Bachelor's Degree Program
full-time
To our Online-Infosessions
Occupational Therapy
To our Online-Infosessions
At a glance
Occupational therapy helps people with physical, cognitive, psychological and social limitations, so that they can cope with everyday life as independently as possible. It concerns developing, maintaining, improving or restoring the individual's ability to act at home, at work, in school or in their free time. In occupational therapy you will train the impaired functions, compensate them with tools or adjust the spatial environment to the individual needs of the clients. The practically oriented degree program combines therapeutic, social science and medical subjects.
Switch to organizational form part-time
Highlights
Highly student-centered
Individual support in further developing your personal and professional skills
Extensive practical learning phases
International activities
Department
Health Sciences
Topic
Quality of life
Mobility
Networking
Facts
- Final degree
Bachelor of Science in Health Studies (BSc) incl. professional qualifications
- Duration of course
- 6 Semesters
- Organisational form
- full-time
Tuition fee per semester
€ 363,361
+ ÖH premium + contribution2
- ECTS
- 180 ECTS
- Language of instruction
- German
Currently no application possible
- Study places
36
1 Tuition fees for students from third countries € 727,- per semester
2 for additional study expenses (currently up to € 83,- depending on degree program and year)
Before the studies
You are looking for a degree program in which you can combine your interests in medicine and social sciences. You display great empathy in your interaction with people of all ages and act based on the client's wishes. Your practical skills, your technical understanding and your spatial imagination will help you to implement the suitable tools or make the appropriate adjustments to the environment. You have the ability for careful consideration and think analytically when observing movement processes and take the limits of movement into consideration. You enjoy working independently with people in their social environment and in an interdisciplinary intersection.
Why you should study with us
Practical training on campus
Thanks to the state-of-the-art infrastructure, you will gain valuable practical experience during your classes.
Let's go international!
A practical learning phase abroad offers the opportunity to broaden your horizons and gain new impressions.
Active exchange
Numerous disciplines at one location: participate in research projects and learn from others.
Take advantage of the "FIT for a health profession?!" self-assessment test to see what a profession in health care requires and if you have the right qualities.
FIT for a health profession?! (in German only)
- General higher education entrance qualification:
- University entrance qualification or degree from a general or vocational secondary school.
- University entrance exam (Berufsreifeprüfung)
- Equivalent certification from abroad
Equivalence is determined by international agreements, validation or in individual cases a decision by the head of the academic section.
- University entrance qualification examination (Studienberechtigungsprüfung)
- Relevant professional qualification with additional examinations
You have acquired the relevant professional qualification with a degree in health care and nursing or medical technical services, or the completion of a college for social services or an apprenticeship as an orthopedic technician. - Additional proficiency tests:
- First aid course (at least 16 hours, within the last year)
- Proof of good repute
- Proof of medical fitness
Vaccination recommendations
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The following applies to international applicants:
General Fee Regulation
open
Information for applicants with non-Austrian (school) certificates
open
To apply you will require the following documents:
- Birth certificate
- Proof of citizenship
- School leaving certificate / university entrance qualification examination (Studienberecthigungsprüfung) / verification of professional qualifications
- Letter of motivation
- CV in table form
Please note:
It is not possible to save incomplete online applications. You must complete your application in one session. Your application will be valid as soon as you upload all of the required documents and certificates. In the event that some documents (e.g. references) are not available at the time you apply, you may submit these later via email, mail or in person by no later than the start of the degree program.
The admission procedure begins with a written test. After the passing the test, you will undergo a personal interview procedure consisting of a practical task and an interview.
- Aim
The aim is to ensure places are offered to those persons who complete the multi-level admission procedure with the best results. The tests are designed to assess the skills needed for an applicant's chosen profession.
- Procedure
The written admission test includes a series of test requirements to assess if you fulfill the basic intellectual and social-emotional performance requirements. If you meet the minimum criteria you will then undergo a practical aptitude test and an admission interview.
The practical aptitude test assesses your job-specific skills and other skills such as social behavior, empathy and a capacity for careful consideration. The admission interview provides a first impression of the applicant's personal suitability. This includes professional motivation, professional understanding, performance, problem-solving skills and a capacity for careful consideration.
Points are assigned to each section of the test.
- Criteria
The criteria for acceptance are based solely on performance.
The geographical origin of the applicant has no influence on the admission decision.
The admission requirements must be met in all cases. Applicants are evaluated according to the following weighting system:- Admission test (1/3)
- Practical aptitude test and interview (2/3)
- General higher education entrance qualification:
- University entrance qualification or degree from a general or vocational secondary school.
- University entrance exam (Berufsreifeprüfung)
- Equivalent certification from abroad
Equivalence is determined by international agreements, validation or in individual cases a decision by the head of the academic section.
