MEDS5012 Neuropsychiatry Semester 2, 2016ctl.curtin.edu.au/teaching_learning_services/unit... ·...

Unit study package code: MEDS5012

Mode of study: Internal

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Lecture: 1 x 2 Hours Weekly Science Laboratory: 1 x 2 Hours Weekly

This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units:311102 (v.0) Graduate Certificate in Occupational Therapy or any previous version OR 311137 (v.0) Master of Occupational Therapy or any previous version OR 314309 (v.0) Master of Occupational Therapy or any previous version OR GC-OCCT (v.0) Graduate Certificate in Occupational Therapy or any previous version OR MG-OCCT (v.0) Master of Occupational Therapy or any previous version

AND

311073 (v.0) Foundations of Occupational Therapy 541 or any previous version OR OCCT5002 (v.0) Foundations of Occupational Therapy or any previous version

AND

311075 (v.0) Occupational Therapy Principles and Practice 541 or any previous version OR OCCT5003 (v.0) Occupational Therapy Principles and Practice or any previous version

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: MrsName: Grace ZengPhone: 08 9266 1676Email: [email protected]: Building: 401 - Room: 362Consultation times: I will be in the office on Mondays and Fridays from 9am-5pm

and available online on Wednesday from 1pm-5pm. I will respond to e-mails and discussion board queries during these times.

Teaching Staff: Name: Grace ZengPhone: 08 9266 1676Email: [email protected]

Unit Outline

MEDS5012 Neuropsychiatry Semester 2, 2016

Faculty of Health Sciences School of Occupational Therapy and Social Work

MEDS5012 Neuropsychiatry Bentley Campus 22 Jul 2016 School of Occupational Therapy and Social Work, Faculty of Health Sciences

Page: 1 of 12CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://fees.curtin.edu.au/incidental_fees.cfm

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus Introduction to mental health recovery, neuropsychiatric processes across the lifespan. Focus is on mood disorders, psychosis, and anxiety disorders. Aetiology, trajectory, clinical features, impact on occupational performance. Multidisciplinary biological and psychosocial interventions. Occupational therapy process and clinical reasoning. Mental status evaluation and awareness of diagnostic classification systems. Mental health ethical and medico legal issues. Theoretical frameworks in mental health context. Introduction to risk management.

Introduction Welcome to Neuropsychiatry! This unit is the first in a number of units in your course that will equip you with the attitudes, knowledge and skills to journey with and support persons experiencing mental health difficulties (or mental distress). We will be focusing on:

l Why and how mental distress occurs (ie: aetiology) l How they affect the person (ie: clinical features and impact on the person's occupational performance) l Interventions that support persons experiencing mental distress (within the societal, medical and allied health contexts) l Applying the Occupational Therapy process in mental health l How Occupational Therapists can support a person by developing protective factors

This unit will be aligned with recovery oriented and evidence-based practice. As an occupational therapist, you will be one of the bridges between the person experiencing mental distress and the mental health team, as well as the community. We hope that you will be able to adopt a vision for recovery in your future practice.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

Location: Building: 401 - Room: 362

Administrative contact: Name: Kerrylyn JohnstonPhone: .Email: [email protected]: Building: 401 - Room: .

Learning Management System: Blackboard (lms.curtin.edu.au)

On successful completion of this unit students can: Graduate Attributes addressed

1 Identify and describe, aetiology, clinical features, diagnostic classification, impact on function and trajectory of psychiatric disorders across the lifespan

2 Critically review the outcomes of interventions of mental health promotion and mental illness prevention within psychiatric and mental health settings

3 Review and discuss psychiatric disorders in relation to their prevalence, burden of care, ethical and medicolegal issues

4 Assess mental status using the Mental Status examination and apply diagnostic classification systems of psychiatric disorders

5 Design and evaluate occupational therapy programs for people with psychiatric disorders





http://lms.curtin.edu.au/

Curtin's Graduate Attributes

Learning Activities Personal Experience

Statistics indicate that 20% of people will experience some form of mental illness each year. Hence, it is not uncommon for you or persons close to you to have experienced mental distress. In fact, it will provide a rich and diverse background for learning and reflection within the class.

