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2021 unit offering information will be available in September 2020

Unit description

Introduces the theoretical concepts related to occupational roles across the lifespan. The skills and abilities required for the development of, and transitions through occupational roles in infancy, childhood, adolescence, adulthood, and in the elderly will be addressed. The interaction between a range of personal, social and developmental issues occurring at these stages will be examined as they influence the acquisition of personally meaningful occupational roles.

Unit content

  • Developmental stages of infancy, childhood, adolescence, and young, middle and late adulthood
  • Environmental and role theories as they provide context to doing that has personal meaning
  • The nature of occupations and occupational performance roles
  • Assessment of occupations and occupational performance roles
  • Development and implementation of possible occupational therapy interventions to remedy difficulties in personally meaningful occupational role performance.

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
On completion of this unit, students should be able to:GA1GA2GA3GA4GA5GA6GA7
1explain the development of biomechanical, sensory motor, cognitive, interpersonal and intrapersonal skills and abilities in infancy, childhood, adolescence, and young, middle and late adulthoodIntellectual rigourKnowledge of a disciplineCultural competence
2explain the interactions and impact between the individual and his/her varying physical, social, sensory and cultural environments and the consequent development of a sense of self and of personal meaning across the lifespanIntellectual rigourKnowledge of a disciplineCultural competence
3analyse the dynamic process of role acquisition, transition and loss across the lifespanKnowledge of a disciplineCultural competence
4analyse some of the important issues relating to occupations and occupational role performance at different developmental stages across the lifespan and apply and evaluate skills within the construct of occupational role performanceIntellectual rigourKnowledge of a disciplineCultural competence
5assess the occupations and occupational role performance of selected individuals in these age groups and identify and remedy some factors that inhibit occupational role performanceIntellectual rigourKnowledge of a disciplineCultural competence
6discuss the implementation of change that will be effective at the occupational performance role level.Intellectual rigourKnowledge of a disciplineCultural competence

On completion of this unit, students should be able to:

  1. explain the development of biomechanical, sensory motor, cognitive, interpersonal and intrapersonal skills and abilities in infancy, childhood, adolescence, and young, middle and late adulthood
    • GA1: Intellectual rigour
    • GA4: Knowledge of a discipline
    • GA7: Cultural competence
  2. explain the interactions and impact between the individual and his/her varying physical, social, sensory and cultural environments and the consequent development of a sense of self and of personal meaning across the lifespan
    • GA1: Intellectual rigour
    • GA4: Knowledge of a discipline
    • GA7: Cultural competence
  3. analyse the dynamic process of role acquisition, transition and loss across the lifespan
    • GA4: Knowledge of a discipline
    • GA7: Cultural competence
  4. analyse some of the important issues relating to occupations and occupational role performance at different developmental stages across the lifespan and apply and evaluate skills within the construct of occupational role performance
    • GA1: Intellectual rigour
    • GA4: Knowledge of a discipline
    • GA7: Cultural competence
  5. assess the occupations and occupational role performance of selected individuals in these age groups and identify and remedy some factors that inhibit occupational role performance
    • GA1: Intellectual rigour
    • GA4: Knowledge of a discipline
    • GA7: Cultural competence
  6. discuss the implementation of change that will be effective at the occupational performance role level.
    • GA1: Intellectual rigour
    • GA4: Knowledge of a discipline
    • GA7: Cultural competence

Teaching and assessment

Notice

Intensive offerings may or may not be scheduled in every session. Please refer to the timetable for further details.

Southern Cross University employs different teaching methods within units to provide students with the flexibility to choose the mode of learning that best suits them. SCU academics strive to use the latest approaches and, as a result, the learning modes and materials may change. The most current information regarding a unit will be provided to enrolled students at the beginning of the study session.

Fee information

Domestic

Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2021 Commonwealth Supported only. Student contribution band: 2

Fee paying courses
For POSTGRADUATE or UNDERGRADUATE full fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees

International

Please check the international course and fee list to determine the relevant fees.

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