Instructor: Gibson P. Gelladuga, OTR Lab Assistant: Sarah Williams

Transcription

1 OTHA 2309 MENTAL HEALTH IN OCCUPATIONAL THERAPY Master Syllabus First Semester CRN: Fall 2014 Coleman College for Health Sciences Instructor: Gibson P. Gelladuga, OTR Lab Assistant: Sarah Williams How to Reach the Instructor Office Hours and Location: Mondays thru Fridays from 8am to 4pm. HCC Coleman College for Health Sciences Pressler St., Room 385, Houston, TX, Phone: (713) Course Description: Continuation of OTHA Emphasis on prevention, maintenance and treatment of psychosocial function/conditions. Principles, techniques and intervention for psychological, developmental, personality and environmental conditions applying occupational therapy treatment process and service management covered. Frames of references, effective documentation skills relating to psychosocial function applied. (Formerly OCTA 1243) End-of-Course Outcomes: The student will be able to apply appropriate frames of reference, facilitate group processes; identify occupational therapy assessment strategies, explain psychiatric diagnoses based on the Diagnostic and Statistical Manual, and implement occupation-based interventions. Prerequisites: The student has attained mastery of all second semester OTHA courses, including OTHA 1301, and OTHA 1303 (Continuation of OTHA 1301). Also, the student must be in good standing in the OTA program. Credit hours: 3 semester hours/ units: (2 lecture, 3 lab), once a week. Course location: 1 P a g e

2 HCC Coleman College for Health Sciences, 1900 Pressler Street, 4 th floor, Houston, Texas 77030, at room 467 and OTA lab. Class day/time: Mondays, lecture is from 9am to 11am, and laboratory is from 11:30am to 2:50pm. End of Course Objectives: Upon completion of this course, the student will be able to: Explain the concept of mental health and mental illness.(b2.6) Review the role of occupations in promoting health, preventing disease & disability.(b2.2) Highlight historical trends/contributions of occupational therapy in mental health.(b2.1) Appreciate quality of life. well-being and occupations in promoting health and preventing disease or injury.(b.2.9) Identify the effects of health, illness, disease, disability within family/society contexts.(b.2.6) Articulate service, practice models and systems used in OT practice.(b.2.11) Identify mental health intervention facilities and settings.(b7.1) Describe categories of psychotropic medication and other biological techniques used in mental health management. Review the Code of Ethics and standards of practice relative to service provisions in mental health.(b.9.1) Apply therapeutic use of self in groups teams and individual interaction in service delivery.(b5.6) Understand groups. (Process/dynamics, development, techniques. roles, etc.)(b.2.9) Demonstrate group record keeping. (protocols, session plans).(b.5.27) Educate/train consumers to use performance area skills, while maintaining safety and preventing health injury.(b.5.15) Use practice framework language and process in formulating mental health strategies per diagnostic data.(b.3.2) Demonstrate components of professions processes of:.(b.4.3)(b4.1)(b5.24)(b5.26) a. Completing an occupational profile and task analysis. b. Gather and share data. c. Developing occupations as evaluative tools. d. Administering and applying assessment process. e. Monitoring intervention and their effects on consumers. f. Reassessing the need for modifications. g. Acquiring consultation. h. Assisting discharge process (d/c planning) i. Identifying outcomes achieved. (program evaluation) Apply safety techniques/prevention in mental health intervention & interactions.(b.2.8) Demonstrate ongoing interaction in program evaluation and quality assurance.(b.7.8) 2 P a g e

3 To master this course, students are expected to perform on assignments, assessments and class activities to a minimum of 75% mastery. By ACOTE standards, the student will be able to: B.1.7 Articulate the importance of using statistics, tests, and measurements for the purpose of delivering evidence-based practice. B.2.4 Articulate the importance of balancing areas of occupation with the achievement of health and wellness for the clients. B.2.5 Explain the role of occupation in the promotion of health and the prevention of disease and disability for the individual, family, and society. B.2.9 Express support for the quality of life, well-being, and occupation of the individual, group, or population to promote physical and mental health and prevention of injury and disease considering the context (e.g., cultural, personal, temporal, virtual) and environment. B.2.11 Identify interventions consistent with models of occupational performance. B.4.2 Administer selected assessments using appropriate procedures and protocols (including standardized formats) and use occupation for the purpose of assessment. B.5.1 Assist with the development of occupation-based intervention plans and strategies (including goals and methods to achieve them) on the basis of 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 values, beliefs, spirituality, body functions (e.g., neuromuscular, sensory and pain, visual, perceptual, cognitive, mental) and body structures (e.g., cardiovascular, digestive, nervous, genitourinary, integumentary systems). Performance patterns (e.g., habits, routines, rituals, roles). Context (e.g., cultural, personal, temporal, virtual) and environment (e.g., physical, social). Performance skills, including motor and praxis skills, sensory perceptual skills, emotional regulation skills, cognitive skills, and communication and social skills. B.5.2 Select and provide direct occupational therapy interventions and procedures to enhance safety, health and wellness, and performance in ADLs, IADLs, education, work, play, rest, sleep, leisure, and social participation. B.5.3 Provide therapeutic use of occupation, exercises, and activities (e.g., occupation-based intervention, purposeful activity, preparatory methods). 3 P a g e

4 B.5.4 Implement group interventions based on principles of group development and group dynamics across the lifespan. B.5.5 Provide training in self-care, self-management, health management and maintenance, home management, and community and work integration. 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. B.5.8 Implement intervention strategies to remediate and/or compensate for cognitive deficits that affect occupational performance. B.5.19 Use the teaching learning process with the client, family, significant others, colleagues, other health providers, and the public. Collaborate with the occupational therapist and learner to identify appropriate educational methods. Required texts: Early, Mary Beth (2009). Mental Health Concepts and Techniques for the Occupational Therapy Assistant, 4 th Ed. Baltimore, Maryland: Lippincott Williams and Wilkins. ISBN-13: Cole, Marilyn B (2012). Group Dynamics in Occupational Therapy: The Theoretical Basis and Practice Application of Group Intervention, 4 th Ed. Thorofare, NJ: Slack Inc. ISBN-13: References/ Supplemental Materials: Creek, Jennifer (2008). Occupational Therapy and Mental Health, 4 th Ed. U.S. Churchill Livingstone Elsevier. ISBN: Tyrer, Peter (2013). Models for Mental Disorder, 5 th Ed. Hoboke, NJ: Wiley Blackwell. ISBN: Grieve, June (2008). Neuropsychology for Occupational Therapists, 3 rd Ed. Oxford, UK: Blackwell Publishing. ISBN 13: Schell, Barbara (2013) Willard and Spackman s Occupational Therapy, 12 th Ed. Baltimore, Maryland: Lippincott Williams and Wilkins. ISBN Websites: Grading Sources: 4 P a g e

5 Midterm: 20% Quizzes: 15% Final: 20% Class Participation: 5% Practicals: 20% Class Projects: 20% Total: 100% Requirements for Each Grading Source Follows: Midterm and Final examination: 60-question midterm and 75-question Final, consisting of multiple-choice, true false, or fill in the blank questions related to coursework covered. There will be no make-up midterm or final test offered. Quizzes: Quizzes will be given throughout the semester. Quizzes will consist of multiple choice questions that will be timed. Information on the amount of questions and times will be announced prior to the quiz. There will be no make-up quizzes offered. Class participation: Class participation will be calculated using class attendance, participation in class discussions, professional dress, and professional conduct. Practical exams: Students will be assessed by actual performance of the skills learned from lab class. Project presentation and Use of Technology: Students are required to present to the laboratory class a case scenario or occupational therapy intervention of an assigned topic. The students will be divided into groups and present on the given day as stated on the course outline calendar. The use of technology and materials, OT relevance of the topic, hand-outs, written report or audience participation/ motivation may be used to assess for the report. Grading System: GRADE PERCENTILE A B C F P a g e

6 This percentage system for letter grade assignment will be utilized for all reporting. Specific grade compilation will be explained in each course syllabus at the beginning of each semester. Grades will not be rounded. In order to pass a course, a student must have a 75%. A final course grade will not be assigned until all course work has been completed. Student will be assigned an incomplete until all work is submitted within the timeframe outlined by the instructor of record. If all assignments are not completed within the allotted time frame, and in accordance with HCC policy, the incomplete will convert to an F and student will have to withdraw from the program. A grade of zero will be given for late assignments in this course. Extenuating circumstances should be discussed with the course instructor prior to the assignments due date. THE GRADE OF D IS NOT GIVEN IN THE HEALTH CAREERS DIVISION - OTHA PROGRAM. Any student receiving a grade of F must withdraw from the OTA program, but may reapply for readmission the following year by following the outlined procedures in this handbook. It is highly recommended that a student earning less than 75% in any exam seek individual tutoring from the course instructor and attend open lab sessions for review. Students should refer to the health Sciences Division Policies and Procedures in this handbook for questions related to the assignment of grades, grade change policy, and grade appeals. Learning Experiences. Instructional methods are intended to stimulate, increase, and motivate the teaching and learning process. They may include reading, assignments, class demonstrations, oral and written reporting, small in and out class assignments, games, literature/ journal research, interviews, media previews and reviews, lecture, group reporting, case studies role play, quizzes and exams. SCANS/ Tejas Skills: The Secretary's Commission on Achieving Necessary Skills (SCANS) identified Competencies in the areas of Resources, Interpersonal, Information, Systems, and Technology; and foundation skills in the areas of Basic Skills, Thinking Skills, and Personal Qualities. This course is part of a program in which each of these Competencies and Skills are integrated. F-1 Reading Text book chapters in preparation for lecture, discussion and class activities. F-2 Writing 6 P a g e

7 Communicate thoughts, ideals and information through individual and group writing assignments. F-9 Decision Making apply decision making and problem solving steps in determining long and short term goals. Plan interventions for diagnostic categories in psychosocial settings. F-12 Reasoning Apply clinical reasoning steps in treatment planning and interventions. C- 5 Acquire/Evaluate information Demonstrate ability to screen & interview clients, as well as, use OT Information assessments to determine what patients can & cannot do. C- 6 Organize information Determine what information from evaluative batteries will be used information to plan OT intervention and document in various formats. C- 7 Interpret and Report communicate info. Report evaluative findings, write long and short term goals and report results to peers. C-11Serves clients/consumers Select a population and design a group activity. Identify the need clients/consumers to modify treatment, as needed, followed by communicating patient's needs to the OTR. Policies: All policies as noted in the OTHA Student Handbook must be followed. See Student Handbook for extensive listing of all policies presented within this syllabus. Attendance, Exam, and Assignments. Regular and punctual class and laboratory attendance is expected of all students. If attendance or compliance with other course policies is unsatisfactory, the instructor may withdraw students from the class. Refer to the OTHA Handbook for further details. In this occupational therapy assistant program, each student is expected to: 1. Attend ALL on/off classes, labs, programs and community activities. 2. Report to classes, events and activities on time. 3. Sign in with name, initials and arrival time in classes and events/activities. 4. Notify instructors (min. 20 minutes) prior to the start of class if arriving late or absent. a. leave message per class - include name, day, date and expected time of arrival. b. leave message per class -- include name, day, date if absent. 5. Assume sole responsibility for materials/handouts/information covered when absent. 6. Approach faculty/staff for make-up assignment(s), when applicable. 7 P a g e

8 7. Familiarize self with program/courses policy regarding absences and late class arrival. 8. Follow program/course policy regarding absences and late class arrival. 9. Withdraw from classes for non-attendance or excessive absences. As per HCCS Policy, student may be dropped for excessive absences. Absences that equal to (or) > 12.5% of the hours of instruction are excessive. If the student is late to class X 4 times = 1 day absent. Withdrawal. It is the responsibility of each student to ensure that his or her name is removed from the roll should he or she decides to withdraw from the class. The instructor does, however reserve the right to drop a student should he or she feel it is necessary. If a student decides to withdraw, he or she should also verify that the withdrawal is submitted before the FINAL WITHDRAWAL DATE. The student is also strongly encouraged to retain their copy of the withdrawal form for their records. State law permits students to withdraw from no more than six courses during their entire undergraduate career at Texas public colleges or universities. With certain exceptions, all course withdrawal automatically counts towards this limit. Details regarding this policy can be found in the HCC college catalog. Scholastic Honesty. A student attending HCC assumes responsibility for conduct compatible with the mission of the college as an educational institution. Students have the responsibility to submit coursework that is the result of their own thought, research or self-expression. Students must follow all instructions given by faculty or designated college representatives when taking examinations, placement assessments, tests, quizzes, and evaluations. Actions constituting scholastic dishonesty include, but are not limited to, plagiarism, cheating, fabrication, collusion, and falsifying documents. Penalties for scholastic dishonesty will depend upon the nature of the violation and may range from lowering a grade on one assignment to an F in the course and/ or expulsion from the college. Student Discipline. The policy as followed by Health Sciences Division and outlined in the HCC Student Handbook will be followed. ADA Statement. Any student with documented disability (e.g. physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations must contact the Disability Service Office at the respective college at the beginning of each semester. Faculty is authorized to provide only the 8 P a g e

9 accommodations requested by the Disability Support Office. If you have any questions, please contact the disability counselor at Coleman College at (713) Safety Statement. Houston Community College is committed to providing a safe and healthy environment for study and work. You are expected to learn and comply with HCC environmental, health and safety procedures and agree to follow HCC safety policies. Because some health and safety circumstances are beyond our control, we ask that you become familiar with the emergency procedures and campus safety plan map in each classroom. Please note, you are expected to conduct yourself professionally with respect and courtesy to all. Anyone who thoughtlessly or intentionally jeopardizes the health or safety of another individual will be immediately dismissed from the day s activity may be withdrawn from the class, and/or barred from attending future activities. 9 P a g e