To build upon this, we will also be inviting a range of guest speakers to lectures. These speakers will include clinicians and people with a lived experience of mental distress. It will be a fantastic learning opportunity for you to hear from them. So please show them your gratitude by attending and engaging with them.

Readings

To help broaden your perspective and ease of access, we have chosen readings from various sources and linked them to e-Reserve. These readings can be accessed through blackboard (Unit Materials > Relevant Week). This means that there is no required text for this unit.

Active Participation in Lecture and Tutorials

You can expect teaching styles to be interactive. Hence, to make your learning as authentic and enjoyable as possible:

l Allocate a block of time each week to read and view the preparatory material for your tutorial. l Complete the preparatory material each week before your tutorial / lecture (see Blackboard for relevant readings and/or

audiovisual material) l Listen to the iLecture and note down questions/ thoughts that you have to share in your tutorial. l Come prepared to answer challenge questions (based on your preparatory material) and actively participate in your tutorial

and lectures.

Engagement with other learning opportunities

You are encouraged to keep a look out for current mental health related news/ activities in the community and media and share them with the class. There is also a Mental Health Special Interest Group that meets once every two months to cover current practice/ research related to occupational therapy in mental health for you to tap into.

Learning Resources Library Reserve

There are resources for this unit in the library Reserve collection. To access these resources, please click on the following link:

http://link.library.curtin.edu.au/primo/course?MEDS5012

Recommended texts

You do not have to purchase the following textbooks but you may like to refer to them.

l Texts

You do not have to purchase the following textbooks, however you may like to refer to them.

Brown, C., & Stoffel, V. C. (Eds.). (2011). Occupational therapy in mental health: A vision for participation. Philadelphia, USA: F.A. Davis Company.

Bloch, S., & Singh, B. S. (Eds.). (2007). Foundations of clinical psychiatry (3rd ed.). Melbourne, Victoria: Melbourne University Press.

Bryant, W., Fieldhouse, J., & Bannigan, K. (Eds.). (2014). Creek's occupational therapy and mental health. Edinburgh: Churchill Livingstone.

Sadock, B. J., & Sadock, V. A. (2007). Kaplan & Sadock's Synopsis of Psychiatry: Behavioural Sciences/ Clinical Psychiatry (10th ed.). Philadelphia, USA: Lippincott Williams & Wilkins.

Townsend, E. A., & Polatajko, H. J. (2007). Enabling occupation II: Advancing an occupational therapy vision for health, well-being

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://link.library.curtin.edu.au/primo/course?MEDS5012

http://ctl.curtin.edu.au/

and justice through occupation. Ottawa, Ontario: CAOT Publications ACE.

Online Resources Department of Health. (2004). A recovery vision for rehabilitation: Psychiatry rehabilitation policy and strategic framework. Retrieved from http://www.health.wa.gov.au/docreg/Education/Population/Health_Problems/Mental_Illness/A_recovery_vision_for_rehabilitation.pdf Mental Health Commission: http://www.mentalhealth.wa.gov.au/Homepage.aspx National Mental Health Commission: http://www.mentalhealthcommission.gov.au/

Mental Health Coordinating Council: http://www.mhcc.org.au/

Assessment Assessment schedule

Detailed information on assessment tasks

1. Assessment 1 (30%) (Due: Sunday, 28th October 2016 at 10pm) Details of this assessment and the marking guide will be available on Blackboard in the first week of semester.

You will be allocated a case study in week 1.

View the relevant video (see Blackboard) and address the following sections:

A. Mental Status Examination & Application of ICD-10 Diagnostic Code

Use the following headings of the Mental Status Examination (MSE) to describe the presentation of the person featured in the video clip.

1. Appearance and Behaviour 2. Speech 3. Mood and Affect 4. Form of Thought 5. Content of Thought 6. Perception 7. Sensorium and Cognition 8. Insight

Utilising the ICD-10, give the code and name that corresponds best to the presentation of the person featured in the video. Outline the evidence that supports your choice.

B. Aetiology

Using relevant literature, discuss the biopsychosocial aetiology related to their diagnosis. From your discussion, formulate three questions that will help you understand:

1. The experience of their illness;

2. A protective factor relevant to them;

3. A risk factor relevant to them.

C. Occupational Performance

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Complex case study paper 30 percent Week: 4 Day: Sunday, 28th August 2016 Time: 10pm

1,3,4,5

2

Mental health and risk assessment test 30 percent Week: 12 Day: Friday, 21st October Time: 10pm

1,3

3Written examination 40 percent Week: Exam Week

Day: To be confirmed. Time: To be confirmed.

