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Aquesta assignatura s'imparteix en català. El text original d'aquest pla docent és en català.
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Esta asignatura se imparte en catalán. El plan docente en español es una traducción del catalán.
La traducción al español está actualizada y es equivalente al original.
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Text created with automatic translation
The language of instruction of this subject is Catalan. The course guide in English is an automatic translation of the version in Catalan.
Automatic translation may contain errors and gaps. Refer to it as non-binding orientation only!
Course
Occupational Therapy
Subject
Occupational Therapy and Independence of Children and Adolescents
Type
Compulsory (CO)
Academic year
4
Credits
6.0
Semester
1st
Group | Language of instruction | Teachers |
---|---|---|
G19, blended learning, mornings and afternoons | Spanish | Mireia Roca Deulofeu |
Montserrat Arana Bernal |
Objectives
This subject is part of the Occupational Therapy, Life Cycle and Applied Occupational Activities subject.
This subject focuses on occupational therapy intervention in children and adolescents as a stage of the life cycle. Specifically, the aim is for the student to know how to respond to the specific needs and contexts of occupational participation typical of childhood and adolescence.
The general objectives of this subject are:
- Reflect on the characteristic features of employment during childhood and adolescence and their implications for occupational therapy intervention.
- Learn about procedures, models and techniques specific to this moment in the life cycle.
- Learn about the occupational therapy intervention process with children and/or adolescents in the field of mental health, neurological rehabilitation and early care.
- Differentiate and identify the role of the occupational therapist at different levels of care.
- Know how to integrate the family into the occupational therapy process.
Learning outcomes
- LO1. Justifies the planning of intervention in the child and youth field through their own models or relevant reference frames.
- LO2. Identifies the occupational dysfunction associated with the child or adolescent according to the diagnosis and the environment.
- LO3. Knows, selects and applies the corresponding assessment instruments according to the pathology, the diagnosed occupational dysfunction and the person's environment.
- LO4. Uses observation as an evaluation tool from the relevant frames of reference or own models.
- LO5. Plans the intervention, which includes the social environment (parents, school professionals, etc.).
- LO6. Designs and applies the activity as a therapeutic tool and adapts flexibly to the circumstances of its implementation.
- LO7. Adapts an environment based on the capacities and limitations of the child or adolescent in treatment and creatively solves problems that may arise.
- LO8. Puts into practice listening, empathy and negotiation skills with users during the intervention process.
- LO9. Puts into practice the skills of criticism and self-criticism while working with the multidisciplinary team.
Competencies
General skills
- Interact with others with empathy, demonstrating skills in interpersonal relationships.
Specific skills
- Analyze occupation in occupational therapy and therapeutic use in the life cycle.
- Carry out appropriate treatment, respecting different phases and basic principles, through therapeutic occupations based on occupational science in the different areas of occupation, analyzing performance components and contexts.
- Know about and understand occupational therapy for the integration of individuals in their environment throughout the life cycle.
- Promote health and prevent disability, to acquire or regain occupational performance at each stage of the life cycle in order to achieve independence and autonomy in the areas of occupational performance of those at risk, with organic deficits, with limitation of activity and participation, and social marginalisation.
- Use professional and ethical reasoning effectively throughout the occupational therapy process.
Basic skills
- Students can apply their knowledge to their work or vocation in a professional manner and have competencies typically demonstrated through drafting and defending arguments and solving problems in their field of study.
- Students have demonstrated knowledge and understanding in a field of study that builds on general secondary education with the support of advanced textbooks and knowledge of the latest advances in this field of study.
Core skills
- Display professional skills in complex multidisciplinary contexts, working in networked teams, whether face-to-face or online, through use of information and communication technology.
- Exercise active citizenship and individual responsibility with a commitment to the values of democracy, sustainability and universal design, through practice based on learning, service and social inclusion.
- Project the values of entrepreneurship and innovation in one's academic and professional career, through contact with a variety of practical contexts and motivation for professional development.
- Use oral, written and audiovisual forms of communication, in one's own language and in foreign languages, with a high standard of use, form and content.
Content
- Occupational therapy in primary care
- Model DIR/Floortime
- Sensory integration
- Evaluation process in SMIJ
- Intervention process in SMIJ
- Family-centered care model
- Child neurological rehabilitation through occupational therapy
- Occupational assessment in the children and youth field
- Occupational therapy intervention program for children and adolescents
Evaluation
According to the Academic Regulations for undergraduate studies at UVic-UCC, there is only one official call that provides for two different evaluation periods:
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Continuous evaluation of the activities carried out by the student is carried out based on the following criteria:
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Methodology
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Bibliography
Key references
- Greenspan SI., Wieder S. (1997). The Child with Special Needs. Perseus Books.
- La integración sensorial y el niño (2006). La integración sensorial y el niño. Editorial MAD.
- Mulligan, S. (2006). Terapia Ocupacional en Pediatria. Proceso de evaluación. Panamericana.
- Polonio, B., Castellanos, M.C., Viana, I. (2008). Terapia Ocupacional en la infancia. Teoria y Práctica. Panamericana.
- Vázquez Sánchez, F., & García López, B. (2023). Manual de neurología para terapia ocupacional. Médica Panamericana.
Further reading
Teachers will provide complementary bibliography and compulsory reading throughout the course via the Virtual Campus.