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Text body ЄЄx/q‚List<ў’<Caption ЄxЄx $CJ6aJ]"ўЂ"Index $TўВT paragraph & FddЄdЄdOJQJCJPJ^JaJDўТDList Paragraph & F^„а]„`„DвDHeader% & Fdd ЦH$ЄЄ $VўтV Balloon Text & FddЄЄOJ QJ CJ^J aJLџџџџЂ%<,ш V .t!t!œ!z%ˆ%'8,<, !"#$%џџ_GoBackі2џџџџџџџџџџџџџџџџџџ^„h`„˜ўЦOJ QJ З№^„ `„˜ўЦOJ QJ o^„p`„˜ўЦOJQJЇ№^„@ `„˜ўЦOJ QJ З№^„`„˜ўЦOJ QJ o^„р`„˜ўЦOJQJЇ№^„А`„˜ўЦOJ QJ З№^„€`„˜ўЦOJ QJ o^„P`„˜ўЦOJQJЇ№џ^„А`„PўЦАџ^„@`„Р§Ц@џ^„а`„0§Цаџ^„``„ ќЦ`џ^„№`„ќЦ№џ^„€`„€ћЦ€џ^„`„№њЦџ^„ `„`њЦ џ^„0`„аљЦ0џџџџџџџџџџWWNum17PGTimes New Roman5Symbol3&ArialG€Times New Roman7€CalibriG€Times New Roman7€Calibri)€I€Arial Unicode MS9€Segoe UI9€Segoe UI3&€Arial5Symbol?6€Courier New;WingdingsBаhГЉ‡ЈcЌ'~Ћ^ƒ^~Ћ^^' 0 0€ўџр…ŸђљOhЋ‘+'Гй0№ X`|”Є Д Р Ь и фщ§Level 2 OverviewHackett, JanineNormalxduncan5@€J]@@T!Юи@ Рœ7йўџеЭеœ.“—+,љЎDеЭеœ.“—+,љЎ\щ§D Pршј$,4< AppVersiьЅM П0<,Caolan80 5Lџџџџ џџˆ&4Zvd9 „к№ ќ Н b$ :д,  йLEVEL 2 Assessing, analysing and evaluating occupational needs, performance and participation Developing goals to meet occupational needs Facilitating learning within OT Developing, delivering and evaluating occupation-focused interventionMaster of Occupational Therapy students only (4 year route) Master of Occupational Therapy students only (4 year route)Master of Occupational Therapy students only (4 year route)Master of Occupational Therapy students only (4 year route) K N O W L E D G E Definitions, key terms and foundational concepts (assessment, analysis, evaluation, measurement, outcome etc), their contribution to the OT process, the assessment process as ongoing from screening thought to evaluation. Occupational and activity analysis and their role in the OT process. Top-down/occupational focused practice. Overview ideas of evaluation as the quality of occupational performance and participation with assessment as focus on: body structures, body functions, task and activity performance, environments, occupational performance and participation (ICF). Taxonomy of performance skills. Approaches to collecting info for assessment (interview, observation, testing/measurement). Standardisation and psychometrics. Assessing cognition, perception, environments, quality of life. Theory " Occupational therapy process models " Theory and frameworks for collaborative goal setting and action planning " Occupation based, focused and centred practice Skills " Critical thinking and professional reasoning " Evidence based practice " Use of structured goal setting systems " Partnership working " Communicating professional reasoning and recommendations to service users, multi-disciplinary team, and others. " Occupation and activity analysis Values " Person-centred practice " Ethical practice Key concepts and theories in learning. Definitions of learning, teaching, pedagogy, andragogy (and key differences). Behaviourism, humanism, cognitivism, constructivism. Piaget s stages of development. Bloom s taxonomies of learning and consideration of outcomes. Vygotsky s zone of proximal development and application to OT. Different instruction modes. Underpinning sciences  neuroplastic theory for cognitive learning. NPT and physical conditioning for psychomotor learning and development. Practice for development. Principles for designing learning activities. L earning for adaptation. Learning for people with cognitive impairments. Learning in psychoeducational groups. Key approaches to OT practice Therapeutic use of self Critical reasoning skills to underpin practice. Integrate core theories of occupation, health and well-being, with knowledge and evidence from foundational sciences, evidence, policy guidelines theory and frames of reference. Translation of knowledge and theory into practice by developing knowledge and skills in the following: Range of conditions Assistive technologies and devices. Using occupations and activities to remediate or designing compensatory measures to address occupational performance and participation. Grading and modification Introduction to eating as an occupation Introduction to Orthotics Seating/positioning Driver rehabilitation and community access.A C A D E M I C SKILLS Heavy focus on critical analysis and decision making. Assessment focused on justifying the selection of an assessment with a case study. Critical thinking and professional reasoning Evidence based practice Group work (negotiation etc.). Significant reflection and engagement with learning theory including preferences and effective mechanisms. Analysis and decision making Evidence informed intervention design Articulation of professional reasoning Report writing Verbal presentation A S S E S S M E N TFormative  practice hub exam based on COPM training module and core module content covered by that point. Summative 1 (50%)  2 hour hub exam focused of core module content. 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