STONY BROOK UNIVERSITY SCHOOL OF HEALTH TECHNOLOGY AND MANAGEMENT OCCUPATIONAL THERAPY ... · ·...
Transcript of STONY BROOK UNIVERSITY SCHOOL OF HEALTH TECHNOLOGY AND MANAGEMENT OCCUPATIONAL THERAPY ... · ·...
Assessment and Intervention of Psychosocial Issues HAO 523.42
07/17 smg 1
STONY BROOK UNIVERSITY
SCHOOL OF HEALTH TECHNOLOGY AND MANAGEMENT
OCCUPATIONAL THERAPY PROGRAM
COURSE OUTLINE
Course Name and Number: Assessment and Intervention of Psychosocial Issues
HAO 523.42 Instructor: Sean M. Getty, MS, OTR/L
Office Location: Southampton Campus, Atlantic Hall, Room 108
E-mail: [email protected]
Phone: (631) 632-5025
Credits Lecture: 3 Lab:1
Day / Time: Modules 1-2: Thursday: 10:00am - 2:00pm
Module 3: Thursday: 9:00am - 1:00pm
Module 4: Monday: 9:00am - 1:00pm
Note: Class will be held on Thursday, 1/18/18 from
9:00am- 5:00 pm
Location: New Library 01
Modules: 1-4
Office Hours: Thursday: 2:00pm – 3:00pm Or by appointment
COURSE GOAL The goal of this course is to emphasize the importance of understanding human nature
and behavior and the significance such understanding has in the health care of all individuals. In
addition, this course is to provide the student with the knowledge, skills, and attitudes necessary
to function as an occupational therapist in a psychosocial/ mental health treatment setting.
COURSE DESCRIPTION
This course will explore the psychosocial aspects of disability as they affect the function of the individual, the family and the community. Lectures and presentations will be
related to the recognition of psychosocial problems and how they can be better understood,
minimized, or eliminated. Provision of mental health services across all levels of care will be
delineated Multicultural factors will be discussed as they relate to mental illness and the recovery process. The course exposes the occupational therapy student to the DSM IV and the
pharmacology of major mental illnesses. Psychosocial theories guiding assessment and
intervention will be thoroughly discussed. Interviewing skills are demonstrated and practiced
in the lab sessions. The use of group theories, the structure and function of groups in treatment, the analysis of group treatment and group activities and the therapeutic use of self
are the focus in laboratory and lectures. Students will be introduced to and given the
opportunity to practice a variety of assessments utilized in psychosocial occupational therapy
practice.
This course is to provide the student with the knowledge, skills, and attitudes
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necessary to function as an occupational therapist in a psychosocial/ mental health treatment
setting.
Course Objectives ACOTE Standards
Learning
Activities
1 Identify the signs and symptoms
of psychosocial dysfunction [P]
B.1.6. Demonstrate knowledge of global social issues
and prevailing health and welfare needs of populations
with or at risk for disabilities and chronic health
conditions.
Objective test
2 Identify medications, indication
for use, contraindication of use
and the side effects connected to
the medications chosen for the
patient with psychosocial
dysfunction [P]
B.1.6. Objective test
3 Demonstrate an awareness of
the impact psychosocial
dysfunction has on the
behavioral, social, and
biological systems throughout
the life span [P]
B.1.6. Objective
test;
GSA
Assignment
4 Identify clinical settings in
which mental health delivery
occurs [P]
B.6.1. Evaluate and address the various contexts of
health care, education, community, political, and social
systems as they relate to the practice of occupational
therapy.
Objective test
5 Identify the major psychosocial
theorists and their contributions
to the study of psychosocial
dysfunction as well as their
contributions to occupational
therapy's body of knowledge
[P]
B.2.1. Articulate an understanding of the importance of
the history and philosophical base of the profession of
occupational therapy.
Objective test
6 Examine the student's personal
feelings, attitudes and beliefs
about the mentally ill [H]
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.
Personal Log
#1-8
7 Discuss the multicultural
implications and influences on
the identification of
psychosocial dysfunction and
the recognized value of
treatment and treatment
methods [H]
B.1.4. Demonstrate knowledge and appreciation of the
role of sociocultural, socioeconomic, and diversity
factors and lifestyle choices in contemporary society.
Course content must include, but is not limited to,
introductory psychology, abnormal psychology, and
introductory sociology or introductory anthropology.