1,2,3,4





http://www.health.wa.gov.au/docreg/Education/Population/Health_Problems/Mental_Illness/A_recovery_vision_for_rehabilitation.pdf

http://www.mhcc.org.au/

Use the Canadian Model of Occupational Performance and Engagement to: 1. Highlight one main occupational performance issue that they are experiencing 2. Analyse factors that are contributing / exacerbating their occupational performance issue 3. Identify how the person’s strengths (or protective factors) can support them in their recovery.

D. Formulation

Imagine that you will be presenting this person’s case at a case conference to a group of health professionals. Based on sections A to C, develop a formulation summarising the person’s presentation (using section 10 in Dickinson (2000) as a guide) and their occupational performance issue.

E. Recovery Orientation

You are about to meet the person’s significant other at a family conference. Based on the formulation in section D, use person centred, recovery oriented language, to develop a summary of the person’s presentation and their occupational performance issue.

Your response must: l NOT exceed more than 1500 words, excluding in text references and the reference page l Include a word count l Address the headings in five distinct sections. (ie: A to E) l Be properly referenced using the APA 6th edition referencing system. You are advised to use Endnote to help you format

your references. l Be written in 12 point readable font (Calibri preferred) with line spacing of 1.5 and 2.0cm margins l Include a cover sheet (see the template on Blackboard) that includes a declaration which must be signed and dated. l Submitted to Turnitin. You are advised to save your Turnitin receipt upon submission.

Important note on Turnitin Submissions:

You will have the opportunity to submit multiple drafts of your work through Turnitin as many times as you like up until the submission time, to check the originality report. Please ensure that you give yourself enough time to upload your final document into the system. To be fair to all students, any assignments submitted after 10pm (even one minute late) will incur a 10% late penalty.

Also, please make sure that you submit your assignment with the correct document naming (see assignment guidelines in Assessment 1 folder) and that you submit the correct final version of the assignment.. If you submit a draft version by mistake, that will be the one that will be marked, and no further correspondance will be entered into the matter.

Any questions pertaining to this assessment must be posted on the relevant discussion thread on discussion board. These questions will be responded to on Monday (9am - 5pm), Wednesday (1pm - 5pm) and Friday (9am - 5pm). Please ensure that you post your questions before these times to avoid disappointment.

2. Assessment 2 (30%) (Due: Friday, 21st October 2016, 10pm) This assessment is meant to be completed individually.

In preparation for this assessment, you are advised to:

1. Set aside a minimum of 5 hours to prepare your response. To give you time to complete this assessment task, there will be no class in week 12.

2. Review and familiarise yourself with recovery and its application to practice. 3. Give yourself time to submit your response into Turnitin. Do not leave this to the last minute.

In this assessment, you will be required to watch a video and respond to three questions in no more than a total of 1000 words.

Your response must:

l Address the questions in distinct sections. l Be written in prose and in first person; l Be properly referenced using the APA 6th edition referencing system. You are advised to use Endnote to help you format

your references. l Be written in 12 point readable font (Calibri preferred) with line spacing of 1.5 and 2.0cm margins l Include a word count l Include a cover sheet (see the template on Blackboard) that includes a declaration which must be signed and dated. l Submitted to Turnitin. You are advised to save your Turnitin receipt upon submission.

This assessment will be made available on Blackboard (Assessment > Assessment 2) from Monday, 17th October 2016 from 8am onwards.

This assessment will close on Friday, 21st October at 10pm.

Important note on Turnitin Submissions:





You will have the opportunity to submit multiple drafts of your work through Turnitin as many times as you like up until the submission time, to check the originality report. Please ensure that you give yourself enough time to upload your final document into the system. To be fair to all students, any work submitted after 10pm (even one minute late) will incur a 10% late penalty.

Also, please make sure that you submit your work with the correct document naming (see guidelines in Assessment 2 folder) and that you submit the correct final version of your work. If you submit a draft version by mistake, that will be the one that will be marked, and no further correspondance will be entered into the matter.

