Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| OCCUPATIONAL THERAPY in PSYCHIATRY | - | Spring Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Özden ERKAN OĞUL |
| Name of Lecturer(s) | Assist.Prof. Özden ERKAN OĞUL |
| Assistant(s) | Res. Assisst. Kübra Ş. SEZER |
| Aim | Children, adolescents and dementia in adults individuals, mood disorders, substance abuse, eating problems, personality disorders, schizophrenia, and in cases where mental health is affected as behavioral disorders occur after head trauma, social and productivity related to interpersonal relationships and to analyze the social participation and to plan the intervention program. |
| Course Content | This course contains; Place of occupational therapy in psychiatry,The basic concepts and models stages of creative skills,The development of creative skills, characteristics and evaluation,Evaluation of creative skills - practice,level of creative skills,Creative skills model- Group 1,Creative skills model- Group 2,Creative skills model- Group 3,Child psychiatric occupational therapy,adolescent psychiatry and occupational therapy,HIV / AIDS in occupational therapy,Example applications,Sample applications. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Be able to analyze the psychosocial evaluation. | 13, 19, 9 | A, E |
| Improves individuals work, school, social environment, daily life and their leisure. | 13, 19, 9 | A, E |
| Defines Person-centered models and implements creative skills. | 13, 19, 9 | A, E |
| Be able to explain using activities in selected intervention methods that the activity analysis and synthesis. | 13, 19, 9 | A, D |
| People will cooperate with the community to develop the activity performance. | 13, 19, 9 | A, E |
| Be able to comprehend the models used in occupational therapy evaluation and intervention in the field of psychiatry. | 13, 19, 9 | A, E |
| Plans intervention programs in the framework of the model. | 13, 19, 9 | A, E |
| Teaching Methods: | 13: Case Study Method, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, D: Oral Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Place of occupational therapy in psychiatry | The Vona Du Toit Model of Creative Ability: A Practical Guide for Acute Mental Health Occupational Therapy Practice Page 8-10 |
| 2 | The basic concepts and models stages of creative skills | The Vona Du Toit Model of Creative Ability: A Practical Guide for Acute Mental Health Occupational Therapy Practice Page 13-38 |
| 3 | The development of creative skills, characteristics and evaluation | The Vona Du Toit Model of Creative Ability: A Practical Guide for Acute Mental Health Occupational Therapy Practice Page 13-38 |
| 4 | Evaluation of creative skills - practice | The Vona Du Toit Model of Creative Ability: A Practical Guide for Acute Mental Health Occupational Therapy Practice Page 102-157 |
| 5 | level of creative skills | The Vona Du Toit Model of Creative Ability: A Practical Guide for Acute Mental Health Occupational Therapy Practice page 42-90 |
| 6 | Creative skills model- Group 1 | The Vona Du Toit Model of Creative Ability: A Practical Guide for Acute Mental Health Occupational Therapy Practice Page 49-59 |
| 7 | Creative skills model- Group 2 | The Vona Du Toit Model of Creative Ability: A Practical Guide for Acute Mental Health Occupational Therapy Practice page 59-83 |
| 8 | Creative skills model- Group 3 | The Vona Du Toit Model of Creative Ability: A Practical Guide for Acute Mental Health Occupational Therapy Practice Page 83-90 |
| 9 | Child psychiatric occupational therapy | Occupational Therapy for Child and Adolescent Mental Health Chapter 3 Occupational therapy appropriate to age |
| 10 | adolescent psychiatry and occupational therapy | Occupational Therapy for Child and Adolescent Mental Health Chapter 3 Occupational therapy appropriate to age |
| 12 | HIV / AIDS in occupational therapy | https://www.tcd.ie/tsmj/2003/HIVAIDS.htm |
| 12 | Example applications | The Vona Du Toit Model of Creative Ability: A Practical Guide for Acute Mental Health Occupational Therapy Practice |
| 13 | Sample applications | The Vona Du Toit Model of Creative Ability: A Practical Guide for Acute Mental Health Occupational Therapy Practice |
| Resources |
| Handouts will be given |
| Crouch R., Alers V. Occupational Therapy in Psychiatry and Mental Health. Whurr Publishers, London, 2005. - Breınes EB. Occupational Therapy Actıvıtıes for Practice and Teaching. Whurr Publishers, London, 2004. - Brown C., Stoffel VC. Occupational Therapy in Mental Health, Davis Company, Philadelphia, 2011. - Scaffa M. Occupational Therapy in Community Based Practice Settıngs. Davis Company, 2001. The Vona Du Toit Model of Creative Ability: A Practical Guide for Acute Mental Health Occupational Therapy Practice, Independent Publishing Network (July 8, 2015) |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Knows how to reach current basic, theoretical and applied scientific knowledge in the field of occupational therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | X | |||||
| 2 | PQ-2. Uses accurate assessment methods for individuals and communities in terms of activity and participation, plans therapy and applies it within the scope of evidence-based occupational therapy theory and foundations. | X | |||||
| 3 | PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being. | X | |||||
| 4 | PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. | X | |||||
| 5 | PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. | X | |||||
| 6 | PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. | X | |||||
| 7 | PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life. | X | |||||
| 8 | PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. | X | |||||
| 9 | PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication. | X | |||||