Objective
test;
Lab activity
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8 Describe how past development
and personal experiences impact
upon psychosocial behaviors
and skills [H]
B.2.6. Analyze the effects of heritable diseases, genetic
conditions, disability, trauma, and injury to the physical
and mental health and occupational performance of the
individual.
Objective
test;
Personal log
#1, 3
9 Recognize and describe their
own communication styles and
group membership roles as they
pertain to group dynamics and
the therapeutic use of self [H]
B.5.7. Communicati
on lab
activity
10 Model the positive skills related
to working with the mentally ill
[P/H]
B.5.7. Lab activity;
Presentation
11 Demonstrate skills in:
a. patient observation
b. interviewing
c. documentation
d. the selection and writing of
group protocols [P]
B.1.3. Demonstrate knowledge and understanding of the
concepts of human behavior to include the behavioral
sciences, social sciences, and occupational science.
Course content must include, but is not limited to,
introductory psychology, abnormal psychology, and
introductory sociology or introductory anthropology
B.5.20. Effectively interact through written, oral, and
nonverbal communication with the client, family,
significant others, colleagues, other health providers,
and the public in a professionally acceptable manner.
B.5.4. Design and implement group interventions based
on principles of group development and group dynamics
across the lifespan.
B.5.7.
Assignment;
Lab activity
12 Identify and discuss various
theories, models and frames of
reference utilized in mental
health occupational therapy
practice [P]
B.2.11. Analyze, synthesize, and apply models of
occupational performance and theories of occupation.
B.3.1. Describe theories that underlie the practice of
occupational therapy.
B.3.2. Compare and contrast models of practice and
frames of reference that are used in occupational therapy
B.3.3. Discuss how theories, models of practice, and
frames of reference are used in occupational therapy
evaluation and intervention
Objective
test; Theory
labs
13 Select occupational therapy
treatment evaluations and
assessment techniques that
could be used in the MH
practice setting [P]
B.4.2. Select appropriate assessment tools based on
client needs, contextual factors, and psychometric
properties of tests. These must be relevant to a variety of
populations across the life span, culturally relevant,
based on available evidence, and incorporate use of
occupation in the assessment process.
Objective
test;
Assessment
Presentations
14 Understand and apply the
principles of occupation-based
practice in all aspects of service
delivery within the domain of
occupational therapy [P]
B.2.11. Analyze, synthesize, and apply models of
occupational performance and theories of occupation
Objective
test;
Occupational
Profile
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15 Identify the signs, symptoms,
impact on occupational
performance for the individual
and risk factors, associated with
the diagnoses and treatment
setting presented in the cases [P]
B.4.1. Use standardized and nonstandardized screening
and assessment tools to determine the need for
occupational therapy intervention. These tools include,
but are not limited to, specified screening tools;
assessments; skilled observations; occupational
histories; consultations with other professionals; and
interviews with the client, family, significant others, and
community.
B.4.2.
B.4.4. Evaluate client(s)’ occupational performance in
activities of daily living (ADL), instrumental activities
of daily living (IADL), education, work, play, leisure,
and social participation. Evaluation of occupational
performance using standardized and nonstandardized
assessment tools includes
• 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 body functions (e.g.,
neuromuscular, sensory, visual, perceptual, cognitive,
mental) and body structures (e.g., cardiovascular,
digestive, integumentary systems).
• Performance patterns (e.g., habits, routines, roles) and
behavior patterns.
• Cultural, physical, social, personal, spiritual, temporal,
and virtual contexts and activity demands that affect
performance.
• Performance skills, including motor (e.g., posture,
mobility, coordination, strength, energy), process (e.g.,
energy, knowledge, temporal organization, organizing
space and objects, adaptation), and communication and
interaction skills (e.g., physicality, information
exchange, relations).
Objective
test;
Occupational
Profile
16 Identify components needed to
complete the occupational
profile and methods to obtain
that information [P]
Formulate an occupational
profile based information
provided [P]
B.5.1. Use evaluation findings based on appropriate
theoretical approaches, models of practice, and frames
of reference to develop occupation-based intervention
plans and strategies (including goals and methods to
achieve them) based on 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 body functions (e.g.,
Objective
test;
Occupational
Profile
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neuromuscular, sensory, visual, perceptual, cognitive,
mental) and body structures (e.g., cardiovascular,
digestive, integumentary systems).
• Performance patterns (e.g., habits, routines, roles) and
behavior patterns.
• Cultural, physical, social, personal, spiritual, temporal,
and virtual contexts and activity demands that affect
performance.
• Performance skills, including motor (e.g., posture,
mobility, coordination, strength, energy), process (e.g.,
energy, knowledge, temporal organization, organizing
space and objects, adaptation), and communication and
interaction skills (e.g., physicality, information
exchange, relations).
17 Demonstrate the ability to
establish goals, treatment plans
and discharge plans for a variety
of patients [P]
B.5.29. Plan for discharge, in collaboration with the
client, by reviewing the needs of the client, caregiver,
family, and significant others; resources; and discharge
environment. This includes, but is not limited to,
identification of client’s current status within the
continuum of care and the identification of community,
human, and fiscal resources; recommendations for
environmental adaptations; and home programming to
facilitate the client’s progression along the continuum
toward outcome goals.
B.5.31. Terminate occupational therapy services when
stated outcomes have been achieved or it has been
determined that they cannot be achieved. This includes
developing a summary of occupational therapy
outcomes, appropriate recommendations and referrals,
and discussion with the client and with appropriate
others of post-discharge needs.
B.5.22. Refer to specialists (both internal and external to
the profession) for consultation and intervention.
Objective test
18 Identify issues pertinent to
community mental health [P]
B.6.2. Discuss the current policy issues and the social,
economic, political, geographic, and demographic
factors that influence the various contexts for practice of
occupational therapy.
Program
design lab
19 Recognize and value the legal
and ethical responsibilities the
therapist has when providing
occupational therapy
interventions in the mental
health practice setting [P, H]
B.9.1. Demonstrate a knowledge and understanding of
the American Occupational Therapy Association
(AOTA) Occupational Therapy Code of Ethics, Core
Values and Attitudes of Occupational Therapy Practice,
and AOTA Standards of Practice and use them as a
guide for ethical decision making in professional
interactions, client interventions, and employment
settings
Objective
test; Personal
log
20 Differentiate between the roles
of occupational therapist,
certified occupational therapy
assistant, and other members of
B.4.5. Compare and contrast the role of the occupational
therapist and occupational therapy assistant in the
screening and evaluation process along with the
importance of and rationale for supervision and
Objective test
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the health care team in a mental
health treatment setting.
(Differentiation to include the
various roles in screening,
assessment and treatment
implementation). [P]
collaborative work between the occupational therapist
and occupational therapy assistant in that process
21 Demonstrate skills in: patient
observation, documentation,
assessment and evaluations,
interpretation of assessment
and/or results, writing short
term and long term
goals/objectives, progress notes,
use of Practice Framework [P]
B.4.1.
B.4.2.
B.4.3. Use appropriate procedures and protocols
(including standardized formats) when administering
assessments.
Objective
test; Group
protocol
assignment;
Assessment
presentations;
Assessment
Lab
22 Utilize evidence-based practice
in assessment and intervention
P, [H]
B.8.2. Effectively locate, understand, and evaluate
information, including the quality of research evidence
Group
protocol
assignment;
Diagnostic
protocol
assignment;
Assessment
presentation
23 Recognize and describe their
own communication styles and
group membership roles as they
pertain to group dynamics and
the therapeutic use of self [P, H]
B.5.6. Provide therapeutic use of self, including one’s
personality, insights, perceptions, and judgments as part
of the therapeutic process in both individual and group
interaction
Lab Activity;
Personal Log
#1, 2
24 Model the positive skills related
to working with individuals
with mentally illness. [P,H]
B.5.6. Provide therapeutic use of self, including one’s
personality, insights, perceptions, and judgments as part
of the therapeutic process in both individual and group
interaction
Group
protocol
assignment;
Lab activities
** The designation of P/H relates to the OT Program’s Philosophy of Education
[P] Progressive Philosophy of Education:
Purpose of education is to: Education provides learners:
• promote societal well-being with practical knowledge
• enhance an individual’s effectiveness in society problem solving skills
[H] Humanist Philosophical Base
Purpose of education is to: Education provides learners:
• enhance personal growth and development self –reflection abilities & skills
• facilitate self-actualization self –directed learning abilities
& skills
Laboratories will include activities which will promote:
1. The acquisition of group skills; i.e. leadership, planning and analysis of groups, understanding
group process and dynamics
2. Development of observation, assessment and evaluation skills
3. Enhancement of written and oral communication skills
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4. Application of the Practice Framework
5. Use of evidence based practice resources
METHODS OF INSTRUCTION
1. Lecture
2. Lab
3. In-class discussions and activities
4. Online Discussion
5. Experiential assignments
6. Reflective journaling
METHODS OF EVALUATION
1. Diagnostic Protocol Assignment 15%
2. Group Protocol Assignment 15%
3. Group presentation on an assessment tool 15%
4. General Service Announcement 10%
5. Occupational Profile Assignment 5%
6. Midterm Examination 20%
7. Final Examination 20%
Evaluation Methods:
All assignments
Are to be handed in on or prior to the due date. Five points will be deducted for
each day of lateness, weekends included.
