occt6002 community based rehabilitation and development...

Unit study package code: OCCT6002

Mode of study: Internal

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Lecture: 1 x 2 Hours Weekly Tutorial: 1 x 2 Hours Weekly

This unit contains a fieldwork component. Find out more about fieldwork on the work integrated learning (WIL) website at http://ctl.curtin.edu.au/wil/fieldwork/index.cfm, which also contains a link to the Fieldwork Policy and Fieldwork Manual.

Credit Value: 25.0

Pre-requisite units:311102 (v.0) Graduate Certificate in Occupational Therapy or any previous version OR 311137 (v.0) Master of Occupational Therapy or any previous version OR 314309 (v.0) Master of Occupational Therapy or any previous version OR GC-OCCT (v.0) Graduate Certificate in Occupational Therapy or any previous version OR MG-OCCT (v.0) Master of Occupational Therapy or any previous version

AND

311073 (v.0) Foundations of Occupational Therapy 541 or any previous version OR OCCT5002 (v.0) Foundations of Occupational Therapy or any previous version

AND

311075 (v.0) Occupational Therapy Principles and Practice 541 or any previous version OR OCCT5003 (v.0) Occupational Therapy Principles and Practice or any previous version

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website.

Unit Outline

OCCT6002 Community Based Rehabilitation and Development Semester 2, 2016

Faculty of Health Sciences School of Occupational Therapy and Social Work

OCCT6002 Community Based Rehabilitation and Development Bentley Campus 22 Jul 2016 School of Occupational Therapy and Social Work, Faculty of Health Sciences

Page: 1 of 14CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://ctl.curtin.edu.au/wil/fieldwork/index.cfm

http://policies.curtin.edu.au/findapolicy/#F

http://ctl.curtin.edu.au/wil/local/docs/Fieldwork_Manual.pdf

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus Within a Person Environment Occupation (PEO) framework, apply principles of community development and community based rehabilitation in developed and developing communities, locally and internationally. Use of the International Classification of Function ICF to apply the social model of disability and influence over health education principles and community participation.

Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: DrName: Julie NettoPhone: +618 9266 3625Email: [email protected]: Building: 401 - Room: 370CConsultation times: please email me for an appointment

Teaching Staff: Name: Julie NettoPhone: +618 9266 3625Email: [email protected]: Building: 401 - Room: 370C

Name: Ruth LangmeadPhone: 9266 3600Email: [email protected]: Building: 401 - Room: 362

Administrative contact: Name: Kerrylyn JohnstonPhone: .Email: [email protected]: Building: 101 - Room: .

Learning Management System: Blackboard (lms.curtin.edu.au)





http://fees.curtin.edu.au/incidental_fees.cfm

http://lms.curtin.edu.au/

Introduction “Choose a job you love, and you will never have to work a day in your life.” - Confucius.

Welcome to Community Based Rehabilitation and Development for 2016. Come with an open mind and a willingness to explore new ideas, remembering that 'you don’t know what you don’t know’. In this unit, we embark on a discovery of new, exciting, and dynamic areas that your occupational therapy studies and practice can take you into.

You belong to a dynamic profession that should be exposed to a continual evaluation cycle. We encourage you to read, listen, and look widely as you progress through this unit; community practice is a continually evolving area of our discipline and opens career paths that you may not yet have been exposed to. The breadth of text and other material available in community based rehabilitation and community development is extensive and should give you some brief insight at this early stage into the level of debate surrounding exactly what agendas are pursued and the political influences that guide the way that we work and where we work. Politics and the global players (UN, WHO, World Bank etc) play a strong part in the role community based rehabilitation plays, how we decide what it is and its use, both present and future and who is entitled to this sort of service… so welcome to the ongoing debate.

Many contributions to this unit have also come from students within the current course and previous students who are now practicing, including colleagues from around the world, so in some sense welcome to a work in progress that you should feel a sense of ownership over. Please feel free to bring material to our attention that you think supports and conflicts the issues that arise in class and enable us to further the debate. Please take responsibility for your learning and bring any queries or concerns to our immediate attention. We hope you enjoy the experience!

