Veidlapa Nr. M-3 (8)
Study Course Description
Creative Activities in Occupational Therapy
Course Code
REK_290
Branch of Science
Clinical medicine
ECTS
7.00
Target Audience
Medical Services
LQF
Level 6
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Unda Avota
Structure Unit Manager
Liāna Deklava
Structural Unit
Department of Rehabilitation
Contacts
Riga, 26a Anninmuizas boulevard, rk@rsu.lv, +371 20271291
About Study Course
Objective
The aim of the study course is to prepare students for conducting therapeutic, safe and creative group classes in occupational therapy practices, which include planning, managing, evaluating and documenting groups, as well as the ability to demonstrate the attitudes and behaviors necessary for group leadership. The aim of the course is to develop students’ creative thinking and problem-solving skills, which are required both to conduct therapeutic group classes and to work with individual clients.
Preliminary Knowledge
Knowledge in pediatry, psychiatry, neurology, psychology and conceptual praxis models.
Learning Outcomes
Knowledge
1.Explains the role of group work in occupational therapy practice, identifies the benefits and limitations of group work, potential risks, target audience group classes Lists types (types) of group classes, recognizes and is able to name group class structural elements, explains norms and rules within the group. Differentiates group models and explains group dynamics, identifies therapeutic factors in the group. Explains the necessary characteristics, skills, attitudes and values of an occupational therapist to effectively manage group work. Identify and explain theories and therapeutic methods that can be applied to group work. Identify and describe types of creative activities, explain them in a multicultural context, describe the importance of creative activities and creativity in occupational therapy, the impact on patient/client recovery. Identify and describe design thinking steps, explain how to use design thinking steps in rehabilitation.
Skills
1.Create a therapeutic documentation of group classes, set goals, set tasks, analyze and evaluate group process and dynamics. Justifies the application of creative activities in the occupational therapy process, compares the difficulty levels of activities, anticipates the necessary resources, modifies activities according to the needs of the patient/client. Demonstrate the communication and fasillitational skills required to manage the group. Evaluate the impact of creative activities on functional disorders of different age patient/client groups using occupational therapy evaluation methods. Apply design thinking steps to evaluate problem situations and detect solutions in work with individual patients/clients.
Competences
1.Plan, organize, manage and evaluate therapeutic group classes that are safe, targeted, creative, and consistent with patient/customer goals. Adapts environment, activities, methods, and management style to meet the needs of team members. Integrate knowledge and skills of theories and methods in the implementation of group work, different patient/client target groups. Provides solutions to complex problems designed based on design thinking steps.
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Individual work |
10.00% from total grade
|
10 points
|
|
Independently acquire theoretical materials of the study course. Prepare and conduct one group lesson for other students, including the development of a group lesson plan and evaluation protocols. Independently, in collaboration with teammates, develop a project work in which, using the principles of design thinking, a solution is created to one of the difficulties students face, develop a presentation of the project work. Read the book “Creative confidence” independently and prepare an essay on “My Creative courage.” In order to evaluate the quality of the study course as a whole, the student must complete the study course assessment questionnaire on the student Portal. |
||
Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Examination |
-
|
10 points
|
|
Study course classes, active involvement of student in discussions and feedback have been attended. One group lesson for other students has been planned and conducted, protocols for planning and evaluation of group work have been submitted. Project work developed in teams that addresses a current student problem through design thinking steps. An essay on “My Creative courage” has been sent in. |
||
Study Course Theme Plan
FULL-TIME
Part 1
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Introduction to the study course. Group work, its role in developing individual and group creativity
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Experiential education
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Emotion recognition and behavioural regulation in group work
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Techniques for developing creative thinking
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Leadership as a skill, a leader in therapeutic group work
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Design as a problem-solving skill. Basic principles of Design thinking
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Design thinking. Empathetic case studies, problem definition
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Design thinking, the process of ideation
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Design thinking. Selection, prototyping, testing
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Application of creative activities in occupational therapy practice
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Working with motivation and self-assessment in occupational therapy groups
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Flow state, its role in promoting human wellbeing and health in occupational therapy practice
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Applying design thinking in practice with customers
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Simulations: Forum Theatre - problem situations in group work
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Simulations: Forum Theatre - problem situations in group work
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
4
|
Topics
|
Conclusion of the study course - presentations of project works.
|
Total ECTS (Creditpoints):
7.00
Contact hours:
64 Academic Hours
Final Examination:
Exam (Oral)
Bibliography
Required Reading
1.
