2014). Essentials of human development: A life span view. Belmont, CA: Wadsworth Thomson.
  • Kramer, P., & Hinjosa, J. (2010). Frames of reference for pediatric occupational therapy (3rd ed.). Baltimore, MD: LLW.
  • ^ Case-Smith, J., & O'Brien, J.C. (2015). Occupational therapy for children and adolescents (7th ed.). St Louis, MO: Mosby Elsevier.

Journal References

  • Australian Occupational TherapyJournal
  • American Occupational Therapy Association. (2008). Occupational therapy practice framework: Domain and process. American Journal of Occupational Therapy, 62, 625-683.

Website References

References

  • Canadian Occupational Therapy Journal

References

  • American Journal of Occupational Therapy

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

OCT2202|2|2