stony brook university school of health technology and management occupational therapy ... · ·...

Assessment and Intervention of Psychosocial Issues HAO 523.42

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STONY BROOK UNIVERSITY

SCHOOL OF HEALTH TECHNOLOGY AND MANAGEMENT

OCCUPATIONAL THERAPY PROGRAM

COURSE OUTLINE

Course Name and Number: Assessment and Intervention of Psychosocial Issues

HAO 523.42 Instructor: Sean M. Getty, MS, OTR/L

Office Location: Southampton Campus, Atlantic Hall, Room 108

E-mail: [email protected]

Phone: (631) 632-5025

Credits Lecture: 3 Lab:1

Day / Time: Modules 1-2: Thursday: 10:00am - 2:00pm

Module 3: Thursday: 9:00am - 1:00pm

Module 4: Monday: 9:00am - 1:00pm

Note: Class will be held on Thursday, 1/18/18 from

9:00am- 5:00 pm

Location: New Library 01

Modules: 1-4

Office Hours: Thursday: 2:00pm – 3:00pm Or by appointment

COURSE GOAL The goal of this course is to emphasize the importance of understanding human nature

and behavior and the significance such understanding has in the health care of all individuals. In

addition, this course is to provide the student with the knowledge, skills, and attitudes necessary

to function as an occupational therapist in a psychosocial/ mental health treatment setting.

COURSE DESCRIPTION

This course will explore the psychosocial aspects of disability as they affect the function of the individual, the family and the community. Lectures and presentations will be

related to the recognition of psychosocial problems and how they can be better understood,

minimized, or eliminated. Provision of mental health services across all levels of care will be

delineated Multicultural factors will be discussed as they relate to mental illness and the recovery process. The course exposes the occupational therapy student to the DSM IV and the

pharmacology of major mental illnesses. Psychosocial theories guiding assessment and

intervention will be thoroughly discussed. Interviewing skills are demonstrated and practiced

in the lab sessions. The use of group theories, the structure and function of groups in treatment, the analysis of group treatment and group activities and the therapeutic use of self

are the focus in laboratory and lectures. Students will be introduced to and given the

opportunity to practice a variety of assessments utilized in psychosocial occupational therapy

practice.

This course is to provide the student with the knowledge, skills, and attitudes


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necessary to function as an occupational therapist in a psychosocial/ mental health treatment

setting.

Course Objectives ACOTE Standards

Learning

Activities

1 Identify the signs and symptoms

of psychosocial dysfunction [P]

B.1.6. Demonstrate knowledge of global social issues

and prevailing health and welfare needs of populations

with or at risk for disabilities and chronic health

conditions.

Objective test

2 Identify medications, indication

for use, contraindication of use

and the side effects connected to

the medications chosen for the

patient with psychosocial

dysfunction [P]

B.1.6. Objective test

3 Demonstrate an awareness of

the impact psychosocial

dysfunction has on the

behavioral, social, and

biological systems throughout

the life span [P]

B.1.6. Objective

test;

GSA

Assignment

4 Identify clinical settings in

which mental health delivery

occurs [P]

B.6.1. Evaluate and address the various contexts of

health care, education, community, political, and social

systems as they relate to the practice of occupational

therapy.

Objective test

5 Identify the major psychosocial

theorists and their contributions

to the study of psychosocial

dysfunction as well as their

contributions to occupational

therapy's body of knowledge

[P]

B.2.1. Articulate an understanding of the importance of

the history and philosophical base of the profession of

occupational therapy.

Objective test

6 Examine the student's personal

feelings, attitudes and beliefs

about the mentally ill [H]

B.5.7. Demonstrate therapeutic use of self, including

one’s personality, insights, perceptions, and judgments,

as part of the therapeutic process in both individual and

group interaction.

Personal Log

#1-8

7 Discuss the multicultural

implications and influences on

the identification of

psychosocial dysfunction and

the recognized value of

treatment and treatment

methods [H]

B.1.4. Demonstrate knowledge and appreciation of the

role of sociocultural, socioeconomic, and diversity

factors and lifestyle choices in contemporary society.

Course content must include, but is not limited to,

introductory psychology, abnormal psychology, and

introductory sociology or introductory anthropology.

Objective

test;

Lab activity


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8 Describe how past development

and personal experiences impact

upon psychosocial behaviors

and skills [H]

B.2.6. Analyze the effects of heritable diseases, genetic

conditions, disability, trauma, and injury to the physical

and mental health and occupational performance of the

individual.

Objective

test;

Personal log

#1, 3

9 Recognize and describe their

own communication styles and

group membership roles as they

pertain to group dynamics and

the therapeutic use of self [H]

B.5.7. Communicati

on lab

activity

10 Model the positive skills related

to working with the mentally ill

[P/H]

B.5.7. Lab activity;

Presentation

11 Demonstrate skills in:

a. patient observation

b. interviewing

c. documentation

d. the selection and writing of

group protocols [P]

B.1.3. Demonstrate knowledge and understanding of the

concepts of human behavior to include the behavioral

sciences, social sciences, and occupational science.

Course content must include, but is not limited to,

introductory psychology, abnormal psychology, and

introductory sociology or introductory anthropology

B.5.20. Effectively interact through written, oral, and

nonverbal communication with the client, family,

significant others, colleagues, other health providers,

and the public in a professionally acceptable manner.

B.5.4. Design and implement group interventions based

on principles of group development and group dynamics

across the lifespan.

B.5.7.

Assignment;

Lab activity

12 Identify and discuss various

theories, models and frames of

reference utilized in mental

health occupational therapy

practice [P]

B.2.11. Analyze, synthesize, and apply models of

occupational performance and theories of occupation.

B.3.1. Describe theories that underlie the practice of


B.3.2. Compare and contrast models of practice and

frames of reference that are used in occupational therapy

B.3.3. Discuss how theories, models of practice, and

frames of reference are used in occupational therapy

evaluation and intervention

Objective

test; Theory

labs

13 Select occupational therapy

treatment evaluations and

assessment techniques that

could be used in the MH

practice setting [P]

B.4.2. Select appropriate assessment tools based on

client needs, contextual factors, and psychometric

properties of tests. These must be relevant to a variety of

populations across the life span, culturally relevant,

based on available evidence, and incorporate use of

occupation in the assessment process.

Objective

test;

Assessment

Presentations

14 Understand and apply the

principles of occupation-based

practice in all aspects of service

delivery within the domain of

occupational therapy [P]

B.2.11. Analyze, synthesize, and apply models of

occupational performance and theories of occupation

Objective

test;

Occupational

Profile


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15 Identify the signs, symptoms,

impact on occupational

performance for the individual

and risk factors, associated with

the diagnoses and treatment

setting presented in the cases [P]

B.4.1. Use standardized and nonstandardized screening

and assessment tools to determine the need for

occupational therapy intervention. These tools include,

but are not limited to, specified screening tools;

assessments; skilled observations; occupational

histories; consultations with other professionals; and

interviews with the client, family, significant others, and

community.

B.4.2.

B.4.4. Evaluate client(s)’ occupational performance in

activities of daily living (ADL), instrumental activities

of daily living (IADL), education, work, play, leisure,

and social participation. Evaluation of occupational

performance using standardized and nonstandardized

assessment tools includes

• The occupational profile, including participation in

activities that are meaningful and necessary for the client

to carry out roles in home, work, and community

environments.

• Client factors, including body functions (e.g.,

neuromuscular, sensory, visual, perceptual, cognitive,

mental) and body structures (e.g., cardiovascular,

digestive, integumentary systems).

• Performance patterns (e.g., habits, routines, roles) and

behavior patterns.

• Cultural, physical, social, personal, spiritual, temporal,

and virtual contexts and activity demands that affect

performance.

• Performance skills, including motor (e.g., posture,

mobility, coordination, strength, energy), process (e.g.,

energy, knowledge, temporal organization, organizing

space and objects, adaptation), and communication and

interaction skills (e.g., physicality, information

exchange, relations).

Objective

test;

Occupational

Profile

16 Identify components needed to

complete the occupational

profile and methods to obtain

that information [P]

Formulate an occupational

profile based information

provided [P]

B.5.1. Use evaluation findings based on appropriate

theoretical approaches, models of practice, and frames

of reference to develop occupation-based intervention

plans and strategies (including goals and methods to

achieve them) based on the stated needs of the client as

well as data gathered during the evaluation process in

collaboration with the client and others. Intervention

plans and strategies must be culturally relevant,

reflective of current occupational therapy practice, and

based on available evidence. Interventions address the

following components:

• The occupational profile, including participation in

activities that are meaningful and necessary for the client

to carry out roles in home, work, and community

environments.