Must be in APA format
Are to be saved on disk/flash drive in case revisions are necessary, as some
completed assignments will be distributed among class members.
Any assignments done in groups are the responsibility of all group members. Group members
must sign the final copy to acknowledge equal contribution and an understanding that each group
member receives the same grade for the final project.
Outlines and grading rubrics will be handed out with each assignment
COURSE MATERIALS AND TEXTS
Required
American Psychiatric Association: Desk Reference to the Diagnostic Criteria From DSM-V.
Arlington, VA, American Psychiatric Association, 2013
Cole, M.B. & Tufano, R. (2008). Applied theories in occupational therapy: a practical
approach. Thorofare, NJ: Slack, Inc.
Required texts from other courses:
American Occupational Therapy Association. (2014). Occupational therapy practice framework:
Domain and process (3nd ed). American Journal of Occupational Therapy, 68(Suppl. 1),
S1-S48. http://dx.doi.org/105014/ajot.2014.682006
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Boyt-Schell, B.A., Gillen, G., & Scaffa, M.E. (Eds.) (2014). Willard and Spackman's
occupational therapy (12th ed.). Philadelphia, PA: J.B. Lippincott Co.
Texts on reserve in library
Brown, C. & Stoffel, V.C. (2011). Occupational therapy in mental health: A vision for
participation. Philadelphia, PA: FA Davis.
Hemphill-Pearson, B.J. (2008). Assessments in occupational therapy mental health: An
integrative approach (2nd ed.). Thorofare, NJ: Slack, Inc.
Supplemental texts
Krupa, T., Kirsh, B., Pitts, D. & Fossey, E. (2016). Bruce & Borg’s Psychosocial frames of
reference: Theories, models, and approaches for occupation-based practice (4th ed.).
Thorofare, NJ: Slack, Inc.
Law, M., Baum, C. & Dunn, W. (2005). Measuring occupational performance: Supporting best
practice in occupational therapy (2nd ed.). Thorofare, NJ: Slack, Inc.
Scheinholtz, M.K. (2010). Occupational therapy in mental health: considerations for advanced
practice. Rockville, MD: AOTA Press, Inc.
Recommended texts
Bazyk, S. (2011). Mental health promotion, prevention, and intervention with children and
youth. Rockville, MD: AOTA Press, Inc.
Bonder, B.R. (2015). Psychopathology and function (5th ed.). Thorofare, NJ: Slack, Inc.
Bryant, W., Fieldhouse, J., & Bannigan, K. (Eds.) (2014). Creek’s occupational therapy
and mental health (5th ed.). New York, NY: Churchill Livingston/Elsevier.
Christiansen, C.H. & Matuska, K.M. (2011). Ways of living: intervention strategies to enable
participation. Rockville, MD: AOTA Press, Inc.
O’Brien, J.C. & Solomon, J.W. (2013). Occupational analysis and group process. St. Louis,
MO: Elsevier.
Schwartzberg,S.L., Howe, M.C. & Barnes, M.A. (2008). Groups: Applying the functional group
model. Philadelphia, PA: FA Davis.
Taylor, R.R. (2008). The intentional relationship: Occupational therapy and use of self.
Philadelphia, PA: FA Davis.
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Recommended Listservs
1. AOTA’s OT Connections- Mental Health Forum
2. www.workplacementalhealth.org
3. www.nami.org
4. http://www.cade.uic.edu/moho/resources/listserv.aspx (MOHO Listserv)
5. http://www.nyaprs.org/e-news-bulletins/signup/ (NYS Association for Psychiatric
Rehabilitation Services)
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Learning Activities Core Curricular Thread and Program
Outcomes (attitudes or skills
fostered)
OT Program
Mission
Statement
Laboratory learning and activities: Students
will engage in laboratories that will include
activities that will promote:
1. Acquisition of group skills
2. Development of observation skills
3. Basic competence in interviewing
4. Enhancement of written and oral
communication skills
5. Identification of one’s perspective and attitudes
related to mental illness
6. Understanding of an individual’s cultural
and/or spiritual needs
7. Promote the use of theory, models, and frames
of reference in assessment
8. Development of observation skills
9. Basic competence in interviewing
10. Enhancement of written and oral
communication skills
11. The use of theory, models, and frames of
reference in interventions
12. Understanding of an individual’s cultural
and/or spiritual needs
13. Practicing documentation used in settings
relative to mental health
14. Reaching out to community resources in
order to make connections for treating people
with mental illness
Knowledge: mental health concepts;
history of profession and core values
of OT (PL)
Skills: establishing therapeutic
relationships with consumers (SC);
designing, implementing &
conducting group protocols (PL);
professional writing & clinical
documentation (PL)
Attitudes: Critical thinking (DI)
Learning
Scholarship
Case studies:
Students will engage in case studies requiring
occupational analysis and critical reasoning in
order to formulate treatment plans and
interventions that take into account the client's
contexts, culture, ethnicity, while utilizing
theories, models, and frames of reference.
Skills: establishing therapeutic
relationships with consumers (SC);
designing, implementing &
conducting group protocols (PL)
Attitudes: Critical thinking (DI)
Learning
Scholarship
Out of the Darkness Walk:
Engage in support walk for suicide awareness to
increase knowledge of issues relative to persons
with mental illness.
Attitudes: active collaboration within
and outside of discipline (SC);
Supporting client population (SR)
Social
Responsibility
Service
Competency
Class Participation: Students will actively
engage in class discussions and initiate relevant
questions
Knowledge: mental health
concepts(PL)
Attitudes: demonstrating an
understanding of professional
behavior (SR); Critical thinking (DI)
Learning
Scholarship
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CLASS ASSIGNMENTS
Date Lectures Reading Lab Activities
8/31 Introduction to the course, mental illness
Historic Overview of OT in Mental
Health
Mental Health Terminology
- Willard & Spackman
(W/S) Ch. 2
- Articles on BB
Group communication
9/7 DSM-V
Diagnosis
- APA - p. 3-14
- Go to reputable website
and print out information
sheets for Schizophrenia,
Bipolar Disorder, Major
Depressive Disorder,
Obsessive Compulsive
Disorder
- W/S pp 1106-1109, 1153-
1155, 1173-1174
- Handouts on BB
Listening and observation
skills
Start diagnostic protocol
assignment (Bring OTPF
and APA Desk Reference
to class)
9/14 Infant, Child, & Adolescent Psychiatry - ECHO Lecture
- Handouts on BB
Mental Health Promotion
for Youth Exercise
9/21 Suicide
Medications
ECT
- Handouts on BB
- Articles on BB
Video
9/28 Diagnostic Protocol Presentations Presentations
10/5 Therapeutic Relationship
Environment
Culture
Application of terminology- OTPF III
- B/S- Ch. 30 pp 433-452
- Handouts on Blackboard
Establishing relationships
with clients
10/12 Recovery Model - Handouts on BB
- Articles on BB
Recovery Articles and
reflective log sheet
10/19 Midterm Examination
10/22 AFSP Out of the Darkness Walk
Jones Beach 9:00am- 1:00pm
10/26 Intro to groups, group process, functional
group model, Group Protocols, Group
Leadership
- C/T ch. 3
- Handouts on BB
- Articles on BB
Group activity-
understanding group
process
11/2 Theory and Frames of Reference in
Mental Health OT
- Cole & Tufano (C/T) ch.
8, 9,12, 13
- Handouts on BB
- Articles on BB
Utilizing theory in
practice lab
11/9 Theory and Frames of Reference in
Mental Health OT
- C/T ch. 16, 18, 20 Groups using theory lab
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11/16 Group systems model
Cole’s model
- Handouts on BB
- Articles on BB
Group Protocol
Assignment
11/30 Group Presentations Group Presentations
12/7 Group Presentations Group Presentations
12/14 Evaluations and Assessments - Hemphill ch. 1-5, 6-12 Utilizing Assessments
1/8 Evaluations and Assessments - Hemphill ch. 12-15, 16-
18
Utilizing Assessments
1/18
9:00am-
5:00 pm
Assessment Presentations Assessment Presentations
1/22 Documentation in Psychosocial OT
Areas of Psychosocial OT
Program Development
- Handouts on BB
- Articles on BB
Documentation practice
via case study
Goal Writing
Program Design Lab
1/29 Final Examination
The American Foundation for Suicide Prevention “Out of the Darkness
Walk” will be held on Sunday, October 22nd, 2017 at Jones Beach– if absent
from this event, a 20 page paper about Fighting Stigma in Mental Health will
be due one week after the walk. In the event of a religious conflict, please see
Prof. Getty within the first week of class to discuss an alternative solution.
ACADEMIC INTEGRITY
Each student must pursue his or her goals honestly and be personally accountable for all
submitted work. Representing another’s work as your own is always wrong. Faculty are
required to report and suspected instances of academic dishonesty, as per SHTM Academic
Policies and Procedures.
COURSE CONTENT
Course material accessed from Blackboard, SB Connect, SB Capture or a Stony Brook Course
website is for the exclusive use of students who are currently enrolled in the course. Content
from these systems cannot be reused or distributed without written permission of the instructor
and/or the copyright holder.
Duplication of materials protected by copyright, without permission of the copyright holder is a
violation of the Federal copyright law, as well as a violation of Stony Brook's Academic
Integrity and Student Conduct Codes
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PLAGIARISM POLICY
All paperwork must be original to the course. If a student submits a paper that was submitted
previously in another course without approval of current professor, this action will be considered
as an act of plagiarism. Only with the course instructor’s approval may a student submit a
previously written body of work
EXAMS
Students are expected to be on time for exams. No additional time will be allotted for arriving
late. No make-up exam will be given except in the event of a death in the immediate family of if
you are medically incapacitated. In the case of personal illness, medical documentation will be
required to include the date and time that you were with your treating physician as well as a
statement from the physician that you were too ill to attend the exam. In the event of a death in
the immediate family, supporting documentation of the death will be required.
EXPERIENTIAL LEARNING AND FIELDWORK I
Students participate in Fieldwork I experiences related to evaluation and treatment of individuals
with psychiatric disabilities within the context of a separate 1 credit course focusing on
Fieldwork I experiences in totality. Experiences and assignments are developed in a
collaborative manner between course faculty to ensure that students receive opportunities to
integrate knowledge and skills developed in didactic and laboratory sessions with experiential
clinical education.
STONY BROOK SYLLABUS STATEMENT
If you have a physical, psychological, medical or learning disability that may impact your course
work, please contact Disability Support Services,128 ECC Building (631) 632-6748. They will
determine with you what accommodations are necessary and appropriate. All information and
documentation is confidential.
Students who require assistance during emergency evacuation are encouraged to discuss their
needs with their professors and Disability Support Services. For procedures and information go
to the following web site:http://www.ehs.sunysb.edu and search Fire safety and Evacuation and
Disabilities.
CRITICAL INCIDENT STATEMENT
“Stony Brook University expects students to maintain standards of personal integrity that are in
harmony with the educational goals of the institution; to observe national, state, and local laws
and University regulations; and to respect the rights, privileges, and property of other people.
Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that
interrupts their ability to teach, compromises the safety of the learning environment, and/or
inhibits students’ ability to learn.”
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PROFESSIONAL BEHAVIOR/ATTENDANCE POLICY
In an effort to develop and/or sustain professional behaviors that will be expected of me when I enter the
profession of Occupational Therapy, I agree to the following
1. All assignments to be handed in on or prior to the due date. Five points will be deducted for each day
of lateness, weekends included.
2. All assignments are to be typed, be in APA format, and saved on disk/flash drive in case revisions are
necessary, as some completed assignments will be distributed among class members.
3. Any assignments done in groups are the responsibility of all group members. Group members must
sign the final copy to acknowledge equal contribution and an understanding that each group member
receives the same grade for the final project.
4. Attendance & participation are expected in this course. I am expected to be on time and remain in
class for the full session. Once the lecture or lab activity starts I will be considered late and may be
marked absent if the course instructor so chooses. If I am ill or know that I will be late, I will notify
the course instructor of my absence/lateness and the reason for such absence/lateness within 24 hours
of that class. Two absences will result in a 2 point reduction in the overall grade for the course. Each
successive absence after the initial two will result in an additional 2 point deduction from the overall
grade per absence. Every two times that a student is late will be equivalent to one absence.
5. I am responsible for all the work, learning activities and acquired knowledge for this course. This also
includes situations where I am not in attendance for a class time that may be due to illness, tardiness
or any other reasons for my lack of presence in the class. It is my responsibility to attain all materials
and information disseminated during my absence/lateness. I acknowledge that the instructor is not
responsible for holding any materials for me and that this is solely based on the discretion of the
instructor.
6. I understand attendance policies are at the discretion of the course instructor and that my academic
advisor will be informed of absences, lateness and any display of unprofessional behavior or lack of
participation.
7. I understand that I am will be held accountable to any absences, lateness, and any display of
unprofessional behavior or lack of participation, and that there will be penalties that will affect my
final grade for the course. These penalties are at the discretion of the instructor.
8. E-mail and Blackboard must be checked daily for class information or announcements from the
instructor.
9. Cell phones to be placed on silent. In the event that I am waiting for an important text, phone
message, put I will put the phone on vibrate and step out of the room to respond. I will also apprise
the course instructor prior to the start of the class of the situation. No texting or twittering during any
class activities, [even if it is to post how much I love this class!].
10. Laptops may be used in class with prior permission for the course instructor. I will be respectful and
avoid facebooking, googling, surfing, e-mailing, gaming, etc., during classroom time. Failure to do so
will result in a deduction of points in the final grade.
11. I will actively participate in all classroom activities. I recognize that this also includes coming to class
as a prepared participant, including, but not limited to, having completed all required readings.
My signature indicates that I have read and understand the Professional Behavior /Attendance Policy
for HAO 523 - students:
Student Name [printed]:
Student Signature: Date:
Assessment and Intervention of Psychosocial Issues HAO 523.42
07/17 smg 15
Professional Behavior/Attendance Policy
Instructor Section
In an effort to sustain professional behaviors in the classroom environment, I agree to the
following:
1. To start class on time.
2. To communicate with students in a respectful, honest, fair and timely manner.
3. To return e-mails within 24-36 hours. If away on business, an automatic e-mail will be
sent providing a date of return, at which time the e-mail will be responded to.
4. To post information on blackboard in a timely manner.
5. To grade exams and return them within one week.
6. To grade assignments fairly according to the grading rubric and return them in a timely
manner, within two weeks of the due date.
7. In the event that class is to be cancelled, I will call the class liaison by 7am and send an e-
mail.
8. To respond to requests for an appointment within 24 hours.
9. To provide adequate and necessary breaks during class sessions. If closed eyes, bored
facial expressions, yawns go unnoticed, please raise your hand and request a break.
My signature indicates that I have read and understand the
Professional Behavior /Attendance Policy for HAO 523 - instructor:
Name [printed]: Sean M. Getty, MS, OTR/L
Signature: Sean M. Getty Date: 07/11/17
Assessment and Intervention of Psychosocial Issues HAO 523.42
07/17 smg 16
Textbook References for HAO 523
**Allen, C.K., Blue, T., & Earhart, C.A., (1992). Occupational therapy treatment goals for physically
and cognitively disabled. Rockville, MD: AOTA, Inc.
**Allen, C.K. (1985). Occupational therapy for psychiatric diseases: Measurement and management of
cognitive disabilities. Boston, MA: Little, Brown and Company.
American Occupational Therapy Association. (2005). Occupational therapy practice guidelines for
children with behavioral and psychosocial needs. Bethesda, MD.
Bonder, B, Martin, L. & Miracle, A.W. (2002). Culture in clinical care. Thorofare, NJ: Slack, Inc.
Borcherding, S. (2005). Documentation manual for writing soap notes in occupational therapy (2nd
ed.).Thorofare, NJ: Slack, Inc.
Borg, B. & Bruce, M.A. (2002). Psychosocial frames of reference, core for occupation-based practice
(3rd ed.). Thorofare, NJ: Slack, Inc.
Borg, B. & Bruce, M.A. (1997). Occupational therapy stories: psychosocial interaction in practice.
Thorofare, NJ: Slack, Inc.
Borg, B. & Bruce, M.A. (1991). The group system: The therapeutic activity group in occupational
therapy. Thorofare, NJ: Slack, Inc.
Brown, C. (2001). Recovery and wellness: models of hope and empowerment for people with mental
illness. New York: Haworth Press.
Cara, E. & MacRae, A. (2005). Psychosocial occupational therapy (2nd ed.). Clifton Park, NY:
Thomson Delmar Learning.