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

On successful completion of this unit students can:Graduate Attributes addressed

1 Analyse the characteristics of healthy local and global communities

2 Evaluate community based organisations within the International Classification of Function ICF framework and the implications for occupational therapy

3 Analyse the impact that barriers and enablers have on community participation for vulnerable groups

4 Analyse strategic occupational therapy partnerships in the context of cultural, global and professional agendas

5 Propose and analyse using occupational therapy skills in a non-traditional occupational therapy setting a community intervention/enablement project using the principles of community based rehabilitation and/or community development





Curtin's Graduate Attributes

Learning Activities Lectures and Tutorials

Attendance at weekly lectures is expected. Tutorials are designed to encourage independent learning and are mostly experiential in nature. Weekly readings are necessary to be able to participate in the tutorials and tutorial sheets posted to FLECS-Blackboard will give clear direction regarding the expectations of your preparation for each tutorial. If you have any queries or concerns regarding your tutorial participation please raise these with you tutor prior to the tutorial. From time to time a specific reading may appear on your tutorial outline (only) that is not on the reading list for seminars in the unit statement. This is a specific reading relating to the tutorial and is part of your required preparation. You will be expected to come prepared and actively participate in laboratory activities as a demonstration of your developing professional practice and developing skills as a professional.

Learning Resources Other resources

No singular text book is used for this course. Material is available through FLECS-Blackboard and the library. In many cases texts are also available from the Occupational Therapy Student Learning Resource Centre located in 108:200. Please be cognisant of the number of students in the course and the availability of resources and use this as an opportunity to practice your community mindedness.

See full texts of the book chapters already referred to in weekly readings. From the reading list you will see that there are a few texts with multiple chapters referred to, it may be wise to read around these chapters for your own development, assistance with your assignments and to support learning in your other units during this semester. There is a wealth or reading material surrounding each of the topic under discussion in this program that are too numerous to direct you to. As part of your professional commitment to lifelong learning you are encouraged to explore and read widely.

Please refer to the Media Learning Resource Table on FLECS for ideas on where to start independent exposure to relevant material. Bringing readings and sources of further information to the attention of the unit coordinator means these can be shared with the year group through FLECSBlackboard, collated as ongoing resources and will also contribute to the development of a resource base for this area of your practice. We encourage you to take ownership of your learning by contributing to the resources that guide you.

Online resources : See FLECS-Blackboard for reference to websites, journals and other media of use for supplementary reading, assignment assistance and for exploration of the issues raised in this unit.

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

Assessment Assessment schedule

Detailed information on assessment tasks

1. Needs assessment

Need is an important concept in CBR&D. It is useful in planning a project and managing it as it is implemented. Using Bradshaw's (1972) types of needs, with respect to the community development project you are developing (see assessment task 2) consider the four types of need of the community. You may choose to present the types of need, namely, normative, felt, expressed, and comparative, and specify how you have determined the needs, and what the needs are.

Formatting:

Maximum 3 pages of text, excluding cover page and references. Minimum 10 point font, 1.5 line spacing, all margins 2.5cm Marks will be deducted if the page limit is exceeded; referencing does not adhere to APA guidelines; or the document contains poor language, structure, spelling, or grammar The needs assessment must be submitted via Blackboard and Turnitin.

2. In groups of 4-5 students, you will be required to develop a community development project plan applying the principles of project planning & evaluation cycles as presented in class.

Student groups will need to identify a community of interest and develop a project that addresses one social determinant of health within that community. The project is based on a real need i.e. community of interest: female migrants or young adults with disability; or a social determinant of health need: employment or social exclusion. Please contact a community organisation to discuss if there is a discrete project your group can work on that will support their cause.

Presentation:

Groups need to present a ten-minute pitch.

l You should give the markers a two-page handout that proivides an executive summary of your project or highlights key items

l Groups are required to facilitate a highly professional oral presentation, ten minutes in length, to their project’s target audience

l Groups are to present themselves as part of their selectied NGO's team requesting funding for a community development project

l Groups are to present their project’s overview/executive summary; the details of the project; problems and opportunities; objectives, resources and sustainability

l The presentation needs to be provided in layman’s language that your target audience is familiar with; however, evidence of comprehensive research is required to be interwoven throughout your presentation

l Use of an appropriate audio-visual medium is a mandatory; however, this should not detract from your verbal presentation

l Not all group members are required to orally present in the ten minute timeframe. You must play to

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1Individual needs assessment 35 percent Week: Week 8

Day: Friday Time: 10pm

1,3

2

Group oral presentation of funding proposal 35 percent Week: Week 14 Day: Wednesday Time: During tutorials

1,2,3,4,5

3Critical reflection 30 percent Week: Week 14

Day: Friday Time: 10pm

1,4,5





each other’s strengths as you would do in real life.

Length:

l The oral presentation needs to be ten minutes in length. You will be given a two minute warning at eight minutes and then again at ten minutes. Marks will be deducted for going over the time limit. Your tutor will then ask your team specific questions associated with the content of your presentation; the responses provided will contribute to the overall mark assigned for the presentation.

3. In this personal piece, provide your own reflection and learning from events that have significance to you in this unit. So, the following are points you may choose to consider. Are there any key experiences that stand out to you and what are your personal responses to these? What personal skills (OT and non-OT) do you have that you were able to use in thias unit? Are there any areas of growth you'd like to focus on within yourself? Is this an area you would like to work in? Why or why not? How has this learning shaped you as an OT?

You may also choose to use a framework to support you identify and develop reflections on the points you choose. There are no right or wrong responses although the overarching frames of “The what?”, “So what?” and “Now what?” are important components in a critical reflection.

l The what? This is a description of the experience with enough detail to support doing your “So what?” section. For example, describe who, what, why, when, where.

l So what? This is the sense-making section that asks you to derive general meaning, significance, your position or view point; actions; emotions (preduring-post).

l Now what? This section makes connections from the experience or incident to further actions. For example, what would you do differently or the same next time? How come? What are key points, lessons learnt to share with your colleagues or network (eg. ideas, products, processes, concepts)? How will you do this?

Formatting:

l Maximum 4 pages of text, excluding cover page, references, and appendices. Minimum 10 point font, 1.5 line spacing, all margins 2.5cm

l Ensure your ereflection is professionally presented l Marks will be deducted if appendices are not attached; the page limit is exceeded; referencing does

not adhere to APA guidelines; or the document contains poor language, structure, spelling, or grammar

l Reflections must be submitted via Blackboard and Turnitin.

Pass requirements

Students must have a cumulative score from the 3 assessments of over 50% to pass this unit. All 3 components must be submitted to pass the unit.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

l Applications for extension should be submitted via email to [email protected] l If circumstances for your extension application are likely to impact on multiple units, please contact the course

coordinator

Deferred assessments

Supplementary assessments

Supplementary assessments are not available in this unit.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each semester.

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.





http://students.curtin.edu.au/administration/

mailto:[email protected]

http://life.curtin.edu.au/health-and-wellbeing/CAP.htm

http://life.curtin.edu.au/health-and-wellbeing/disability_services.htm

http://life.curtin.edu.au/health-and-wellbeing/disablity_services_eligibility.htm#/health-and-wellbeing/10126.htm

http://life.curtin.edu.au/health-and-wellbeing/contact_disability_services.htm

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel





http://libguides.library.curtin.edu.au/referencing

https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

Additional information Students should receive marks, assignments and feedback as soon as practicable, to maximise their opportunity to improve their performance. Research consistently highlights the significant loss of impact to learning when feedback to student is delayed. Ideally, feedback to students for items other than a final examination will be provided under normal circumstances within 15 working days and no later than 20 working days. Further information on this can be found under section 7 in the assessment and student progression policy. http://policies.curtin.edu.au/findapolicy/docs/Assessment_and_Student_Progression_Manual.pdf

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

Based on anecdotal and eVALUate feedback, we have made minor changes to the unit assessment. We've added an individual needs assessment task, and combined the individual and group proposal assessment tasks together. We have continued to have assessment tasks based on real-life situations that require communication with community organisations because students gave feedback about the richness of thier learning experiences based on these opportunities.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





http://policies.curtin.edu.au/findapolicy/docs/Assessment_and_Student_Progression_Manual.pdf

http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar

Week Begin Date

Lecture/

Seminar

Pre-readings Tutorial/Other Assessment Due

Orientation 25 July Orientation Week

1. 1 August Introduction to CBRD and OT (Ruth Langmead)

CBR: A strategy for rehabilitation, equalization of opportunities, poverty reduction and social inclusions of people with disabilities. (2004). Retrieved. From http://whqlibdoc.who.int/publications/2004/9241592389_eng.pdf

CBR Guidelines 2010 & CBR Matrix at http://www.who.int/disabilities/cbr/guidelines/en/

Doll, J. (2010). Program development and grant writing in occupational therapy. Making the connection. pp 1-23. Boston: Jones and Bartlett.

Relationship between CBR & OT

2. 8 August Social Determinants of Health and ICF (Ruth Langmead)

Keleher, H. & MacDougall, C. (2011). Understanding the determinants of health. In K. Keleher. & MacDougall, C (eds), Understanding Health (3rd ed., pp 33-45). Melbourne: Oxford University Press.

Wilcock, A. (1998), An occupational perspective. Slack inc: Thorofare, p 97 -128 & 138.

Schneider, M. & Hartley, S. (2006). International Classification of functioning, disability and health and CBR in CBR as part of Community Development. London: University College. World Health Organization. (2001). International classification of functioning, disability and health, World Health Organisation. Geneva. p 1-25. Introduction available through WHO –ICF website.