• Client factors, including body functions (e.g.,

Objective

test;

Occupational

Profile


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neuromuscular, sensory, visual, perceptual, cognitive,

mental) and body structures (e.g., cardiovascular,

digestive, integumentary systems).

• Performance patterns (e.g., habits, routines, roles) and

behavior patterns.

• Cultural, physical, social, personal, spiritual, temporal,

and virtual contexts and activity demands that affect

performance.

• Performance skills, including motor (e.g., posture,

mobility, coordination, strength, energy), process (e.g.,

energy, knowledge, temporal organization, organizing

space and objects, adaptation), and communication and

interaction skills (e.g., physicality, information

exchange, relations).

17 Demonstrate the ability to

establish goals, treatment plans

and discharge plans for a variety

of patients [P]

B.5.29. Plan for discharge, in collaboration with the

client, by reviewing the needs of the client, caregiver,

family, and significant others; resources; and discharge

environment. This includes, but is not limited to,

identification of client’s current status within the

continuum of care and the identification of community,

human, and fiscal resources; recommendations for

environmental adaptations; and home programming to

facilitate the client’s progression along the continuum

toward outcome goals.

B.5.31. Terminate occupational therapy services when

stated outcomes have been achieved or it has been

determined that they cannot be achieved. This includes

developing a summary of occupational therapy

outcomes, appropriate recommendations and referrals,

and discussion with the client and with appropriate

others of post-discharge needs.

B.5.22. Refer to specialists (both internal and external to

the profession) for consultation and intervention.

Objective test

18 Identify issues pertinent to

community mental health [P]

B.6.2. Discuss the current policy issues and the social,

economic, political, geographic, and demographic

factors that influence the various contexts for practice of


Program

design lab

19 Recognize and value the legal

and ethical responsibilities the

therapist has when providing

occupational therapy

interventions in the mental

health practice setting [P, H]

B.9.1. Demonstrate a knowledge and understanding of

the American Occupational Therapy Association

(AOTA) Occupational Therapy Code of Ethics, Core

Values and Attitudes of Occupational Therapy Practice,

and AOTA Standards of Practice and use them as a

guide for ethical decision making in professional

interactions, client interventions, and employment

settings

Objective

test; Personal

log

20 Differentiate between the roles

of occupational therapist,

certified occupational therapy

assistant, and other members of

B.4.5. Compare and contrast the role of the occupational

therapist and occupational therapy assistant in the

screening and evaluation process along with the

importance of and rationale for supervision and

Objective test


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the health care team in a mental

health treatment setting.

(Differentiation to include the

various roles in screening,

assessment and treatment

implementation). [P]

collaborative work between the occupational therapist

and occupational therapy assistant in that process

21 Demonstrate skills in: patient

observation, documentation,

assessment and evaluations,

interpretation of assessment

and/or results, writing short

term and long term

goals/objectives, progress notes,

use of Practice Framework [P]

B.4.1.

B.4.2.

B.4.3. Use appropriate procedures and protocols

(including standardized formats) when administering

assessments.

Objective

test; Group

protocol

assignment;

Assessment

presentations;

Assessment

Lab

22 Utilize evidence-based practice

in assessment and intervention

P, [H]

B.8.2. Effectively locate, understand, and evaluate

information, including the quality of research evidence

Group

protocol

assignment;

Diagnostic

protocol

assignment;

Assessment

presentation

23 Recognize and describe their

own communication styles and

group membership roles as they

pertain to group dynamics and

the therapeutic use of self [P, H]

B.5.6. 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

Lab Activity;

Personal Log

#1, 2

24 Model the positive skills related

to working with individuals

with mentally illness. [P,H]

B.5.6. 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

Group

protocol

assignment;

Lab activities

** The designation of P/H relates to the OT Program’s Philosophy of Education

[P] Progressive Philosophy of Education:

Purpose of education is to: Education provides learners:

• promote societal well-being with practical knowledge

• enhance an individual’s effectiveness in society problem solving skills

[H] Humanist Philosophical Base

Purpose of education is to: Education provides learners:

• enhance personal growth and development self –reflection abilities & skills

• facilitate self-actualization self –directed learning abilities

& skills

Laboratories will include activities which will promote:

1. The acquisition of group skills; i.e. leadership, planning and analysis of groups, understanding

group process and dynamics

2. Development of observation, assessment and evaluation skills

3. Enhancement of written and oral communication skills


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4. Application of the Practice Framework

5. Use of evidence based practice resources

METHODS OF INSTRUCTION

1. Lecture

2. Lab

3. In-class discussions and activities

4. Online Discussion

5. Experiential assignments

6. Reflective journaling

METHODS OF EVALUATION

1. Diagnostic Protocol Assignment 15%

2. Group Protocol Assignment 15%

3. Group presentation on an assessment tool 15%

4. General Service Announcement 10%

5. Occupational Profile Assignment 5%

6. Midterm Examination 20%

7. Final Examination 20%

Evaluation Methods:

All assignments

Are to be handed in on or prior to the due date. Five points will be deducted for

each day of lateness, weekends included.

Must be in APA format

Are to be saved on disk/flash drive in case revisions are necessary, as some

completed assignments will be distributed among class members.

Any assignments done in groups are the responsibility of all group members. Group members

must sign the final copy to acknowledge equal contribution and an understanding that each group

member receives the same grade for the final project.

Outlines and grading rubrics will be handed out with each assignment

COURSE MATERIALS AND TEXTS

Required

American Psychiatric Association: Desk Reference to the Diagnostic Criteria From DSM-V.

Arlington, VA, American Psychiatric Association, 2013

Cole, M.B. & Tufano, R. (2008). Applied theories in occupational therapy: a practical

approach. Thorofare, NJ: Slack, Inc.

Required texts from other courses:

American Occupational Therapy Association. (2014). Occupational therapy practice framework:

Domain and process (3nd ed). American Journal of Occupational Therapy, 68(Suppl. 1),

S1-S48. http://dx.doi.org/105014/ajot.2014.682006


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Boyt-Schell, B.A., Gillen, G., & Scaffa, M.E. (Eds.) (2014). Willard and Spackman's

occupational therapy (12th ed.). Philadelphia, PA: J.B. Lippincott Co.

Texts on reserve in library

Brown, C. & Stoffel, V.C. (2011). Occupational therapy in mental health: A vision for

participation. Philadelphia, PA: FA Davis.

Hemphill-Pearson, B.J. (2008). Assessments in occupational therapy mental health: An

integrative approach (2nd ed.). Thorofare, NJ: Slack, Inc.

Supplemental texts

Krupa, T., Kirsh, B., Pitts, D. & Fossey, E. (2016). Bruce & Borg’s Psychosocial frames of

reference: Theories, models, and approaches for occupation-based practice (4th ed.).

Thorofare, NJ: Slack, Inc.

Law, M., Baum, C. & Dunn, W. (2005). Measuring occupational performance: Supporting best

practice in occupational therapy (2nd ed.). Thorofare, NJ: Slack, Inc.

Scheinholtz, M.K. (2010). Occupational therapy in mental health: considerations for advanced

practice. Rockville, MD: AOTA Press, Inc.

Recommended texts

Bazyk, S. (2011). Mental health promotion, prevention, and intervention with children and

youth. Rockville, MD: AOTA Press, Inc.

Bonder, B.R. (2015). Psychopathology and function (5th ed.). Thorofare, NJ: Slack, Inc.

Bryant, W., Fieldhouse, J., & Bannigan, K. (Eds.) (2014). Creek’s occupational therapy

and mental health (5th ed.). New York, NY: Churchill Livingston/Elsevier.

Christiansen, C.H. & Matuska, K.M. (2011). Ways of living: intervention strategies to enable

participation. Rockville, MD: AOTA Press, Inc.

O’Brien, J.C. & Solomon, J.W. (2013). Occupational analysis and group process. St. Louis,

MO: Elsevier.

Schwartzberg,S.L., Howe, M.C. & Barnes, M.A. (2008). Groups: Applying the functional group

model. Philadelphia, PA: FA Davis.

Taylor, R.R. (2008). The intentional relationship: Occupational therapy and use of self.

Philadelphia, PA: FA Davis.


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Recommended Listservs

1. AOTA’s OT Connections- Mental Health Forum

2. www.workplacementalhealth.org

3. www.nami.org

4. http://www.cade.uic.edu/moho/resources/listserv.aspx (MOHO Listserv)

5. http://www.nyaprs.org/e-news-bulletins/signup/ (NYS Association for Psychiatric

Rehabilitation Services)

http://www.workplacementalhealth.org/

http://www.nami.org/

http://www.cade.uic.edu/moho/resources/listserv.aspx

http://www.nyaprs.org/e-news-bulletins/signup/


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Learning Activities Core Curricular Thread and Program

Outcomes (attitudes or skills

fostered)

OT Program

Mission

Statement

Laboratory learning and activities: Students

will engage in laboratories that will include

activities that will promote:

1. Acquisition of group skills

2. Development of observation skills

3. Basic competence in interviewing

4. Enhancement of written and oral

communication skills

5. Identification of one’s perspective and attitudes

related to mental illness

6. Understanding of an individual’s cultural

and/or spiritual needs

7. Promote the use of theory, models, and frames

of reference in assessment

8. Development of observation skills

9. Basic competence in interviewing

10. Enhancement of written and oral

communication skills

11. The use of theory, models, and frames of

reference in interventions

12. Understanding of an individual’s cultural

and/or spiritual needs

13. Practicing documentation used in settings

relative to mental health

14. Reaching out to community resources in

order to make connections for treating people

with mental illness

Knowledge: mental health concepts;

history of profession and core values

of OT (PL)

Skills: establishing therapeutic

relationships with consumers (SC);

designing, implementing &

conducting group protocols (PL);

professional writing & clinical

documentation (PL)

Attitudes: Critical thinking (DI)

Learning

Scholarship

Case studies:

Students will engage in case studies requiring

occupational analysis and critical reasoning in

order to formulate treatment plans and

interventions that take into account the client's

contexts, culture, ethnicity, while utilizing

theories, models, and frames of reference.

Skills: establishing therapeutic

relationships with consumers (SC);

designing, implementing &

conducting group protocols (PL)

Attitudes: Critical thinking (DI)

Learning

Scholarship

Out of the Darkness Walk:

Engage in support walk for suicide awareness to

increase knowledge of issues relative to persons

with mental illness.

Attitudes: active collaboration within

and outside of discipline (SC);

Supporting client population (SR)

Social

Responsibility

Service

Competency

Class Participation: Students will actively

engage in class discussions and initiate relevant

questions

Knowledge: mental health

concepts(PL)

Attitudes: demonstrating an

understanding of professional

behavior (SR); Critical thinking (DI)

Learning

Scholarship


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CLASS ASSIGNMENTS

Date Lectures Reading Lab Activities

8/31 Introduction to the course, mental illness

Historic Overview of OT in Mental

Health

Mental Health Terminology

- Willard & Spackman

(W/S) Ch. 2

- Articles on BB

Group communication

9/7 DSM-V

Diagnosis

- APA - p. 3-14

- Go to reputable website

and print out information

sheets for Schizophrenia,

Bipolar Disorder, Major

Depressive Disorder,

Obsessive Compulsive

Disorder

- W/S pp 1106-1109, 1153-

1155, 1173-1174

- Handouts on BB

Listening and observation

skills

Start diagnostic protocol

assignment (Bring OTPF

and APA Desk Reference

to class)

9/14 Infant, Child, & Adolescent Psychiatry - ECHO Lecture

- Handouts on BB

Mental Health Promotion

for Youth Exercise

9/21 Suicide

Medications

ECT

- Handouts on BB

- Articles on BB

Video

9/28 Diagnostic Protocol Presentations Presentations

10/5 Therapeutic Relationship

Environment

Culture

Application of terminology- OTPF III

- B/S- Ch. 30 pp 433-452

- Handouts on Blackboard

Establishing relationships

with clients

10/12 Recovery Model - Handouts on BB

- Articles on BB

Recovery Articles and

reflective log sheet

10/19 Midterm Examination

10/22 AFSP Out of the Darkness Walk

Jones Beach 9:00am- 1:00pm

10/26 Intro to groups, group process, functional

group model, Group Protocols, Group

Leadership

- C/T ch. 3

- Handouts on BB

- Articles on BB

Group activity-

understanding group

process

11/2 Theory and Frames of Reference in

Mental Health OT

- Cole & Tufano (C/T) ch.

8, 9,12, 13

- Handouts on BB

- Articles on BB

Utilizing theory in

practice lab

11/9 Theory and Frames of Reference in

Mental Health OT

- C/T ch. 16, 18, 20 Groups using theory lab


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11/16 Group systems model

Cole’s model

- Handouts on BB

- Articles on BB

Group Protocol

Assignment

11/30 Group Presentations Group Presentations

12/7 Group Presentations Group Presentations

12/14 Evaluations and Assessments - Hemphill ch. 1-5, 6-12 Utilizing Assessments

1/8 Evaluations and Assessments - Hemphill ch. 12-15, 16-

18

Utilizing Assessments

1/18

9:00am-

5:00 pm

Assessment Presentations Assessment Presentations

1/22 Documentation in Psychosocial OT

Areas of Psychosocial OT

Program Development

- Handouts on BB

- Articles on BB

Documentation practice

via case study

Goal Writing

Program Design Lab

1/29 Final Examination

The American Foundation for Suicide Prevention “Out of the Darkness

Walk” will be held on Sunday, October 22nd, 2017 at Jones Beach– if absent

from this event, a 20 page paper about Fighting Stigma in Mental Health will

be due one week after the walk. In the event of a religious conflict, please see

Prof. Getty within the first week of class to discuss an alternative solution.

ACADEMIC INTEGRITY

Each student must pursue his or her goals honestly and be personally accountable for all

submitted work. Representing another’s work as your own is always wrong. Faculty are

required to report and suspected instances of academic dishonesty, as per SHTM Academic

Policies and Procedures.

COURSE CONTENT

Course material accessed from Blackboard, SB Connect, SB Capture or a Stony Brook Course

website is for the exclusive use of students who are currently enrolled in the course. Content

from these systems cannot be reused or distributed without written permission of the instructor

and/or the copyright holder.

Duplication of materials protected by copyright, without permission of the copyright holder is a

violation of the Federal copyright law, as well as a violation of Stony Brook's Academic

Integrity and Student Conduct Codes


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PLAGIARISM POLICY

All paperwork must be original to the course. If a student submits a paper that was submitted

previously in another course without approval of current professor, this action will be considered

as an act of plagiarism. Only with the course instructor’s approval may a student submit a

previously written body of work

EXAMS

Students are expected to be on time for exams. No additional time will be allotted for arriving

late. No make-up exam will be given except in the event of a death in the immediate family of if

you are medically incapacitated. In the case of personal illness, medical documentation will be

required to include the date and time that you were with your treating physician as well as a

statement from the physician that you were too ill to attend the exam. In the event of a death in

the immediate family, supporting documentation of the death will be required.

EXPERIENTIAL LEARNING AND FIELDWORK I

Students participate in Fieldwork I experiences related to evaluation and treatment of individuals

with psychiatric disabilities within the context of a separate 1 credit course focusing on

Fieldwork I experiences in totality. Experiences and assignments are developed in a

collaborative manner between course faculty to ensure that students receive opportunities to

integrate knowledge and skills developed in didactic and laboratory sessions with experiential

clinical education.

STONY BROOK SYLLABUS STATEMENT

If you have a physical, psychological, medical or learning disability that may impact your course

work, please contact Disability Support Services,128 ECC Building (631) 632-6748. They will

determine with you what accommodations are necessary and appropriate. All information and

documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their

needs with their professors and Disability Support Services. For procedures and information go

to the following web site:http://www.ehs.sunysb.edu and search Fire safety and Evacuation and

Disabilities.

CRITICAL INCIDENT STATEMENT

“Stony Brook University expects students to maintain standards of personal integrity that are in

harmony with the educational goals of the institution; to observe national, state, and local laws

and University regulations; and to respect the rights, privileges, and property of other people.

Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that

interrupts their ability to teach, compromises the safety of the learning environment, and/or

inhibits students’ ability to learn.”

http://www.ehs.sunysb.edu/


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PROFESSIONAL BEHAVIOR/ATTENDANCE POLICY

In an effort to develop and/or sustain professional behaviors that will be expected of me when I enter the

profession of Occupational Therapy, I agree to the following

1. All assignments to be handed in on or prior to the due date. Five points will be deducted for each day

of lateness, weekends included.

2. All assignments are to be typed, be in APA format, and saved on disk/flash drive in case revisions are

necessary, as some completed assignments will be distributed among class members.

3. Any assignments done in groups are the responsibility of all group members. Group members must

sign the final copy to acknowledge equal contribution and an understanding that each group member

receives the same grade for the final project.

4. Attendance & participation are expected in this course. I am expected to be on time and remain in

class for the full session. Once the lecture or lab activity starts I will be considered late and may be

marked absent if the course instructor so chooses. If I am ill or know that I will be late, I will notify

the course instructor of my absence/lateness and the reason for such absence/lateness within 24 hours

of that class. Two absences will result in a 2 point reduction in the overall grade for the course. Each

successive absence after the initial two will result in an additional 2 point deduction from the overall

grade per absence. Every two times that a student is late will be equivalent to one absence.

5. I am responsible for all the work, learning activities and acquired knowledge for this course. This also

includes situations where I am not in attendance for a class time that may be due to illness, tardiness

or any other reasons for my lack of presence in the class. It is my responsibility to attain all materials

and information disseminated during my absence/lateness. I acknowledge that the instructor is not

responsible for holding any materials for me and that this is solely based on the discretion of the

instructor.

6. I understand attendance policies are at the discretion of the course instructor and that my academic

advisor will be informed of absences, lateness and any display of unprofessional behavior or lack of

participation.

7. I understand that I am will be held accountable to any absences, lateness, and any display of

unprofessional behavior or lack of participation, and that there will be penalties that will affect my

final grade for the course. These penalties are at the discretion of the instructor.

8. E-mail and Blackboard must be checked daily for class information or announcements from the

instructor.

9. Cell phones to be placed on silent. In the event that I am waiting for an important text, phone

message, put I will put the phone on vibrate and step out of the room to respond. I will also apprise

the course instructor prior to the start of the class of the situation. No texting or twittering during any

class activities, [even if it is to post how much I love this class!].

10. Laptops may be used in class with prior permission for the course instructor. I will be respectful and

avoid facebooking, googling, surfing, e-mailing, gaming, etc., during classroom time. Failure to do so

will result in a deduction of points in the final grade.

11. I will actively participate in all classroom activities. I recognize that this also includes coming to class

as a prepared participant, including, but not limited to, having completed all required readings.

My signature indicates that I have read and understand the Professional Behavior /Attendance Policy

for HAO 523 - students:

Student Name [printed]:

Student Signature: Date:


07/17 smg 15

Professional Behavior/Attendance Policy

Instructor Section

In an effort to sustain professional behaviors in the classroom environment, I agree to the

following:

1. To start class on time.

2. To communicate with students in a respectful, honest, fair and timely manner.

3. To return e-mails within 24-36 hours. If away on business, an automatic e-mail will be

sent providing a date of return, at which time the e-mail will be responded to.

4. To post information on blackboard in a timely manner.

5. To grade exams and return them within one week.

6. To grade assignments fairly according to the grading rubric and return them in a timely

manner, within two weeks of the due date.

7. In the event that class is to be cancelled, I will call the class liaison by 7am and send an e-

mail.

8. To respond to requests for an appointment within 24 hours.

9. To provide adequate and necessary breaks during class sessions. If closed eyes, bored

facial expressions, yawns go unnoticed, please raise your hand and request a break.

My signature indicates that I have read and understand the

Professional Behavior /Attendance Policy for HAO 523 - instructor:

Name [printed]: Sean M. Getty, MS, OTR/L

Signature: Sean M. Getty Date: 07/11/17


07/17 smg 16

Textbook References for HAO 523

**Allen, C.K., Blue, T., & Earhart, C.A., (1992). Occupational therapy treatment goals for physically

and cognitively disabled. Rockville, MD: AOTA, Inc.

**Allen, C.K. (1985). Occupational therapy for psychiatric diseases: Measurement and management of

cognitive disabilities. Boston, MA: Little, Brown and Company.

American Occupational Therapy Association. (2005). Occupational therapy practice guidelines for

children with behavioral and psychosocial needs. Bethesda, MD.

Bonder, B, Martin, L. & Miracle, A.W. (2002). Culture in clinical care. Thorofare, NJ: Slack, Inc.

Borcherding, S. (2005). Documentation manual for writing soap notes in occupational therapy (2nd

ed.).Thorofare, NJ: Slack, Inc.

Borg, B. & Bruce, M.A. (2002). Psychosocial frames of reference, core for occupation-based practice

(3rd ed.). Thorofare, NJ: Slack, Inc.

Borg, B. & Bruce, M.A. (1997). Occupational therapy stories: psychosocial interaction in practice.

Thorofare, NJ: Slack, Inc.

Borg, B. & Bruce, M.A. (1991). The group system: The therapeutic activity group in occupational

therapy. Thorofare, NJ: Slack, Inc.

Brown, C. (2001). Recovery and wellness: models of hope and empowerment for people with mental

illness. New York: Haworth Press.

Cara, E. & MacRae, A. (2005). Psychosocial occupational therapy (2nd ed.). Clifton Park, NY:

Thomson Delmar Learning.

Chisholm, D., Dolhi, C. & Schreiber, J. (2004). Occupational therapy intervention resource manual,

a guide for occupation-based practice. Clifton Park, NY: Delmar Learning.

Cole, M.B. (2005). Group dynamics in occupational therapy: the theoretical basis and practice

application of group treatment (3rd ed.). Thorofare, NJ:Slack, Inc.

Davis, C.M. (2006). Patient practitioner interaction: An experiential manual for developing the art of

health care. (4th ed.). Thorofare, NJ: Slack, Inc.

Donaghy, M., Everett, T. & Feaver, S. (2003). Interventions for mental health, An evidence-based

approach for physiotherapists and occupational therapists. London, UK: Butterworth

Heinemann.

**Fidler, G. & Fidler, J.W., (1963). Occupational therapy: a communication process in psychiatry. NY:

The Macmillan Company.

Hemphill-Pearson, B.J. (2007). Assessments in occupational therapy mental health: An integrative

approach. Thorofare, NJ: Slack, Inc.


07/17 smg 17

**Hemphill, B.J., Peterson, C.Q., & Werner, P.C. (1991). Rehabilitation in mental health: goals and

objectives for independent living. Thorofare, NJ: Slack, Inc.

Ikiugu, M.N. (2007). Psychosocial conceptual practice models in occupational therapy:

building adaptive capability. St. Louis, MO: Mosby.

**Kaplan, K.L. (1988). Directive group therapy: Innovative mental health treatment. Thorofare,

NJ: Slack, Inc.

Kief, C.A. & Scheerer, C.R. (2001). Clinical competencies in occupational therapy. Upper Saddle

River, NJ: Prentice-Hall.

Kielhofner, G. (2008). A model of human occupation: theory and application. (4th ed.). Baltimore, MD:

Lippincott Williams & Wilkins.

**Law, M. (1998). Client centered occupational therapy. Thorofare, NJ: Slack,Inc.

Law, M., Baum, C. & Dunn, W. (2005). Measuring Occupational Performance, supporting best

practice in occupational therapy (2nd ed.). Thorofare, NJ: Slack, Inc.

Law, M. & McColl, M.A. (2010). Interventions, effects, and outcomes in occupational therapy: adults

and older adults. Thorofare, NJ: Slack, Inc.

**Liberman, R.P. (ED.). (1991). Handbook of psychiatric rehabilitation. Riverside, NJ: Pergamon

Press.

**Liberman, R.P. (1988). Psychiatric rehabilitation of chronic mental patients. Washington, DC:

American Psychiatric Press.

Linehan, M. (1993). Skills training manual for treating borderline personality disorder. New York:

Guilford Press.

Lougher, L., (2001). Occupational therapy for child and adolescent mental health. New York:

Harcourt Publishers

**McClung, M & Schkade, J. (2001). Occupational adaptation in practice. Thorofare, NJ: Slack

Inc.

Mosey, A. (1996). Psychosocial components of occupational therapy. Philadelphia, PA:

Lippincott-Raven Publishers.

**Mosey, A.C. (1973). Activities therapy. New York: Raven Press Publishers.

**Mosey, A.C. (1971). Three frames of reference for mental health. Thorofare, NJ: Slack, Inc.

Ramsey, et.al. (1999) Suicide intervention handbook (3rd ed.). Canada: Living Works.

**Ross, M. (1997). Integrative group therapy: mobilizing coping strategies with the five stage

approach. Bethesda, MD, AOTA, Inc.

Sames, K.E. (2010). Documenting occupational therapy practice. (2nd ed.). Saddle River, NJ: Pearson

Education, Inc.


07/17 smg 18

Scaffa, M.E., Reitz, S.M. & Pizzi, M.A. (2010). Occupational therapy in the promotion of health and

wellness. Philadelphia, PA: FA Davis.

**Yalom, I.D. (1983). Inpatient group psychotherapy. New York: Basic Books, Inc.

**Yalom, I.D. (1975). The theory and practice of group psychotherapy. (2nd ed.). New York: Basic

Books Inc.

Zuckerman, E.L. (1995). Clinician’s thesaurus: The guidebook for writing psychological reports,

(4th ed.). New York: Guilford Press.

**represent classic texts for which there is no current edition.

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