| 10 | PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 14 | 2 | 28 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 56 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(56/30) | 2 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| OCCUPATIONAL THERAPY in PSYCHIATRY | - | Spring Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Özden ERKAN OĞUL |
| Name of Lecturer(s) | Assist.Prof. Özden ERKAN OĞUL |
| Assistant(s) | Res. Assisst. Kübra Ş. SEZER |
| Aim | Children, adolescents and dementia in adults individuals, mood disorders, substance abuse, eating problems, personality disorders, schizophrenia, and in cases where mental health is affected as behavioral disorders occur after head trauma, social and productivity related to interpersonal relationships and to analyze the social participation and to plan the intervention program. |
| Course Content | This course contains; Place of occupational therapy in psychiatry,The basic concepts and models stages of creative skills,The development of creative skills, characteristics and evaluation,Evaluation of creative skills - practice,level of creative skills,Creative skills model- Group 1,Creative skills model- Group 2,Creative skills model- Group 3,Child psychiatric occupational therapy,adolescent psychiatry and occupational therapy,HIV / AIDS in occupational therapy,Example applications,Sample applications. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Be able to analyze the psychosocial evaluation. | 13, 19, 9 | A, E |
| Improves individuals work, school, social environment, daily life and their leisure. | 13, 19, 9 | A, E |
| Defines Person-centered models and implements creative skills. | 13, 19, 9 | A, E |
| Be able to explain using activities in selected intervention methods that the activity analysis and synthesis. | 13, 19, 9 | A, D |
| People will cooperate with the community to develop the activity performance. | 13, 19, 9 | A, E |
| Be able to comprehend the models used in occupational therapy evaluation and intervention in the field of psychiatry. | 13, 19, 9 | A, E |
| Plans intervention programs in the framework of the model. | 13, 19, 9 | A, E |
| Teaching Methods: | 13: Case Study Method, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, D: Oral Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Place of occupational therapy in psychiatry | The Vona Du Toit Model of Creative Ability: A Practical Guide for Acute Mental Health Occupational Therapy Practice Page 8-10 |
| 2 | The basic concepts and models stages of creative skills | The Vona Du Toit Model of Creative Ability: A Practical Guide for Acute Mental Health Occupational Therapy Practice Page 13-38 |
| 3 | The development of creative skills, characteristics and evaluation | The Vona Du Toit Model of Creative Ability: A Practical Guide for Acute Mental Health Occupational Therapy Practice Page 13-38 |
| 4 | Evaluation of creative skills - practice | The Vona Du Toit Model of Creative Ability: A Practical Guide for Acute Mental Health Occupational Therapy Practice Page 102-157 |
| 5 | level of creative skills | The Vona Du Toit Model of Creative Ability: A Practical Guide for Acute Mental Health Occupational Therapy Practice page 42-90 |
| 6 | Creative skills model- Group 1 | The Vona Du Toit Model of Creative Ability: A Practical Guide for Acute Mental Health Occupational Therapy Practice Page 49-59 |
| 7 | Creative skills model- Group 2 | The Vona Du Toit Model of Creative Ability: A Practical Guide for Acute Mental Health Occupational Therapy Practice page 59-83 |
| 8 | Creative skills model- Group 3 | The Vona Du Toit Model of Creative Ability: A Practical Guide for Acute Mental Health Occupational Therapy Practice Page 83-90 |
| 9 | Child psychiatric occupational therapy | Occupational Therapy for Child and Adolescent Mental Health Chapter 3 Occupational therapy appropriate to age |
| 10 | adolescent psychiatry and occupational therapy | Occupational Therapy for Child and Adolescent Mental Health Chapter 3 Occupational therapy appropriate to age |
| 12 | HIV / AIDS in occupational therapy | https://www.tcd.ie/tsmj/2003/HIVAIDS.htm |
| 12 | Example applications | The Vona Du Toit Model of Creative Ability: A Practical Guide for Acute Mental Health Occupational Therapy Practice |
| 13 | Sample applications | The Vona Du Toit Model of Creative Ability: A Practical Guide for Acute Mental Health Occupational Therapy Practice |
| Resources |
| Handouts will be given |
| Crouch R., Alers V. Occupational Therapy in Psychiatry and Mental Health. Whurr Publishers, London, 2005. - Breınes EB. Occupational Therapy Actıvıtıes for Practice and Teaching. Whurr Publishers, London, 2004. - Brown C., Stoffel VC. Occupational Therapy in Mental Health, Davis Company, Philadelphia, 2011. - Scaffa M. Occupational Therapy in Community Based Practice Settıngs. Davis Company, 2001. The Vona Du Toit Model of Creative Ability: A Practical Guide for Acute Mental Health Occupational Therapy Practice, Independent Publishing Network (July 8, 2015) |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Knows how to reach current basic, theoretical and applied scientific knowledge in the field of occupational therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | X | |||||
| 2 | PQ-2. Uses accurate assessment methods for individuals and communities in terms of activity and participation, plans therapy and applies it within the scope of evidence-based occupational therapy theory and foundations. | X | |||||
| 3 | PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being. | X | |||||
| 4 | PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. | X | |||||
| 5 | PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. | X | |||||
| 6 | PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. | X | |||||
| 7 | PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life. | X | |||||
| 8 | PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. | X | |||||
| 9 | PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication. | X | |||||
| 10 | PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |