Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ERGOTHERAPY SCIENCE AND PHILOSOPHY | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Lect. Halime AVUNÇ |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | It is aimed to ensure that conceptual approaches, which have an important place in occupational therapy practices, are examined in detail by occupational therapists and can be used in practical/academic studies. |
| Course Content | This course contains; History of occupational science and philosophy,"Occupation",Doing, being, becoming and belonging,Health and wellbeing ,Personal Context and Temporal Context ,Occupational Injustice, Occupational Balance,Occupational Deprivation, Occupational Alienance,Occupational Apartheid, Occupational Marginalization,Case Study,Occupational Profile Creation Methods,The knowledge of occupational science in social contexts,Participation ,When Occupation goes "Wrong". |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Defines important occupational therapy terms and concepts from scientific and philosophical perspectives. | 16, 9 | A |
| It defines existing philosophical theories and contributions in the history of occupational science. | 16, 9 | A |
| The relationship between occupational therapy theories, models and the development of occupational science. | 16, 9 | A |
| Identify mportant conceptual approaches in occupational therapy practice. | 16, 9 | A |
| Teaching Methods: | 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | History of occupational science and philosophy | Hocking, C., & Clair, V. W. S. (2011). Occupational science: Adding value to occupational therapy. New Zealand Journal of Occupational Therapy, 58(1), 29-35.///////////77Zemke, R., & Clark, F. (1996). Preface. In R. Zemke & F. Clark (Eds.), Occupational science: The evolving discipline (pp. vii-xviii). Philadelphia: F. A. Davis. |
| 2 | "Occupation" | Christiansen, C. H. (1999). Defining lives: Occupation as identity: An essay on competence, coherence, and the creation of meaning. American Journal of Occupational Therapy, 53, 547-557.///////////////Clark, F. A., Jackson, J., & Carlson, M. (2004). Occupational science, occupational therapy and evidence-based practice: What the Well Elderly Study has taught us. In M. Molineux, (Ed.), Occupation for occupational therapists (pp. 200-218). Carlton, Victoria: Blackwell. |
| 3 | Doing, being, becoming and belonging | Wilcock, A. A. (1999). Reflections on doing, being and becoming. Australian Occupational Therapy Journal, 46(1), 1-11.//////////Yazdani, F., & Bonsaksen, T. (2017). Introduction to the Model of Occupational Wholeness. ErgoScience, 12(1). |
| 4 | Health and wellbeing | Wilcock, A. A. (2005). Occupational science: Bridging occupation and health.////Clark, F. A., Jackson, J., & Carlson, M. (2004). Occupational science, occupational therapy and evidence-based practice: What the Well Elderly Study has taught us. In M. Molineux, (Ed.), Occupation for occupational therapists (pp. 200-218). Carlton, Victoria: Blackwell. |
| 5 | Personal Context and Temporal Context | Dickie, V., Cutchin, M. P., & Humphry, R. (2006). Occupation as transactional experience: A critique of individualism in occupational science. Journal of Occupational Science, 13(1), 83-93./////////Kielhofner, G. (1977). Temporal adaptation: a conceptual framework for occupational therapy. American Journal of Occupational Therapy. |
| 6 | Occupational Injustice, Occupational Balance | Hammell, K. R. W., & Beagan, B. (2017). Occupational injustice: A critique: L’injustice occupationnelle: une critique. Canadian Journal of Occupational Therapy, 84(1), 58-68.////////////Wagman, P., Håkansson, C., & Björklund, A. (2012). Occupational balance as used in occupational therapy: A concept analysis. Scandinavian journal of occupational therapy, 19(4), 322-327. |
| 7 | Occupational Deprivation, Occupational Alienance | Hammell, K. R. W., & Beagan, B. (2017). Occupational injustice: A critique: L’injustice occupationnelle: une critique. Canadian Journal of Occupational Therapy, 84(1), 58-68.///////////////Durocher, E., Gibson, B. E., & Rappolt, S. (2014). Occupational justice: A conceptual review. Journal of Occupational Science, 21(4), 418-430. |
| 8 | Occupational Apartheid, Occupational Marginalization | Hammell, K. R. W., & Beagan, B. (2017). Occupational injustice: A critique: L’injustice occupationnelle: une critique. Canadian Journal of Occupational Therapy, 84(1), 58-68./////////////Durocher, E., Gibson, B. E., & Rappolt, S. (2014). Occupational justice: A conceptual review. Journal of Occupational Science, 21(4), 418-430. |
| 9 | Case Study | Mebis Notes |
| 10 | Occupational Profile Creation Methods | Whitney, R. (2019). The Occupational Profile as a Guide to Clinical Reasoning in Early Intervention: A Detective’s Tale. Continuing Education Article. Article code CEA0419| April./////////https://www.aota.org/~/media/Corporate/Files/Practice/Manage/Documentation/AOTA-Occupational-Profile-Template.pdf |
| 11 | The knowledge of occupational science in social contexts | Whiteford, G. E., & Hocking, C. (Eds.). (2011). Occupational science: Society, inclusion, participation.//////Rowles, G. D. (2008). Place in occupational science: A life course perspective on the role of environmental context in the quest for meaning. Journal of Occupational Science, 15(3), 127-135. |
| 12 | Participation | Whiteford, G. E., & Hocking, C. (Eds.). (2011). Occupational science: Society, inclusion, participation./////////7Wilcock, A. A. (2005). Occupational science: Bridging occupation and health. |
| 13 | When Occupation goes "Wrong" | Whiteford, G. E., & Hocking, C. (Eds.). (2011). Occupational science: Society, inclusion, participation.Chapter 9 When Occupation goes ‘Wrong’: A Critical Reflection on Risk Discourses and their Relevance in Shaping Occupation (pages 117–133): Silke Dennhardt and Debbie Laliberte Rudman///// Hart, C. (2020). The Whole of the Moon: How Our Occupational Lens Helps or Hinders Our Exploration of the Dark Side of Occupation. In R. Twinley (Ed.), Illuminating The Dark Side of Occupation: International Perspectives |
| Resources |
| 1. De Lisa J, Gans BM. Rehabilitation Medicine, Principles and Practice, JB Lippincott Company, 1993. 2. Christiansen CH, Baum CM. Occupational Therapy Performance, Participation, and Well Being, Slack Incorporated, 2005. Hocking, C., & Clair, V. W. S. (2011). Occupational science: Adding value to occupational therapy. New Zealand Journal of Occupational Therapy, 58(1), 29-35. 3. Clark, F. A., Jackson, J., & Carlson, M. (2004). Occupational science, occupational therapy and evidence-based practice: What the Well Elderly Study has taught us. In M. Molineux, (Ed.), Occupation for occupational therapists (pp. 200-218). 4. Yazdani, F., & Bonsaksen, T. (2017). Introduction to the Model of Occupational Wholeness. ErgoScience, 12(1). 5. Wilcock, A. A. (2005). Occupational science: Bridging occupation and health. 6. Dickie, V., Cutchin, M. P., & Humphry, R. (2006). Occupation as transactional experience: A critique of individualism in occupational science. Journal of Occupational Science, 13(1), 83-93. 7. Hammell, K. R. W., & Beagan, B. (2017). Occupational injustice: A critique: L’injustice occupationnelle: une critique. Canadian Journal of Occupational Therapy, 84(1), 58-68. 8. Wagman, P., Håkansson, C., & Björklund, A. (2012). Occupational balance as used in occupational therapy: A concept analysis. Scandinavian journal of occupational therapy, 19(4), 322-327. 9. Durocher, E., Gibson, B. E., & Rappolt, S. (2014). Occupational justice: A conceptual review. Journal of Occupational Science, 21(4), 418-430. 10. Whitney, R. (2019). The Occupational Profile as a Guide to Clinical Reasoning in Early Intervention: A Detective’s Tale. Continuing Education Article. Article code CEA0419| April. 11. Occupational Therapy and Occupational Science (1st ed.). by Doris Pierce PhD OTR/L FAOTA 12. Occupational Science: Society, Inclusion, Participation Gail E. Whiteford (Editor), Clare Hocking (Editor) 13. .Christiansen CH, Baum CM. Occupational Therapy Performance, Participation, and Well Being, Slack Incorporated, 2005. 14. Hart, C. (2020). The Whole of the Moon: How Our Occupational Lens Helps or Hinders Our Exploration of the Dark Side of Occupation. |
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. | ||||||
| 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 | 0 | 0 | 0 | |||
| 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 | 7 | 3 | 21 | |||
| General Exam | 14 | 3 | 42 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 91 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(91/30) | 3 | |||||
| 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 |
|---|---|---|---|---|---|
| ERGOTHERAPY SCIENCE AND PHILOSOPHY | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Lect. Halime AVUNÇ |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | It is aimed to ensure that conceptual approaches, which have an important place in occupational therapy practices, are examined in detail by occupational therapists and can be used in practical/academic studies. |
| Course Content | This course contains; History of occupational science and philosophy,"Occupation",Doing, being, becoming and belonging,Health and wellbeing ,Personal Context and Temporal Context ,Occupational Injustice, Occupational Balance,Occupational Deprivation, Occupational Alienance,Occupational Apartheid, Occupational Marginalization,Case Study,Occupational Profile Creation Methods,The knowledge of occupational science in social contexts,Participation ,When Occupation goes "Wrong". |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Defines important occupational therapy terms and concepts from scientific and philosophical perspectives. | 16, 9 | A |
| It defines existing philosophical theories and contributions in the history of occupational science. | 16, 9 | A |
| The relationship between occupational therapy theories, models and the development of occupational science. | 16, 9 | A |
| Identify mportant conceptual approaches in occupational therapy practice. | 16, 9 | A |
| Teaching Methods: | 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | History of occupational science and philosophy | Hocking, C., & Clair, V. W. S. (2011). Occupational science: Adding value to occupational therapy. New Zealand Journal of Occupational Therapy, 58(1), 29-35.///////////77Zemke, R., & Clark, F. (1996). Preface. In R. Zemke & F. Clark (Eds.), Occupational science: The evolving discipline (pp. vii-xviii). Philadelphia: F. A. Davis. |
| 2 | "Occupation" | Christiansen, C. H. (1999). Defining lives: Occupation as identity: An essay on competence, coherence, and the creation of meaning. American Journal of Occupational Therapy, 53, 547-557.///////////////Clark, F. A., Jackson, J., & Carlson, M. (2004). Occupational science, occupational therapy and evidence-based practice: What the Well Elderly Study has taught us. In M. Molineux, (Ed.), Occupation for occupational therapists (pp. 200-218). Carlton, Victoria: Blackwell. |
| 3 | Doing, being, becoming and belonging | Wilcock, A. A. (1999). Reflections on doing, being and becoming. Australian Occupational Therapy Journal, 46(1), 1-11.//////////Yazdani, F., & Bonsaksen, T. (2017). Introduction to the Model of Occupational Wholeness. ErgoScience, 12(1). |
| 4 | Health and wellbeing | Wilcock, A. A. (2005). Occupational science: Bridging occupation and health.////Clark, F. A., Jackson, J., & Carlson, M. (2004). Occupational science, occupational therapy and evidence-based practice: What the Well Elderly Study has taught us. In M. Molineux, (Ed.), Occupation for occupational therapists (pp. 200-218). Carlton, Victoria: Blackwell. |
| 5 | Personal Context and Temporal Context | Dickie, V., Cutchin, M. P., & Humphry, R. (2006). Occupation as transactional experience: A critique of individualism in occupational science. Journal of Occupational Science, 13(1), 83-93./////////Kielhofner, G. (1977). Temporal adaptation: a conceptual framework for occupational therapy. American Journal of Occupational Therapy. |
| 6 | Occupational Injustice, Occupational Balance | Hammell, K. R. W., & Beagan, B. (2017). Occupational injustice: A critique: L’injustice occupationnelle: une critique. Canadian Journal of Occupational Therapy, 84(1), 58-68.////////////Wagman, P., Håkansson, C., & Björklund, A. (2012). Occupational balance as used in occupational therapy: A concept analysis. Scandinavian journal of occupational therapy, 19(4), 322-327. |
| 7 | Occupational Deprivation, Occupational Alienance | Hammell, K. R. W., & Beagan, B. (2017). Occupational injustice: A critique: L’injustice occupationnelle: une critique. Canadian Journal of Occupational Therapy, 84(1), 58-68.///////////////Durocher, E., Gibson, B. E., & Rappolt, S. (2014). Occupational justice: A conceptual review. Journal of Occupational Science, 21(4), 418-430. |
| 8 | Occupational Apartheid, Occupational Marginalization | Hammell, K. R. W., & Beagan, B. (2017). Occupational injustice: A critique: L’injustice occupationnelle: une critique. Canadian Journal of Occupational Therapy, 84(1), 58-68./////////////Durocher, E., Gibson, B. E., & Rappolt, S. (2014). Occupational justice: A conceptual review. Journal of Occupational Science, 21(4), 418-430. |
| 9 | Case Study | Mebis Notes |
| 10 | Occupational Profile Creation Methods | Whitney, R. (2019). The Occupational Profile as a Guide to Clinical Reasoning in Early Intervention: A Detective’s Tale. Continuing Education Article. Article code CEA0419| April./////////https://www.aota.org/~/media/Corporate/Files/Practice/Manage/Documentation/AOTA-Occupational-Profile-Template.pdf |
| 11 | The knowledge of occupational science in social contexts | Whiteford, G. E., & Hocking, C. (Eds.). (2011). Occupational science: Society, inclusion, participation.//////Rowles, G. D. (2008). Place in occupational science: A life course perspective on the role of environmental context in the quest for meaning. Journal of Occupational Science, 15(3), 127-135. |
| 12 | Participation | Whiteford, G. E., & Hocking, C. (Eds.). (2011). Occupational science: Society, inclusion, participation./////////7Wilcock, A. A. (2005). Occupational science: Bridging occupation and health. |
| 13 | When Occupation goes "Wrong" | Whiteford, G. E., & Hocking, C. (Eds.). (2011). Occupational science: Society, inclusion, participation.Chapter 9 When Occupation goes ‘Wrong’: A Critical Reflection on Risk Discourses and their Relevance in Shaping Occupation (pages 117–133): Silke Dennhardt and Debbie Laliberte Rudman///// Hart, C. (2020). The Whole of the Moon: How Our Occupational Lens Helps or Hinders Our Exploration of the Dark Side of Occupation. In R. Twinley (Ed.), Illuminating The Dark Side of Occupation: International Perspectives |
| Resources |
| 1. De Lisa J, Gans BM. Rehabilitation Medicine, Principles and Practice, JB Lippincott Company, 1993. 2. Christiansen CH, Baum CM. Occupational Therapy Performance, Participation, and Well Being, Slack Incorporated, 2005. Hocking, C., & Clair, V. W. S. (2011). Occupational science: Adding value to occupational therapy. New Zealand Journal of Occupational Therapy, 58(1), 29-35. 3. Clark, F. A., Jackson, J., & Carlson, M. (2004). Occupational science, occupational therapy and evidence-based practice: What the Well Elderly Study has taught us. In M. Molineux, (Ed.), Occupation for occupational therapists (pp. 200-218). 4. Yazdani, F., & Bonsaksen, T. (2017). Introduction to the Model of Occupational Wholeness. ErgoScience, 12(1). 5. Wilcock, A. A. (2005). Occupational science: Bridging occupation and health. 6. Dickie, V., Cutchin, M. P., & Humphry, R. (2006). Occupation as transactional experience: A critique of individualism in occupational science. Journal of Occupational Science, 13(1), 83-93. 7. Hammell, K. R. W., & Beagan, B. (2017). Occupational injustice: A critique: L’injustice occupationnelle: une critique. Canadian Journal of Occupational Therapy, 84(1), 58-68. 8. Wagman, P., Håkansson, C., & Björklund, A. (2012). Occupational balance as used in occupational therapy: A concept analysis. Scandinavian journal of occupational therapy, 19(4), 322-327. 9. Durocher, E., Gibson, B. E., & Rappolt, S. (2014). Occupational justice: A conceptual review. Journal of Occupational Science, 21(4), 418-430. 10. Whitney, R. (2019). The Occupational Profile as a Guide to Clinical Reasoning in Early Intervention: A Detective’s Tale. Continuing Education Article. Article code CEA0419| April. 11. Occupational Therapy and Occupational Science (1st ed.). by Doris Pierce PhD OTR/L FAOTA 12. Occupational Science: Society, Inclusion, Participation Gail E. Whiteford (Editor), Clare Hocking (Editor) 13. .Christiansen CH, Baum CM. Occupational Therapy Performance, Participation, and Well Being, Slack Incorporated, 2005. 14. Hart, C. (2020). The Whole of the Moon: How Our Occupational Lens Helps or Hinders Our Exploration of the Dark Side of Occupation. |
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. | ||||||
| 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 | |