Any questions pertaining to this assessment must be posted on the relevant discussion thread on discussion board. These questions will be responded to on Monday (9am - 5pm), Wednesday (1pm - 5pm) and Friday (9am - 5pm). Please ensure that you post your questions before these times to avoid disappointment.

3. Assessment 3 (40%)

This will be scheduled within the examination period. The exam will require your application of the content covered over the course of this semester.

Pass requirements You are expected to:

l Be punctual and attend all labs and lectures. This is in accordance with accreditation requirements in ensuring you meet the course learning outcomes. Please liaise with your tutor or unit coordinator if you are unable to attend.

l Complete and submit all pieces of assessment. Submission of a blank assignment does not constitute 'completing' an assessment.

l Achieve an overall unit mark of 50% or more.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission (eg a mark

equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

l Applications for extension should be submitted to [email protected] l If the circumstances for your extension application are likely to impact on multiple units, please contact the course coordinator

(Dave Parsons).





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

http://students.curtin.edu.au/administration/

Deferred assessments

Supplementary assessments

Supplementary assessments are not available in this unit.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each semester.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.

Deferred examinations/tests will be held from 12/12/2016 to 16/12/2016 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.





http://life.curtin.edu.au/health-and-wellbeing/CAP.htm

http://life.curtin.edu.au/health-and-wellbeing/disability_services.htm

http://life.curtin.edu.au/health-and-wellbeing/disability_services.htm

http://life.curtin.edu.au/health-and-wellbeing/disablity_services_eligibility.htm#/health-and-wellbeing/10126.htm

http://life.curtin.edu.au/health-and-wellbeing/contact_disability_services.htm

http://libguides.library.curtin.edu.au/referencing

https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

You have an I Drive associated with your student account which you can save your work on.

To avoid losing your work, your are advised to save your work and back up your files regularly.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel

Additional information

Enrolment

It is your responsibility to ensure that your enrolment is correct. You can check your enrolment through eStudent on OASIS. Students should receive marks, assignments and feedback as soon as practicable, to maximise their opportunity to improve their performance. Research consistently highlights the significant loss of impact to learning when feedback to student is delayed. Ideally, feedback to students for items other than a final examination will be provided under normal circumstances within 15 working days and no later than 20 working days. Further information on this can be found under section 7 in the assessment and student progression policy. http://policies.curtin.edu.au/findapolicy/docs/Assessment_and_Student_Progression_Manual.pdf Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.





https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

http://policies.curtin.edu.au/findapolicy/docs/Assessment_and_Student_Progression_Manual.pdf

http://students.curtin.edu.au/rights/

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

l The removal of an essential textbook to improve ease of access (Blackboard). This also allows for a balanced perspective between different frames of reference, and reduced costs to students.

l Audio visual resource removed from mid-semester exam and placed during exam period to improve integrity and equity of the assessment.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar

Week Begin Date Topic Preparatory Material

(see Blackboard for relevant AV material)

Assessments

Orientation 25 July Orientation Week

1. 1 August Introduction to mental health

Hungerford, C. (2012). The provision of mental health care in Australia. In Hungerford, C., Clancy, R., Hodgson, D., Jones, T., Harrison, A., & Hart, C. (Eds) Mental health care: an introduction for health professionals. (pp. 1-23) Milton, Qld. : John Wiley & Sons Australia, Ltd.

Slade, M. (2013). 100 ways to support recovery: A guide for mental health professionals. (2nd ed.) London: Rethink. Retrieved from: https://www.rethink.org/media/704895/100_ways_to_support_recovery_2nd_edition.pdf Read pages 8 - 10 & 16-17

2. 8 August Mental state examination (MSE)

Henry, A. D., & Kramer, J. M. (2009). Interview process in occupational therapy. In E. Crepeau (Ed.), Willard and Spackman's Occupational Therapy (pp. 347-350). PA, USA: Lippincott Williams & Wilkins.

Dickinson, K. (2000). Mental state examination. WA: Department of Health.