Chisholm, D., Dolhi, C. & Schreiber, J. (2004). Occupational therapy intervention resource manual,
a guide for occupation-based practice. Clifton Park, NY: Delmar Learning.
Cole, M.B. (2005). Group dynamics in occupational therapy: the theoretical basis and practice
application of group treatment (3rd ed.). Thorofare, NJ:Slack, Inc.
Davis, C.M. (2006). Patient practitioner interaction: An experiential manual for developing the art of
health care. (4th ed.). Thorofare, NJ: Slack, Inc.
Donaghy, M., Everett, T. & Feaver, S. (2003). Interventions for mental health, An evidence-based
approach for physiotherapists and occupational therapists. London, UK: Butterworth
Heinemann.
**Fidler, G. & Fidler, J.W., (1963). Occupational therapy: a communication process in psychiatry. NY:
The Macmillan Company.
Hemphill-Pearson, B.J. (2007). Assessments in occupational therapy mental health: An integrative
approach. Thorofare, NJ: Slack, Inc.
Assessment and Intervention of Psychosocial Issues HAO 523.42
07/17 smg 17
**Hemphill, B.J., Peterson, C.Q., & Werner, P.C. (1991). Rehabilitation in mental health: goals and
objectives for independent living. Thorofare, NJ: Slack, Inc.
Ikiugu, M.N. (2007). Psychosocial conceptual practice models in occupational therapy:
building adaptive capability. St. Louis, MO: Mosby.
**Kaplan, K.L. (1988). Directive group therapy: Innovative mental health treatment. Thorofare,
NJ: Slack, Inc.
Kief, C.A. & Scheerer, C.R. (2001). Clinical competencies in occupational therapy. Upper Saddle
River, NJ: Prentice-Hall.
Kielhofner, G. (2008). A model of human occupation: theory and application. (4th ed.). Baltimore, MD:
Lippincott Williams & Wilkins.
**Law, M. (1998). Client centered occupational therapy. Thorofare, NJ: Slack,Inc.
Law, M., Baum, C. & Dunn, W. (2005). Measuring Occupational Performance, supporting best
practice in occupational therapy (2nd ed.). Thorofare, NJ: Slack, Inc.
Law, M. & McColl, M.A. (2010). Interventions, effects, and outcomes in occupational therapy: adults
and older adults. Thorofare, NJ: Slack, Inc.
**Liberman, R.P. (ED.). (1991). Handbook of psychiatric rehabilitation. Riverside, NJ: Pergamon
Press.
**Liberman, R.P. (1988). Psychiatric rehabilitation of chronic mental patients. Washington, DC:
American Psychiatric Press.
Linehan, M. (1993). Skills training manual for treating borderline personality disorder. New York:
Guilford Press.
Lougher, L., (2001). Occupational therapy for child and adolescent mental health. New York:
Harcourt Publishers
**McClung, M & Schkade, J. (2001). Occupational adaptation in practice. Thorofare, NJ: Slack
Inc.
Mosey, A. (1996). Psychosocial components of occupational therapy. Philadelphia, PA:
Lippincott-Raven Publishers.
**Mosey, A.C. (1973). Activities therapy. New York: Raven Press Publishers.
**Mosey, A.C. (1971). Three frames of reference for mental health. Thorofare, NJ: Slack, Inc.
Ramsey, et.al. (1999) Suicide intervention handbook (3rd ed.). Canada: Living Works.
**Ross, M. (1997). Integrative group therapy: mobilizing coping strategies with the five stage
approach. Bethesda, MD, AOTA, Inc.
Sames, K.E. (2010). Documenting occupational therapy practice. (2nd ed.). Saddle River, NJ: Pearson
Education, Inc.
Assessment and Intervention of Psychosocial Issues HAO 523.42
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Scaffa, M.E., Reitz, S.M. & Pizzi, M.A. (2010). Occupational therapy in the promotion of health and
wellness. Philadelphia, PA: FA Davis.
**Yalom, I.D. (1983). Inpatient group psychotherapy. New York: Basic Books, Inc.
**Yalom, I.D. (1975). The theory and practice of group psychotherapy. (2nd ed.). New York: Basic
Books Inc.
Zuckerman, E.L. (1995). Clinician’s thesaurus: The guidebook for writing psychological reports,
(4th ed.). New York: Guilford Press.
**represent classic texts for which there is no current edition.