Social Determinants of Health

3. 15 August Bringing CBR&D to life – please attend the joint session with the undergraduates instead of the lecture and tutorial or watch the i-lectures

No readings No tutorial Guest speakers on Tuesday 16th August from 11-12.30 and 1.30-4pm – venue TBA

4. 22 August Program planning: AusGuideLine The Logical Framework Approach Practical application of





evaluation cycle and logic model 1 (Ruth Langmead)

http://unpan1.un.org/intradoc/groups/public/documents/un/unpan032502.pdf

Lopez, A., & Block, P. (2011). PAR FORE: a community-based occupational therapy program. In F., Kroenenberg, N. Pollard & D. Sakellariou (eds). Occupational therapy without borders volume 2: Towards an ecology of occupationbased practices. (pp. 285-292). Sydney: Churchill Livingstone Elsevier Limited

evaluation cycle Group case study 1

5. 29 August Tuition Free Week

6. 5 September

Evaluation cycle 2 (Ruth Langmead)

Doll, J. (2010). Program development and grant writing in occupational therapy. Making the connection. pp 33-51. Boston: Jones and Bartlett.

Keleher, H. (2011). Program planning and evaluation. In K. Keleher. & MacDougall, C. (eds). Understanding Health (3rd ed., pp. 221-233). Melbourne: Oxford University Press.

Community development – the importance of planning, planning, and planning. The role for therapists in preserving, understanding, developing and promoting occupational roles for a community. Group case 2

7. 12 September

Social entrepreneurship (Julie Netto)

Bornstein, D. (2007). The role of the social entrepreneur. In How to change the world: Social entrepreneurs and the power of new ideas (pp. 92-100). Melbourne: Oxford University Press.

Assessment 1 and 2 peer and tutor discussion and feedback

8. 19 September

Practical proposal writing and community business partnerships in health (Julie Netto)

Doll, J. (2010). Program development and grant writing in occupational therapy. Making the connection. pp 125- 145. Boston: Jones and Bartlett.

Doyle, N. Proposal Writing Booklet http://web.idrc.ca/uploads/userS/12662681891Booklet_02_-_Proposal_Writing.pdf

Community Based Rehabilitation and the social determinants of health – making the linkages for the practice of occupational therapy.

Jimmy’s kitchen

Assessment 1: Individual Needs Assessment due 23 September @ 10pm

9. 26 Tuition Free Week





September

10. 3 October International development (Ruth Langmead)

Ife, J. (2010). Human rights from below. (pp. 157-199). Sydney: Cambridge University Press.

Kronenberg, F., & Pollard, N. (2005). Overcoming occupational apartheid. In F. Kronenberg, S. Simo Algado & N. Pollard (Eds.), Occupational therapy without borders: Learning from the spirit of survivors (pp. 58-86). Sydney: Elsevier Limited.

Then the wind changed – a case study of tragedy, healing, and community

11. 10 October

Political practice relating to OT (Julie Netto)

Carrol, A., Delaney, A., & Nolan, K. (2003). The Fairwear Campaign. In W. Weeks, L. Hoatson & J. Dixon (Eds.), Community Practice in Australia. Sydney: Pearson Education Australia.

Pollard, N., Sakellariou, D. & Kronenberg, F. (2009). A political practice of occupational therapy. (pp. 3-19). Sydney: Elsevier. Pollard, N., Sakellariou, D. & Kronenberg, F. (2009). Political competence in occupational therapy. (pp. 21-38). Sydney: Elsevier.

The concept of power and its role as a barrier and facilitator to the success of occupational therapy

12. 17 October

CBD – a real world example of a multinational project (Paul Grosse – special lecture/ tutorial)

Joss, N. & Keleher, H. (2011). Community Development and Partnerships. In K. Keleher. & MacDougall, C. (eds). Understanding Health (3rd ed., pp 259-269). Melbourne: Oxford University Press.

Lowe, I. (2011). Environment, Sustainability and Health. In K. Keleher. & MacDougall, C. (eds). Understanding Health (3rd ed., pp 171-181). Melbourne: Oxford University Press.

13. 24 October

Social marketing (Ruth Langmead)

Joss, N. & Keleher, H. (2011). Community Development and Partnerships. In K. Keleher. & MacDougall, C. (eds). Understanding Health (3rd ed., pp 259-269). Melbourne: Oxford University Press.

Lowe, I. (2011). Environment, Sustainability and Health. In K. Keleher. & MacDougall, C.(eds). Understanding Health (3rd ed., pp 171-181). Melbourne: Oxford University Press.

The Scott Neesan Story – social entrepreneurship in action

14. 31 October

Bringing it all together and being an agent of change (Angus Buchannan)

No Readings Assessment 2: group presentations

Assessment 3: Reflection piece due 4 November 2016 @ 10pm

15. 7 November

Study Week





16. 14 November

Examinations

17 21 November

Examinations





occt6002 community based rehabilitation and development...

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