3. 15 August Mental Health Act 2014 Sign into the following e-learning https://mha2014.e3learning.com.au/ and complete the following:

Topic 1 – Patient Centred Approach

Topic 2 – Patient Decision Making

Topic 3 – Referrals

4. 22 August Psychosis Brown, C. (2011). Schizophrenia. In C. Brown & V. Stoffel (Eds.), Occupational therapy in mental health: A vision for participation. (pp. 179-191). Philadelphia, USA: F.A. Davis Company.

Krupa, T., Woodside, H., & Pocock, K. (2010) Activity and social participation in the period following a first episode of psychosis and implications for occupational therapy. British Journal of Occupational Therapy, 73(1), 13 – 20.

Assessment 1 Due

Sunday, 28th August 2016,

10pm

5. 29 August Tuition Free Week

6. 5 September

Bipolar Spangler, N. (2011). Mood disorders. In C. Brown & V. Stoffel (Eds.). Occupational therapy in mental health: A vision for participation. (pp. 155-166). Philadelphia, USA: F.A. Davis Company.

7. 12 September

Depression Schotte, C., Van Den Bossche, B., Doncker, D., Claes, S., & Cosyns, P. (2006) A biopsychosocial model as a guide for psychoeducation and treatment of depression, Depression and Anxiety, 23, 312 – 324





https://www.rethink.org/media/704895/100_ways_to_support_recovery_2nd_edition.pdf

https://mha2014.e3learning.com.au/

8. 19 September

Anxiety Davis, J. (2011). Anxiety Disorders. In C. Brown & V. Stoffel (Eds.), Occupational therapy in mental health: A vision for participation. (pp. 167-178). Philadelphia, USA: F.A. Davis Company.

9. 26 September

Tuition Free Week

10. 3 October OT in Practice Pettican, A., & Bryant, W. (2007). Sustaining a focus on occupation in community mental health practice, British Journal of Occupational Therapy, 70(4), 140-146

11. 10 October Assessment and Outcome

Measurement

Bullock, A. (2014). Assessment and outcome measurement. In W. Bryant, J. Fieldhouse, & K. Bannigan (Eds.), Creek's occupational therapy and mental health (5th ed., pp. 72-85). Edinburgh: Churchill Livingstone.

12. 17 October Therapeutic Intervention I

Goal Setting:

McCullough, S. (2014). Planning and implementing interventions. In W. Bryant, J. Fieldhouse, & K. Bannigan (Eds.), Creek's occupational therapy and mental health (5th ed., pp. 86-91). Edinburgh: Churchill Livingstone.

Brown, C. (2011). Intervention/ models and techniques for cognitive impairment. In C. Brown & V. Stoffel (Eds.), Occupational therapy in mental health: a vision for participation. (pp. 251-258). Philadelphia, USA: F.A. Davis Company.

Cognitive Behavioural Therapy in OT:

McCraith, D. B. (2011). Cognitive behavioural theory and therapy. In C. Brown & V. Stoffel (Eds.), Occupational therapy in mental health: a vision for participation. (pp. 267-269). Philadelphia, USA: F.A. Davis Company.

McCraith, D. B. (2011). Use of CBT models in occupational therapy. In C. Brown & V. Stoffel (Eds.), Occupational therapy in mental health: a vision for participation. (pp. 269-277). Philadelphia, USA: F.A. Davis Company.

Assessment 2 Due

Friday, 21st October 2016,

10pm

13. 24 October Therapeutic Intervention II

Gura, S. T. (2010). Mindfulness in Occupational Therapy Education. Occupational Therapy In Health Care, 24, 266-273. doi:10.3109/07380571003770336

Jack, K., & Miller, E. (2008). Exploring self-awareness in mental health practice. Mental Health Practice, 12, 31-35. Retrieved from CINAHL http://link.library.curtin.edu.au/gw?url=CUR_ALMA61101492410001951

14. 31 October Revision Lloyd, C., Waghorn, G., & Williams, P. (2008). Conceptualising recovery in mental health rehabilitation. British Journal of Occupational Therapy, 71(8), 321-328.

Clay, P. (2013). Shared principles: The recovery model and occupational therapy. Mental Health Special Interest Section Quarterly / American Occupational Therapy Association, 36(4), 1-3.

15. 7 November

Study Week

16. 14

Examinations





November

17 21 November

Examinations





MEDS5012 Neuropsychiatry Semester 2, 2016ctl.curtin.edu.au/teaching_learning_services/unit... ·...

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