Walters, J., Laprairie, D., Mason, H. 2022. Creative activities. In: Bryant, W., Fieldhouse, J., Plastow, N.A., eds. Creek's Occupational Therapy and Mental Health. Elsevier, 278.-297.p.
2.
Cole, M.B. 2022. Client-centred groups. In: Bryant, W., Fieldhouse, J., Plastow, N.A., eds. Creek's Occupational Therapy and Mental Health. Elsevier, 278.-297.p.
3.
Schwartzberg, S.L., Barnes, M.A. 2011. The Functional Group Model. The Israeli Journal of Occupation Therapy. 23(2) W7-E26.
4.
Kelley, T., Kelley, D. 2013. Creative confidence: unleashing the creative potential within us all. Harper Collins Publishers. 2013.
5.
Hansen, B. W., Erlandsson, L.K., Leufstadius, C. 2021. A concept analysis of creative activities as intervention in occupational therapy. Scandinavian Journal of Occupational Therapy, 28(1), 63–77.
6.
Mollo, K. S., Avery, M. 2017. The Occupational Designer: New Frontiers in Teaching and Clinical Practice. In: OT Practice Vol. 22, CE1–CE8. Bethesda: American Occupational Therapy Association, Inc.
7.
Krolikowski, K. A., Bi, M., Baggott, C. M., Khorzad, R., Holl, J. L., Kruser, J. M. 2022. Design thinking to improve healthcare delivery in the intensive care unit: Promise, pitfalls, and lessons learned. Journal of Critical Care, 69, 153999–153999.
8.
Müllersdorf, M., Ivarsson, A. 2016. What, Why, How – Creative Activities in Occupational Therapy Practice in Sweden. Occupational Therapy International. 23(4), 369–378.
9.
Edwards, L., & Owen-Booth, B. 2021. An exploration of engagement in community based creative activities as an occupation for older adults. Irish Journal of Occupational Therapy, 49(1), 51-57.
Additional Reading
1.
Anderson, S. 2022. Cultivating Cultural Humility in Occupational Therapy through Experiential Strategies and Modeling. The Open Journal of Occupational Therapy.
2.
ZHAO, Z., YU, L., LYU, S., WANG, H. 2023. Improving Self-management for Long COVID: Using Double Diamond Model to Design A mHealth App. Proceedings of the Human Factors and Ergonomics Society Annual Meeting. 67(1), 2274-2280.
3.
Fieldhouse, J., Sempik, J. 2022. Nature-based practice. In: Bryant, W., Fieldhouse, J., Plastow, N.A., eds. Creek's Occupational Therapy and Mental Health. Elsevier, 278.-297.p.
4.
Reid, D. 2011. Mindfulness and flow in occupational engagement: Presence in doing. Canadian Journal of Occupational Therapy, 78, 50-56.
5.
Howe, M.C., Schwartzberg, S.L., 1995. Stage one: Design. In: Lippincott, J.B.. ed. A Functional Approach to Group Work in Occupational Therapy. Lippincott Williams & Wilkins, 131-169.p.
6.
Hitch, D., Lhuede, K., Giles, S., Low, R., Cranwell, K., Stefaniak, R. 2020. Perceptions of leadership styles in occupational therapy practice. Leadership in Health Services, 33(3), 295-306.
7.
Capmbel, E. 2011. DESIGN & REHABILITATION: A three-day workshop in design for people with spinal cord injuries. RSA Projects.
8.
Shine 2012 Final report. Improving self-efficacy in Spinal Cord Injury Patients through “Design Thinking” rehabilitation workshops. Sheffield Teaching Hospitals NHS Foundation Trust, 2014.
9.
Richards, G. 2022. Management and leadership. In: Bryant, W., Fieldhouse, J., Plastow, N.A., eds. Creek's Occupational Therapy and Mental Health. Elsevier, 278.-297.p.
10.
Sutton, M.J., Allen, K. 2019. Emotify! : the power of the human element in game-based learning, serious games, and experiential education.
Other Information Sources
1.
American Journal of Occupational Therapy, Australian Journal of Occupational Therapy, British Journal of Occupational Therapy, Scandinavian Journal of Occupational Therapy, RSU datu bāzes, elektroniskie informācijas avoti.