ERG756 - OCCUPATIONAL THERAPY IN MENTAL DISABILITIES
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| OCCUPATIONAL THERAPY IN MENTAL DISABILITIES | ERG756 | 2nd Semester | 3 | 2 | 4 | 8 |
| Prequisites | ||||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Question and Answer Team/Group Work Case Study Brain Storming | |||||
| Instructor (s) | Mine Uyanık PhD Prof., Gonca Bumin PhD Prof., Esra Akı PhD Prof.,Gamze Ekici Çağlar PhD Prof., Çiğdem Öksüz PhD Prof., Meral Huri PhD. Assoc. Prof., , Sedef Şahin, PhD. Assoc. Prof., Gökçen Akyürek PhD. Assoc. Prof., Onur Altuntaş, PhD , Assoc. Prof., Hatice Abaoğlu PhD , Assoc. Prof.,, Orkun Tahir Aran PhD , Assoc. Prof., | |||||
| Course objective | Explain the properties of conditions that cause mental retardation, choose the appropriate evaluation method, making interpretation of assessments, treatment program, activity, program planning and guidance on the appropriate knowledge, skills and attitude to teach | |||||
| Learning outcomes |
| |||||
| Course Content | Definition of mental retardation, etiology Early symptoms of mental retardation, classification Model and theories of sensory perception motor integration Occupational therapy assessment and treatment approaches Preparing and writing the research project | |||||
| References | Williamson G, Anzalone ME. Sensory Integration and Self Regulation in Infants and Toddlers, Kranowitz CS. The Out of Sync Child Ayres J. Sensory Integration and the Child Turner A. Occupational Therapy and Physical Dysfunction Valett RE. The Remediation of Learning Disabilities | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Examination of the concept of mental disorder |
| Week 2 | Etiology of mental disorder, classification and signs of early period |
| Week 3 | Examination of conditions that cause mental disorder |
| Week 4 | Theories of sensory integration |
| Week 5 | Assessment of occupational performance and activities of daily living |
| Week 6 | Midterm exam |
| Week 7 | Assessment of sensory integration |
| Week 8 | Evaluation of motor skills |
| Week 9 | Assessment of cognitive functions |
| Week 10 | Treatment approaches for children with mental disorders-1 |
| Week 11 | Treatment approaches for children with mental disorders-2 |
| Week 12 | Play therapy |
| Week 13 | A case report and patient practices |
| Week 14 | Examination of current literature and research projects, proposal preparation |
| Week 15 | Discussion |
| Week 16 | Final exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 14 | 10 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 2 | 10 |
| Specific practical training | 0 | 0 |
| Assignments | 0 | 0 |
| Presentation | 2 | 15 |
| Project | 0 | 0 |
| Seminar | 1 | 10 |
| Midterms | 1 | 5 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 0 | 50 |
| Percentage of final exam contributing grade succes | 0 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 14 | 2 | 28 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 6 | 5 | 30 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 14 | 5 | 70 |
| Presentation / Seminar Preparation | 1 | 15 | 15 |
| Project | 1 | 25 | 25 |
| Homework assignment | 0 | 0 | 0 |
| Midterms (Study duration) | 1 | 15 | 15 |
| Final Exam (Study duration) | 1 | 15 | 15 |
| Total Workload | 52 | 85 | 240 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Plays an active role in developing new methods and models in occupational therapy, adapts international knowledge to our country, and designs approaches that facilitate daily life. | X | ||||
| 2. Conducts independent, evidence-based research in the field of occupational therapy, analyzes results, presents, discusses, publishes, and contributes to new knowledge creation. | X | ||||
| 3. Participates as a researcher and executor in national and international projects, conducting interdisciplinary research. | X | ||||
| 4. Works ethically with colleagues, other rehabilitation professionals, and related occupational groups, assuming leadership and managerial roles. | X | ||||
| 5. Develops and implements policies that enhance the rights of marginalized individuals and communities to participate in activities and fulfill societal roles. | X | ||||
| 6. Adheres to research ethics while acquiring lifelong learning and teaching skills and attitudes. | X | ||||
| 7. Engages in interdisciplinary work, integrating knowledge from various scientific fields to develop interprofessional learning behaviors. | X | ||||
| 8. Researches to enhance the quality of supervisory, advisory, managerial, and observational roles related to occupational therapy services. | X | ||||
| 9. Uses information technology and foreign language skills for collaboration and information sharing with stakeholders | X | ||||
| 10. Analyzes community needs based on cultural variability and leads the creation of new areas to enhance participation. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest