This unit provides an introduction to the behavioural and social sciences relevant to health and wellbeing, in particular sociology and psychology. The unit lays the foundation of theory and method necessary for understanding how broad social and organisational structures as well as individual characteristics and behaviours contribute to health and health inequalities.

Understanding people's occupations in context and the importance of occupation to their health and well-being is fundamental to all areas of occupational therapy practice. In this unit, students will develop the skills and knowledge needed to collect and organise information about individuals' engagement in occupations within their various contexts from their perspectives. They will use a client-centred perspective to explore participation in day-to-day activities, investigate various theoretical perspectives of human occupations, develop the therapeutic communication skills to discover where, when, how and why people engage in occupations, and examine the contextual and personal factors that affect occupational choices and participation in occupations.

The ability to analyse occupations, roles, activities, tasks and the environment is a core occupational therapy competency. Categories of activity which occupational therapists may observe and analyse include: self-care, mobility, domestic, social, educational, play, leisure, economic, and community. Using various methods of analysis, students will develop the skills to observe and analyse activities performed by children, youth and adults. In doing so, students will learn: How do I determine what enables (and hinders) people's participation in and performance of activities? How do I measure and summarise a person's time use? How do I identify environmental factors that influence people's performance in activities? How might I structure and adapt activities to enable performance, regardless of a person's health condition?

This unit of study introduces the basic concepts in musculoskeletal anatomy prior to a more detailed study of the gross anatomical structure of the upper limb as it relates to functional activities. Students will also study the histological structure of musculoskeletal tissues and surface anatomy of the upper limb. Material will be presented in lectures, practical sessions and online. Students will also be expected to undertake some independent learning activities. This unit includes laboratory classes in which human cadavers are studied; attendance at such classes is strongly encouraged.

Whether in working in partnership with one person or a group of people, teaching and learning is a fundamental, collaborative process applicable to all areas of occupational therapy practice. The unit applies principles of evidence based practice in relation to teaching and learning in occupational therapy. Students will develop proficiency using a range of processes to facilitate people's engagement in activities and routines in everyday life. In doing so, students will answer the following questions: How do I help people learn to perform activities and develop new routines where they live, work and play? What specific methods do I use to foster learning within different contexts? How do I best consider the learning process for persons with or without health conditions?

Many adults experience difficulty performing daily activities and require interdisciplinary team services in a hospital setting. Occupational therapy services can help enhance, restore, or maintain performance in self-care, mobility, and other primary activities necessary to return to and live in the community. Mindful of a client-centred approach, students will acquire basic assessment, intervention, and evaluation skills relevant for adults within physical healthcare contexts such as an acute hospital, and begin assuming the role occupational therapists perform within healthcare teams. In doing so, students will learn: What occupational therapy processes do I use when a person's performance of self-care and mobility activities is significantly challenged? Within physical health care settings, how do I help enhance, restore, or maintain performance in daily life activities of concern? How do I incorporate a client-centre approach within healthcare systems?

Establishing a professional identity and integrating and applying theory to practice are essential to occupational therapy service provision. This unit will focus on professionalism in preparation for practice in all areas. During the semester students will develop an understanding of occupational therapy strategies implemented across diverse areas, develop essential core teamwork skills and elements of professional communication (written and verbal) skills, and cultivate a professional approach to work. In the semester breaks, students will participate in a supervised one-week, full-time placement experience within a professional service setting.

This unit introduces students to key research paradigms in health, and to the major approaches to designing and evaluating basic and applied research in health. Students are exposed to the types of research which inform our understanding of normal and abnormal functions of the human body and of treatment and preventative health care. Students will be engaged in the generation of new knowledge through evidence-based practice and evidence-based innovation. Current issues in health science research will be identified, with emphasis on the role of technology and e-health.

Many adults experience significant challenges performing daily life activities due to mental illness or other psychosocial issues, and need interdisciplinary team services within mental health (and other psychosocial) settings. Occupational therapy can enhance, restore, or maintain performance and participation in daily routines and activities, enabling individuals to return to and live in the community. Mindful of a client-centred approach, students will acquire basic assessment, intervention, and evaluation skills relevant for adults within mental health and psychosocial contexts and begin assuming the role occupational therapists perform within healthcare teams. Students will learn: What assessments, intervention and evaluation processes do occupational therapists use when a person's routines and daily activities are challenged due to the effects of a mental illness or other psychosocial issues? Within mental health settings, how do I help enhance, restore, or maintain performance in daily life activities of concern? How do I incorporate a client-centred approach within healthcare systems? How can groups be used to support individuals to overcome the impacts psychosocial issues to promote satisfying and health-promoting occupational engagement.

Many adults who experience challenges performing day-to-day activities could benefit from services in order to continue living in the community. Occupational therapy is useful to enhance, restore, or maintain performance of and participation in self-care, mobility, domestic, social, and leisure activities within the home. Paying particular attention to the typical social context (family) within which people live, students will further develop assessment, intervention, and evaluation skills relevant to the performance of daily life activities within the home. In doing so, students will learn: Within a home context, how do I best provide occupational therapy services from a client-centred perspective? How do I involve families when focusing on the performance of day-to-day activities within the home? How might home environments be modified to enhance safety and performance of everyday activities?

Professional practice involves problem solving, clinical reasoning and collaborative teamwork. This unit continues the focus on professional development in preparation for practice across all areas. During the semester students will consolidate skills required for evaluating and supporting their clinical reasoning, develop an understanding of how types of reasoning inform the process of occupational therapy, and build on their collaborative teamwork and professional communication skills. At the end of the semester, students will participate in a supervised two-week, full-time experience within a professional service setting.

This unit of study includes fundamental concepts of nervous system organization and function. Anatomy of the brain and spinal cord is studied using models to understand the cortical and subcortical pathways as well as integrating centres that control movement and posture. The physiology component introduces students to mechanisms of signal generation and transmission, basic mechanisms of spinal reflexes, the function of the somatosensory and autonomic nervous system and motor pathways. Case studies aimed at identifying simple neural problems associated with sensory and motor systems are specifically designed for students following professional preparation degrees. This unit includes a few laboratory classes in which human cadavers are studied; attendance at such classes is strongly encouraged.

Many adults experience challenges participating in community, social and civic activities. These individuals may benefit from occupational therapy services to enhance, restore, or maintain participation in environments outside the home. Considering a broad community context, students will further develop their assessment, intervention, and evaluation skills relevant to activities such as transportation or shopping. In doing so, students will learn: How can I advocate for and promote people's participation in activities within their local communities? Students will also examine the occupational therapy role in community development where populations face occupational injustice.

For children, youth, and families living in the community and who experience performance challenges, occupational therapy is useful to enhance, restore, or maintain participation in day-to-day activities. Integrating an understanding of childhood development with family-centred practice, students will develop specific assessment, intervention, and evaluation skills to promote participation in day-to-day activities from infancy through adolescence. In doing so, students will learn: How do I provide occupational therapy within a family context? How can I promote quality in life through participation in everyday occupation? How do I consider the complex interaction of a person's capacity (physical, emotional and cognitive functioning) with environmental factors whilst focusing on the performance of activities of concern to families?

To become a competent occupational therapy practitioner, students need to be able to integrate theory and practice in context and become skilled in assessment, intervention and evaluation processes. Continuing a focus on professional development in context, students will participate in a seven-week, supervised full time experience within a professional service setting.

To become a competent occupational therapy practitioner, students need to be able to integrate theory and practice in context and become skilled in assessment, intervention and evaluation processes. Continuing a focus on professional development in context, this unit of study follows on from OCCP3061. Students will participate in another seven-week, supervised full time experience in professional practice.

Many children and young people experience challenges engaging in activities associated with school and other educational contexts. Occupational therapy can help to enhance, restore, or maintain children's participation in school-related activities, and prepare for a transition to adulthood. Integrating an understanding of human development and educational systems, students will develop the assessment, intervention, and evaluation skills to promote the school performance of children and youth. In doing so, students will be able to answer the questions: How do I provide occupational therapy services that are collaborative and consider the concerns of all involved? How do I assist educational systems to provide an inclusive environment that promotes participation for all children and youth?

Some youth and adults experience challenges when engaging in productive (work and volunteer) activities. Occupational therapy can help to enhance and restore performance, and maintain participation in remunerative employment and related activities. Integrating an understanding of organisational systems with client-centred practice, students will develop the assessment, intervention, and evaluation skills to promote participation in economic and civic activities. In doing so, students will learn: How do I provide occupational therapy within employment and related contexts? How do I promote a person's productivity, given the complex demands of work activities, an individual's capacities, and opportunities available within the environment?

Older adults may experience challenges participating in day-to-day activities during their retirement years. Occupational therapy can enhance, restore, or maintain performance of daily life activities, help to prevent future challenges from occurring, and assist older adults to continue ageing in place within community contexts. In this unit of study students will take an evidence-based approach to occupational therapy service provision and develop occupational therapy assessment, intervention, and evaluation skills specific to older adults.

Occupational therapists can enhance the health of communites by developing, marketing and delivering innovative programs that promote health through occupation. Students will develop competence creating health promotion programs within diverse international indigenous and cultural communities. In doing so, students will learn: How do I develop, market, and sustain health promotion programs within organisational contexts? How do I use collaborative teamwork skills to promote effective partnerships with community organisations? In what ways can I creatively deliver programs within under-served or disadvantaged communities?

Integrating theory and practice in context and becoming skilled in the assessment, intervention and evaluation process is essential when becoming an occupational therapist. This unit of study concludes the focus on professional development in context. Within the semester students will participate in an eight-week, supervised fulltime experience within a professional service setting.

Working as a professional requires a high degree of autonomy, a dedication to life-long learning, a capacity to work in partnership with others, and an ability to reflect on the quality of one's practice and service delivery. Concluding a focus on professional development, students will learn: What skills and attributes do I possess in preparation for a career in occupational therapy? How do I critically evaluate my performance as a practitioner, the performance of colleagues, and the process and outcomes of services?

To become a competent occupational therapy practitioner, students need to be able to integrate theory and practice in context and become skilled in assessment, intervention and evaluation processes. Continuing a focus on professional development in context, students will participate in a seven-week, supervised full time experience within a professional service setting.

To become a competent occupational therapy practitioner, students need to be able to integrate theory and practice in context and become skilled in assessment, intervention and evaluation processes. Continuing a focus on professional development in context, this unit of study follows on from OCCP3061. Students will participate in another seven-week, supervised full time experience in professional practice.

Many children and young people experience challenges engaging in activities associated with school and other educational contexts. Occupational therapy can help to enhance, restore, or maintain children's participation in school-related activities, and prepare for a transition to adulthood. Integrating an understanding of human development and educational systems, students will develop the assessment, intervention, and evaluation skills to promote the school performance of children and youth. In doing so, students will be able to answer the questions: How do I provide occupational therapy services that are collaborative and consider the concerns of all involved? How do I assist educational systems to provide an inclusive environment that promotes participation for all children and youth?

Some youth and adults experience challenges when engaging in productive (work and volunteer) activities. Occupational therapy can help to enhance and restore performance, and maintain participation in remunerative employment and related activities. Integrating an understanding of organisational systems with client-centred practice, students will develop the assessment, intervention, and evaluation skills to promote participation in economic and civic activities. In doing so, students will learn: How do I provide occupational therapy within employment and related contexts? How do I promote a person's productivity, given the complex demands of work activities, an individual's capacities, and opportunities available within the environment?

Older adults may experience challenges participating in day-to-day activities during their retirement years. Occupational therapy can enhance, restore, or maintain performance of daily life activities, help to prevent future challenges from occurring, and assist older adults to continue ageing in place within community contexts. In this unit of study students will take an evidence-based approach to occupational therapy service provision and develop occupational therapy assessment, intervention, and evaluation skills specific to older adults.

Research within the field of occupational therapy is essential to promote best practice for clients and communities receiving occupational therapy services. Working in collaboration with academic supervisors (and potential research partners), honours students will explore research ideas and prepare a written research proposal for their individual research projects to be completed in year four.

Occupational therapists can enhance the health of communites by developing, marketing and delivering innovative programs that promote health through occupation. Students will develop competence creating health promotion programs within diverse international indigenous and cultural communities. In doing so, students will learn: How do I develop, market, and sustain health promotion programs within organisational contexts? How do I use collaborative teamwork skills to promote effective partnerships with community organisations? In what ways can I creatively deliver programs within under-served or disadvantaged communities?

This unit is designed to assist honours students with their ongoing research projects, particularly data collection, analysis and interpretation. The unit will enable students to develop problem solving strategies in the conduct of research, and develop skills in oral and written presentation related to their projects. Students continue to develop collaborative teamwork skills in conjunction with their academic supervisors and other research colleagues.

This unit of study provides honours students with the opportunity to undertake a supervised research project in an area of occupational therapy. As part of this and other honours units of study, each student designs and implements an approved research project and submits a thesis describing the project and its implications. In completing the research and thesis, each student works closely with an academic staff member who serves as the supervisor. Honours students commence writing their theses as part of this unit of study. The thesis is completed the following semester.

Integrating theory and practice in context and becoming skilled in the assessment, intervention and evaluation process is essential when becoming an occupational therapist. This unit of study concludes the focus on professional development in context. Within the semester students will participate in an six-week, supervised fulltime experience within a professional service setting.

This unit of study provides honours students with the opportunity to undertake a supervised research project in an area of occupational therapy. As part of this and the other honours units of study, each student designs and implements an approved research project and submits a thesis describing the project and its implications. In completing the research and thesis, each student works closely with an academic staff member who serves as the supervisor. In this unit students complete the research process and write up their research for submission and academic publication.

This unit will provide opportunities for students to study the impact of learning disabilities on childrens' home and school occupational performance. During the semester, students will study: various explanations of learning disorders; common assessment procedures used by occupational therapists to identify problems; and interventions. The focus will be on direct intervention as experienced in private practice occupational therapy for children, and consultation with schools. Students will be required to have access to one typical child aged between 5 and 9 years for practical work throughout the semester.

Students will develop knowledge and skills required to provide therapy for people whose occupational performance is compromised by impairments in the upper limb and hand. Causes of impairments include disease, disorders and conditions that affect the peripheral and central nervous system, bones and joints and connective tissues. Skills developed will include orthotic prescription and fabrication, task-embedded joint mobility and muscle strengthening methods and use of oedema and scar management techniques. Students will learn to clearly articulate the theoretical and evidence-based rationale for interventions selected

This unit of study will give students the opportunity to advance their assessment, intervention and professional communication in the area of workplace health and safety, rehabilitation and other areas of private practice, where there is a strong focus on client and customer centred services. Students will practice work health and safety assessments through hazard identification, risk assessments and development of an intervention plan in an industry. In this unit, students will conduct a functional assessment, as well as develop their communication skills, needed to negotiate and collaborate with other health professionals and stakeholders in this area of practice. Students will also refine their written communication skills to be able to produce professional reports. In all areas of this unit, there will be a focus on students articulating their clinical reasoning and justification in decision making.

This elective unit will extend students' knowledge and skills in occupational therapy mental health practice. A large experiential learning component will build student confidence in working collaboratively with people living with mental illness to identify their needs and to use both occupational therapy specific and generic mental health strategies to support their mental health recovery. In line with current state and national directions, the unit will focus on trauma-informed care, well-being and recovery-oriented practice. We will cover adolescent, youth and adult mental health practice across acute, rehabilitation, community and forensic contexts.

This unit aims to develop students' knowledge, skill and attitudes for working with people with intellectual disability, with a focus mainly on adults, their participation and support needs. Students will study: the definition of intellectual disability; the abilities and support needs of people with intellectual disability; the service settings which people with intellectual disability use, their occupational roles in those settings, individual planning, choice and self-determination, guardianship, positive support for challenging behaviour, ageing and dementia, and families. There will be a detailed focus on 'Active Support' as one important approach to supporting people with intellectual disability participate fully (with support) in domestic and community life. Students will learn how to use Active Support techniques when working directly with people with intellectual disability, as well as learning how to train and support carers and direct-care staff in the use of these techniques. Classroom teaching will be supported by a small-group fieldwork project conducted in disability service settings.

This unit of study will present a topic for a professional elective that allows students to explore an area of occupational therapy practice in depth. The specific topic will be determined from time to time as teaching staff, visiting scholars and resources are available. The unit will extend the learning students have achieved in the topic in the first three years of the course requiring an increase in the depth of student understanding in the topic area than that required in earlier parts of the course.