- University entrance qualification examination (Studienberechtigungsprüfung)
- Relevant professional qualification with additional examinations
You have acquired the relevant professional qualification with a degree in health care and nursing or medical technical services, or the completion of a college for social services or an apprenticeship as an orthopedic technician. - Additional proficiency tests:
- First aid course (at least 16 hours, within the last year)
- Proof of good repute
- Proof of medical fitness
The written entrance test will be held on Saturday, 23th March 2024.
The test data valid for you (test location, test day, and time) can be viewed here
Here you can access the final result of the admission procedure.
During the studies
The FH Campus Wien is characterised by extensive expertise and a large network. FH Campus Wien is the only university of applied sciences in Austria to train all seven legally regulated upper-level medical-therapeutic-diagnostic professions as well as midwifery. An important partner in the areas of education, research and development is the Vienna Healthcare Association. There is also a close cooperation with the Professional Association Ergotherapy Austria. At our attractive main location, you benefit from our modern infrastructure, which also includes functional rooms in which living situations such as kitchen, bathroom or dining area are simulated and variety of aids help you to practise in role plays. Furthermore, you have the opportunity to join a professional community across disciplines. There is great potential in research projects at the interface between health and technology and practical relevance is guaranteed when we organise one of our freely accessible lecture evenings with top-class experts as part of the Campus Lectures.
The practice-oriented degree program is situated at the intersection of health and social services. During your studies, you will learn to combine the social framework in which everyday activities are carried out at home, at work and during leisure time with the health component. To cope with everyday life, you will try out a variety of possible aids in the course of your education. You will learn hands-on about the effects of adjusting a living area or workplace to meet the physical needs of the person using it. Particularly important is the social aspect, when people’s actions and quality of life are limited by life situations such as unemployment, homelessness or living as a refugee.
Health promotion, public health, community practice and the creation of innovation are future topics in health care. In this context, 21st century skills such as creative thinking, intercultural and interprofessional work are more in demand than ever. We meet these requirements with our curriculum. A possible joint semester “FAB” at the University of Applied Sciences Metropolia (Helsinki), FH Campus Wien and the University of Artevelde (Ghent) will prepare you for these challenges.
You will become acquainted with the complexity of human behavior as a result of the interaction between people, environmental and activity.
- You will deal with models and theories of occupational therapy.
- You will learn about therapeutic applications and processes in various disciplines and professions.
- You will acquire fundamentals of medicine and social science.
- You will select between different specializations:
- Case management
- Community-based rehabilitation
- Health promotion
- Furthermore, you will acquire practical experience in 28 weeks of internships
- If you take part in the FAB program (Finland, Austria, Belgium) in the 6th semester, you will complete a total of three specially compiled modules at the three universities of Ghent-Artevelde, Helsiniki-Metropolia and FH Campus Wien linked with internships and your bachelor’s thesis (total of 30 ECTS).
Curriculum
Module Activity and performance analysis
7.5 SWS
10 ECTS
Activity and performance analysis| ILVActivity and performance analysis| ILV
1.5 SWS2.5 ECTS
Content
Integration of biomechanical, sensorimotor, cognitive, intrapersonal and interpersonal skill components.
Instruments for performing activity and performance analysis.
Implementation of activity and performance analyses from different areas of life for both healthy people and people with disabilities, taking cultural aspects into account.
Basics of adaptation and grading.
Teaching method
presenting, elaborating, explorative
self-awareness
Examination
Continuous assessment: Portfolio work, presentations, knowledge review, practical examination
Literature
Gillen, G. & Schell, B. A. B. (Hg.). (2019). Willard and Spackman's occupational therapy (13th edition, International edition). Wolters Kluwer.
Le Granse, M., van Hartingsveldt, M. & Kinébanian, A. (2019). Grundlagen der Ergotherapie.
O'Toole, G. & Mackenzie, L. (2011). Occupation analysis in practice. Wiley-Blackwell. search.ebscohost.com/login.aspxdoi.org/10.1002/9781118786604
Scheepers, C., Steding-Albrecht, U., Jehn, P. & Berting-Hüneke, C. (Hg.). (2015). Ergotherapie. Ergotherapie: Vom Behandeln zum Handeln ; Lehrbuch für die theoretische und praktische Ausbildung ; 58 Tabellen (5. Aufl.). Thieme.
Teaching language
Deutsch
Activity and performance analysis| ILV
1.5 SWS2.5 ECTS
Content
Integration of biomechanical, sensorimotor, cognitive, intrapersonal and interpersonal skill components.
Instruments for performing activity and performance analysis.
Implementation of activity and performance analyses from different areas of life for both healthy people and people with disabilities, taking cultural aspects into account.
Basics of adaptation and grading.
Teaching method
presenting, elaborating, explorative
self-awareness
Examination
Continuous assessment: Portfolio work, presentations, knowledge review, practical examination
Literature
Gillen, G. & Schell, B. A. B. (Hg.). (2019). Willard and Spackman's occupational therapy (13th edition, International edition). Wolters Kluwer.
Le Granse, M., van Hartingsveldt, M. & Kinébanian, A. (2019). Grundlagen der Ergotherapie.
O'Toole, G. & Mackenzie, L. (2011). Occupation analysis in practice. Wiley-Blackwell. search.ebscohost.com/login.aspxdoi.org/10.1002/9781118786604
Scheepers, C., Steding-Albrecht, U., Jehn, P. & Berting-Hüneke, C. (Hg.). (2015). Ergotherapie. Ergotherapie: Vom Behandeln zum Handeln ; Lehrbuch für die theoretische und praktische Ausbildung ; 58 Tabellen (5. Aufl.). Thieme.
Teaching language
Deutsch
1.5 SWS
2.5 ECTS
Functional anatomy| ILVFunctional anatomy| ILV
3.5 SWS5 ECTS
Content
Fundamentals, functioning and analysis of biomechanical, sensorimotor and cognitive ability components
Characteristics of physiological posture and movement
Analyses of everyday movements
Motor learning
Basics of mobilization
Basics of patient* handling and transfer
Teaching method
Lecture, practical exercises, self-awareness
Examination
Final exam: written test for knowledge retrieval, practical test
Literature
Goldenberg, G. (2017). Neuropsychologie: Grundlagen, Klinik, Rehabilitation (5., aktualisierte Auflage).
Hochschild, J. (2012). LWS, Becken und Hüftgelenk, untere Extremität (3. Aufl.). Strukturen und Funktionen begreifen: funktionelle Anatomie - therapierelevante Details / Jutta Hochschild ; 2. Georg Thieme Verlag.
Jutta Hochschild, J. (2019). Strukturen und Funktionen begreifen, Funktionelle Anatomie: Band 1: Wirbelsäule und obere Extremität (5. Aufl.). Physiofachbuch. Thieme.
Nowak, D. A. (2011). Handfunktionsstörungen in der Neurologie: Klinik und Rehabilitation. Springer-Verlag Berlin Heidelberg. site.ebrary.com/lib/alltitles/docDetail.actiondoi.org/10.1007/978-3-642-17257-1
Radomski, M. V. & Latham, C. A. T. (2014). Occupational therapy for physical dysfunction (7e édition). Wolters Kluwer Health/Lippincott Williams & Wilkins.
Rehart, S. & Kapandji, A. I. (Hg.). (2016). Funktionelle Anatomie der Gelenke: Schematisierte und kommentierte Zeichnungen zur menschlichen Biomechanik ((J. Koebke, Übers.)) (6. Auflage). Georg Thieme Verlag.
Spirgi-Gantert, I. & Suppé, B. (2014). FBL Klein-Vogelbach Functional Kinetics Die Grundlagen: Bewegungsanalyse, Untersuchung, Behandlung (7., vollst. überarb. Aufl.). Springer. gbv.eblib.com/patron/FullRecord.aspxdoi.org/10.1007/978-3-642-41901-0
Teaching language
Deutsch
Functional anatomy| ILV
3.5 SWS5 ECTS
Content
Fundamentals, functioning and analysis of biomechanical, sensorimotor and cognitive ability components
Characteristics of physiological posture and movement
Analyses of everyday movements
Motor learning
Basics of mobilization
Basics of patient* handling and transfer
Teaching method
Lecture, practical exercises, self-awareness
Examination
Final exam: written test for knowledge retrieval, practical test
Literature
Goldenberg, G. (2017). Neuropsychologie: Grundlagen, Klinik, Rehabilitation (5., aktualisierte Auflage).
Hochschild, J. (2012). LWS, Becken und Hüftgelenk, untere Extremität (3. Aufl.). Strukturen und Funktionen begreifen: funktionelle Anatomie - therapierelevante Details / Jutta Hochschild ; 2. Georg Thieme Verlag.
Jutta Hochschild, J. (2019). Strukturen und Funktionen begreifen, Funktionelle Anatomie: Band 1: Wirbelsäule und obere Extremität (5. Aufl.). Physiofachbuch. Thieme.
Nowak, D. A. (2011). Handfunktionsstörungen in der Neurologie: Klinik und Rehabilitation. Springer-Verlag Berlin Heidelberg. site.ebrary.com/lib/alltitles/docDetail.actiondoi.org/10.1007/978-3-642-17257-1
Radomski, M. V. & Latham, C. A. T. (2014). Occupational therapy for physical dysfunction (7e édition). Wolters Kluwer Health/Lippincott Williams & Wilkins.
Rehart, S. & Kapandji, A. I. (Hg.). (2016). Funktionelle Anatomie der Gelenke: Schematisierte und kommentierte Zeichnungen zur menschlichen Biomechanik ((J. Koebke, Übers.)) (6. Auflage). Georg Thieme Verlag.
Spirgi-Gantert, I. & Suppé, B. (2014). FBL Klein-Vogelbach Functional Kinetics Die Grundlagen: Bewegungsanalyse, Untersuchung, Behandlung (7., vollst. überarb. Aufl.). Springer. gbv.eblib.com/patron/FullRecord.aspxdoi.org/10.1007/978-3-642-41901-0
Teaching language
Deutsch
3.5 SWS
5 ECTS
Foundations of anatomy and physiology| ILVFoundations of anatomy and physiology| ILV
2.5 SWS2.5 ECTS
Content
Basic anatomical terms, functionally oriented contents of anatomy and physiology of the locomotor system and neuroanatomy relevant to occupational therapy
Teaching method
Lecture, practical exercises on anatomical models
Examination
Final exam: written test, oral examination
Literature
Haider-Strutz, I. (2018). Anatomie, Biologie und Physiologie: Für Gesundheitsberufe (1. Auflage). facultas.
Paulsen, F. & Waschke, J. (Hg.). (2017). Atlas der Anatomie des Menschen: / Sobotta ; Band 1. Allgemeine Anatomie und Bewegungsapparat (24. Aufl.). Elsevier Urban & Fischer. els.pdn.ipublishcentral.com/reader/sobotta-atlas-der-anatomie-band-1-aufl-24
Schmitz, F. (2018). Nervensystem und Sinnesorgane (12. Aufl.). Taschenatlas Anatomie: Band 3. Georg Thieme Verlag.
Shiozawa-Bayer, T. (2018). Bewegungsapparat (12. Aufl.). Taschenatlas Anatomie: Band 1. Georg Thieme Verlag.
Silbernagl, S., Despopoulos, A. & Draguhn, A. (2018). Taschenatlas Physiologie (9., vollständig überarbeitete Auflage). Georg Thieme Verlag.
Teaching language
Deutsch
Foundations of anatomy and physiology| ILV
2.5 SWS2.5 ECTS
Content
Basic anatomical terms, functionally oriented contents of anatomy and physiology of the locomotor system and neuroanatomy relevant to occupational therapy
Teaching method
Lecture, practical exercises on anatomical models
Examination
Final exam: written test, oral examination
Literature
Haider-Strutz, I. (2018). Anatomie, Biologie und Physiologie: Für Gesundheitsberufe (1. Auflage). facultas.
Paulsen, F. & Waschke, J. (Hg.). (2017). Atlas der Anatomie des Menschen: / Sobotta ; Band 1. Allgemeine Anatomie und Bewegungsapparat (24. Aufl.). Elsevier Urban & Fischer. els.pdn.ipublishcentral.com/reader/sobotta-atlas-der-anatomie-band-1-aufl-24
Schmitz, F. (2018). Nervensystem und Sinnesorgane (12. Aufl.). Taschenatlas Anatomie: Band 3. Georg Thieme Verlag.
Shiozawa-Bayer, T. (2018). Bewegungsapparat (12. Aufl.). Taschenatlas Anatomie: Band 1. Georg Thieme Verlag.
Silbernagl, S., Despopoulos, A. & Draguhn, A. (2018). Taschenatlas Physiologie (9., vollständig überarbeitete Auflage). Georg Thieme Verlag.
Teaching language
Deutsch
2.5 SWS
2.5 ECTS
Module Occupation and health
8.5 SWS
10 ECTS
Enabling daily occupations in different stages of life| UEEnabling daily occupations in different stages of life| UE
3 SWS4 ECTS
Content
Knowledge of the phases of life (developmental psychology) and age-typical activities
Game: Basics, phases
Lifestyles/styles and routines with a view to variants of performance
Interdisciplinary view on critical life events and transitions
Activity profiles in different phases and situations of life with reference to social determinants (e.g. child poverty, single parents, minimum pensioners, )
"Learning from experts": contact with affected people (with disabilities, caring relatives, ...)
- Problem solving, resistance, self-regulation, decision
- Coping with everyday challenges in different countries areas of life
- Models of Change
- Identity and activity
Concepts of Occupational Science (Balance, Equity, Transitions) in connection with health, quality of life and Life Balance
Macro, meso and micro levels
Social determinants of health, social capital and social support
Get to know and practice COPM
Teaching method
Discussion, feedback, lecture with activating methods, group exercises, peer feedback, practical case studies, interviews, observations
Examination
Continuous assessment: elaborations, reflections
Literature
Braveman, B., & Bass-Haugen, J. D. (2009). Social justice and health disparities: An evolving discourse in occupational therapy research and intervention. American Journal of Occupational Therapy,(63), 7–12.
Feiler, M. (Hg.). (2019). Professionelles und klinisches Reasoning in der Ergotherapie: Ein Leitfaden für reflektiertes Denken und Handeln.
Hocking, C. (2017). Occupational justice as social justice: The moral claim for inclusion. Journal of Occupational Science, 24(1), 29–42. doi.org/10.1080/14427591.2017.1294016
Ikiugu, M. N. & Pollard, N. (2015). Meaningful living across the lifespan: Occupation-based intervention strategies for occupational therapists and scientists. Critical studies in occupational therapy & occupational science. Whiting & Birch.
Law M., Baptiste, S., Carswell, A., McColl, MA., Polatajko, H. & Pollock, N. (2014). Canadian Occupational Performance Measure Manual,. CAOT Publications ACE.www.thecopm.ca; eprovide.mapi-trust.org/instruments/canadian-occupational-performance-measure
Miller-Kuhaneck, H., Spitzer, S. L. & Miller, E. (2010). Activity analysis, creativity, and playfulness in pediatric occupational therapy: Making play just right. Jones and Bartlett Publishers.
Wagman, P. & Håkansson, C. (2019). Occupational balance from the interpersonal perspective: A scoping review. Journal of Occupational Science, 26(4), 537–545. doi.org/10.1080/14427591.2018.1512007
Weber, B. (2010). Individuelle und relevante Ziele formulieren. ergopraxis(4), 28–29.
Wright, R. & Sugarman, L. (2009). Occupational Therapy and Life Course Development: A work book for professional practice. Wiley-Blackwell.
Teaching language
Deutsch
Enabling daily occupations in different stages of life| UE
3 SWS4 ECTS
Content
Knowledge of the phases of life (developmental psychology) and age-typical activities
Game: Basics, phases
Lifestyles/styles and routines with a view to variants of performance
Interdisciplinary view on critical life events and transitions
Activity profiles in different phases and situations of life with reference to social determinants (e.g. child poverty, single parents, minimum pensioners, )
"Learning from experts": contact with affected people (with disabilities, caring relatives, ...)
- Problem solving, resistance, self-regulation, decision
- Coping with everyday challenges in different countries areas of life
- Models of Change
- Identity and activity
Concepts of Occupational Science (Balance, Equity, Transitions) in connection with health, quality of life and Life Balance
Macro, meso and micro levels
Social determinants of health, social capital and social support
Get to know and practice COPM
Teaching method
Discussion, feedback, lecture with activating methods, group exercises, peer feedback, practical case studies, interviews, observations
Examination
Continuous assessment: elaborations, reflections
Literature
Braveman, B., & Bass-Haugen, J. D. (2009). Social justice and health disparities: An evolving discourse in occupational therapy research and intervention. American Journal of Occupational Therapy,(63), 7–12.
Feiler, M. (Hg.). (2019). Professionelles und klinisches Reasoning in der Ergotherapie: Ein Leitfaden für reflektiertes Denken und Handeln.
Hocking, C. (2017). Occupational justice as social justice: The moral claim for inclusion. Journal of Occupational Science, 24(1), 29–42. doi.org/10.1080/14427591.2017.1294016
Ikiugu, M. N. & Pollard, N. (2015). Meaningful living across the lifespan: Occupation-based intervention strategies for occupational therapists and scientists. Critical studies in occupational therapy & occupational science. Whiting & Birch.
Law M., Baptiste, S., Carswell, A., McColl, MA., Polatajko, H. & Pollock, N. (2014). Canadian Occupational Performance Measure Manual,. CAOT Publications ACE.www.thecopm.ca; eprovide.mapi-trust.org/instruments/canadian-occupational-performance-measure
Miller-Kuhaneck, H., Spitzer, S. L. & Miller, E. (2010). Activity analysis, creativity, and playfulness in pediatric occupational therapy: Making play just right. Jones and Bartlett Publishers.
Wagman, P. & Håkansson, C. (2019). Occupational balance from the interpersonal perspective: A scoping review. Journal of Occupational Science, 26(4), 537–545. doi.org/10.1080/14427591.2018.1512007
Weber, B. (2010). Individuelle und relevante Ziele formulieren. ergopraxis(4), 28–29.
Wright, R. & Sugarman, L. (2009). Occupational Therapy and Life Course Development: A work book for professional practice. Wiley-Blackwell.
Teaching language
Deutsch
3 SWS
4 ECTS
Elements of occupational performance: person, occupation, environment| ILVElements of occupational performance: person, occupation, environment| ILV
4 SWS4.5 ECTS
Content
Ergotherapy-relevant content from (positive) psychology with regard to psychosocial and personality factors and the understanding of mental well-being and quality of life.
Occupational therapy relevant content from sociology with regard to social groups, society and culture as well as social action and theories of action.
Person: cognitive, physical and affective performance components with emphasis on psychosocial and personality factors: communication, cooperation, emotion, affects, frustration tolerance, critical faculties, motivation, volition, values, self-efficacy, self-confidence, spirituality, identity, commitment
Environmental factors: life situations, social role and social position, social group, social norms and deviations, gender status, power and authority, values and culture at the level of the individual, family, community and geographical region and their influence on action, diversity, physical, natural and technological environment (e.g. housing adaptation, person-environment-fit)
Action: taxonomies and different complex actions/activities/activities; routines, (in different cultures), theories of action, behaviour - action - social action, types of action; autonomy and self-reliance
Dimensions of doing: doing, being, becoming, belonging (Wilco*ck)
the contribution of physical activity to health and well-being:
- Bio-psycho-social concept of health
- Health models
- Positive Psychology, Flow, Resilience, Wellbeing
- Activity patterns: engagement, meaning, balance, control/choice, routine
- Individual significance in all areas of life including family and sexuality
- ICF
Knowledge about the connection between climate change and health aspects
Importance of the areas of life for the individual; discussion of the categorisation of the areas of life
Immersion in a selected occupational therapy model of activity
Dealing with creative media
Dynamic system theories
Teaching method
Group work, discussion, lecture with activating methods, case solutions, self-awareness with creative media
Examination
Continuous assessment: Portfolio work, elaborations, presentations
Literature
Bathje, M. (2012). Art in Occupational Therapy:: An Introduction to Occupation and the Artist. he Open Journal ofOccupational Therapy, Vol. 1(Iss. 1), Artikel 8. scholarworks.wmich.edu/cgi/viewcontent.cgi
Bourdieu, P. (1983). Ökonomisches Kapital, Kulturelles Kapital, Soziales Kapital.
Christiansen, C. & Townsend, E. A. (Hg.). (2011). Introduction to occupation: The art and science of living ; new multidisciplinary perspectives for understanding human occupation as a central feature of individual experience and social organization (2nd ed., int. ed.).
Hammell, K. W. (2009). Self-care, productivity, and leisure, or dimensions of occupational experience? Rethinking occupational "categories". Canadian journal of occupational therapy. Revue canadienne d'ergotherapie, 76(2), 107–114. doi.org/10.1177/000841740907600208
Ikiugu, M. (Hg.). (2007). Psychosocial conceptual practice modles in OT - building adaptive capabiltiy. Elsevier.
Ikiugu, M. N. & Pollard, N. (2015). Meaningful living across the lifespan: Occupation-based intervention strategies for occupational therapists and scientists. Critical studies in occupational therapy & occupational science. Whiting & Birch.
Karen Whalley Hammell (2004). Dimensions of Meaning in the Occupations of Daily Life. CAOT Publications, 71(5), 296–305.
Le Granse, M. (Hg.). (2019). Grundlagen der Ergotherapie (1. Auflage). Thieme; Georg Thieme Verlag KG.
Miebach, B. (2013). Soziales Handlen in Rollen und Institutionen. In B. Miebach (Hg.), Soziologische Handlungstheori - eEine Einführung (4. Aufl., S.39–100). Springer.
Miebach, B. (Hg.). (2013). Soziologische Handlungstheori - eEine Einführung (4. Aufl.). Springer.
Moll, S. E., Gewurtz, R. E., Krupa, T. M., Law, M. C., Larivière, N. & Levasseur, M. (2015). "Do-Live-Well": a Canadian framework for promoting occupation, health, and well-being. Canadian journal of occupational therapy. Revue canadienne d'ergotherapie, 82(1), 9–23. doi.org/10.1177/0008417414545981
Seligman Martin. (2012). Flourish - Wie Menschen aufblühen:die positive Psychologie des gelingenden Lebens. Kösel.
Townsend, E. A. & Polatajko, H. J. (2007). Enabling occupation II: Advancing an occupational therapy vision for health, well-being & justice through occupation. Canadian Association of Occupational Therapists.
Weinblatt, N., Ziv, N. & Avrech‐Bar, M. (2000). The old lady from the supermarket ‐ categorization of occupation according to performance areas: Is it relevant for the elderly? Journal of Occupational Science, 7(2), 73–79. doi.org/10.1080/14427591.2000.9686468
WFOT World Federation of Occupational Therapists. Sustainability_Guiding_Principles2.
WHO. ICF- International Classification of Function, Disability and Health.
Wilco*ck, A. A. & Hocking, C. (2015). An occupational perspective of health (3. ed.). SLACK.
Windisch, R. & Zoßeder, J. (2006). Grundverständnis der Soziologie. In R. Windisch & J. Zoßeder (Hg.), Sozialwissenschaften für die Ergotherapie (S.277–316). Elsevier.
Windisch, R. & Zoßeder, J. (Hg.). (2006). Sozialwissenschaften für die Ergotherapie. Elsevier.
Wirtz, M. A. & Dorsch, F. (Hg.). (2020). Dorsch - Lexikon der Psychologie (19., überarbeitete Auflage). Hogrefe AG.
Teaching language
Deutsch
Elements of occupational performance: person, occupation, environment| ILV
4 SWS4.5 ECTS
Content
Ergotherapy-relevant content from (positive) psychology with regard to psychosocial and personality factors and the understanding of mental well-being and quality of life.
Occupational therapy relevant content from sociology with regard to social groups, society and culture as well as social action and theories of action.
Person: cognitive, physical and affective performance components with emphasis on psychosocial and personality factors: communication, cooperation, emotion, affects, frustration tolerance, critical faculties, motivation, volition, values, self-efficacy, self-confidence, spirituality, identity, commitment
Environmental factors: life situations, social role and social position, social group, social norms and deviations, gender status, power and authority, values and culture at the level of the individual, family, community and geographical region and their influence on action, diversity, physical, natural and technological environment (e.g. housing adaptation, person-environment-fit)
Action: taxonomies and different complex actions/activities/activities; routines, (in different cultures), theories of action, behaviour - action - social action, types of action; autonomy and self-reliance
Dimensions of doing: doing, being, becoming, belonging (Wilco*ck)
the contribution of physical activity to health and well-being:
- Bio-psycho-social concept of health
- Health models
- Positive Psychology, Flow, Resilience, Wellbeing
- Activity patterns: engagement, meaning, balance, control/choice, routine
- Individual significance in all areas of life including family and sexuality
- ICF
Knowledge about the connection between climate change and health aspects
Importance of the areas of life for the individual; discussion of the categorisation of the areas of life
Immersion in a selected occupational therapy model of activity
Dealing with creative media
Dynamic system theories
Teaching method
Group work, discussion, lecture with activating methods, case solutions, self-awareness with creative media
Examination
Continuous assessment: Portfolio work, elaborations, presentations
Literature
Bathje, M. (2012). Art in Occupational Therapy:: An Introduction to Occupation and the Artist. he Open Journal ofOccupational Therapy, Vol. 1(Iss. 1), Artikel 8. scholarworks.wmich.edu/cgi/viewcontent.cgi
Bourdieu, P. (1983). Ökonomisches Kapital, Kulturelles Kapital, Soziales Kapital.
Christiansen, C. & Townsend, E. A. (Hg.). (2011). Introduction to occupation: The art and science of living ; new multidisciplinary perspectives for understanding human occupation as a central feature of individual experience and social organization (2nd ed., int. ed.).
Hammell, K. W. (2009). Self-care, productivity, and leisure, or dimensions of occupational experience? Rethinking occupational "categories". Canadian journal of occupational therapy. Revue canadienne d'ergotherapie, 76(2), 107–114. doi.org/10.1177/000841740907600208
Ikiugu, M. (Hg.). (2007). Psychosocial conceptual practice modles in OT - building adaptive capabiltiy. Elsevier.
Ikiugu, M. N. & Pollard, N. (2015). Meaningful living across the lifespan: Occupation-based intervention strategies for occupational therapists and scientists. Critical studies in occupational therapy & occupational science. Whiting & Birch.
Karen Whalley Hammell (2004). Dimensions of Meaning in the Occupations of Daily Life. CAOT Publications, 71(5), 296–305.
Le Granse, M. (Hg.). (2019). Grundlagen der Ergotherapie (1. Auflage). Thieme; Georg Thieme Verlag KG.
Miebach, B. (2013). Soziales Handlen in Rollen und Institutionen. In B. Miebach (Hg.), Soziologische Handlungstheori - eEine Einführung (4. Aufl., S.39–100). Springer.
Miebach, B. (Hg.). (2013). Soziologische Handlungstheori - eEine Einführung (4. Aufl.). Springer.
Moll, S. E., Gewurtz, R. E., Krupa, T. M., Law, M. C., Larivière, N. & Levasseur, M. (2015). "Do-Live-Well": a Canadian framework for promoting occupation, health, and well-being. Canadian journal of occupational therapy. Revue canadienne d'ergotherapie, 82(1), 9–23. doi.org/10.1177/0008417414545981
Seligman Martin. (2012). Flourish - Wie Menschen aufblühen:die positive Psychologie des gelingenden Lebens. Kösel.
Townsend, E. A. & Polatajko, H. J. (2007). Enabling occupation II: Advancing an occupational therapy vision for health, well-being & justice through occupation. Canadian Association of Occupational Therapists.
Weinblatt, N., Ziv, N. & Avrech‐Bar, M. (2000). The old lady from the supermarket ‐ categorization of occupation according to performance areas: Is it relevant for the elderly? Journal of Occupational Science, 7(2), 73–79. doi.org/10.1080/14427591.2000.9686468
WFOT World Federation of Occupational Therapists. Sustainability_Guiding_Principles2.
WHO. ICF- International Classification of Function, Disability and Health.
Wilco*ck, A. A. & Hocking, C. (2015). An occupational perspective of health (3. ed.). SLACK.
Windisch, R. & Zoßeder, J. (2006). Grundverständnis der Soziologie. In R. Windisch & J. Zoßeder (Hg.), Sozialwissenschaften für die Ergotherapie (S.277–316). Elsevier.
Windisch, R. & Zoßeder, J. (Hg.). (2006). Sozialwissenschaften für die Ergotherapie. Elsevier.
Wirtz, M. A. & Dorsch, F. (Hg.). (2020). Dorsch - Lexikon der Psychologie (19., überarbeitete Auflage). Hogrefe AG.
Teaching language
Deutsch
4 SWS
4.5 ECTS
History and models of occupational therapy | ILVHistory and models of occupational therapy | ILV
1.5 SWS1.5 ECTS
Content
Overview of current models of occupational therapy
European conceptual framework: Explanation of subject areas (activity, performance, participation, action roles, autonomy, self-reliance, routines, habits, environment, context, motivation, volition, abilities, skills, ...) and their mutual impact
Complex and linear thinking, pragmatism in connection with the history and paradigms of occupational therapy
Client*centricity
Teaching method
discussion, lecture with activating methods, work assignments (individual or group) with feedback
Examination
Final exam: written test for knowledge retrieval, written elaborations
Literature
Creek, J. (2010). The Core Concepts of Occupational: A dynamic framework for practice. Jessica Kingsley.
Dsouza Sebastina, Galvaan, R. & Ramugondo, E. L. (Hg.). (2017). Concepts in occupational therapy: Understanding southern perspectives (First edition). Manipal University Press.
Duncan, E. A. S. (Hg.). (2013). Foundations for practice in occupational therapy (5th edition). Churchill Livingstone/Elsevier; Credo Reference.
Feiler, M. (Hg.). (2019). Professionelles und klinisches Reasoning in der Ergotherapie: Ein Leitfaden für reflektiertes Denken und Handeln.
Le Granse, M. (Hg.). (2019). Grundlagen der Ergotherapie (1. Auflage). Thieme; Georg Thieme Verlag KG.
Schell, B. (2018). Willard and Spackman's occupational therapy (13th edition). Wolters Kluwer Health.
Teaching language
Deutsch
History and models of occupational therapy | ILV
1.5 SWS1.5 ECTS
Content
Overview of current models of occupational therapy
European conceptual framework: Explanation of subject areas (activity, performance, participation, action roles, autonomy, self-reliance, routines, habits, environment, context, motivation, volition, abilities, skills, ...) and their mutual impact
Complex and linear thinking, pragmatism in connection with the history and paradigms of occupational therapy
Client*centricity
Teaching method
discussion, lecture with activating methods, work assignments (individual or group) with feedback
Examination
Final exam: written test for knowledge retrieval, written elaborations
Literature
Creek, J. (2010). The Core Concepts of Occupational: A dynamic framework for practice. Jessica Kingsley.
Dsouza Sebastina, Galvaan, R. & Ramugondo, E. L. (Hg.). (2017). Concepts in occupational therapy: Understanding southern perspectives (First edition). Manipal University Press.
Duncan, E. A. S. (Hg.). (2013). Foundations for practice in occupational therapy (5th edition). Churchill Livingstone/Elsevier; Credo Reference.
Feiler, M. (Hg.). (2019). Professionelles und klinisches Reasoning in der Ergotherapie: Ein Leitfaden für reflektiertes Denken und Handeln.
Le Granse, M. (Hg.). (2019). Grundlagen der Ergotherapie (1. Auflage). Thieme; Georg Thieme Verlag KG.
Schell, B. (2018). Willard and Spackman's occupational therapy (13th edition). Wolters Kluwer Health.
Teaching language
Deutsch
1.5 SWS
1.5 ECTS
Module Evidence-based practice
3 SWS
4 ECTS
Principles of evidence-based practice| ILVPrinciples of evidence-based practice| ILV
1.5 SWS2 ECTS
Content
Definition and steps of evidence-based practice
Research in scientific databases and documentation of research processes
Basic concepts of qualitative and quantitative research methods
Research Ethics
Level of evidence (EBP pyramid)
Tools for the critical evaluation of studies
Guidelines: Meaning, forms, search for guidelines
Correct citation and creation of bibliographies
Barriers to EBP in therapeutic practice and strategies for implementing EBP in practice
Forms of documentation/publication of critical assessments (e.g. systematic review, CAT)
Teaching method
lecture, discussion, (group) exercises, presentations
Examination
Continuous assessment: Working out EBP in group work
Literature
Meiling, C., & Oltman, R. (2015). Was kümmern mich die Leitlinien?!: Der Nutzen von Leitlinien für Ergotherapeuten. Ergotherapie Und Rehabilitation, 54(10), 30–32.
DePoy,E., & Gitlin,L.N. (2016). Introduction to research: Understanding and applying multiple strategies (Fifth edition). St. Louis, Missouri: Elsevier.
Haring,R., & Siegmüller,J. (Eds.) (2018). Evidenzbasierte Praxis in den Gesundheitsberufen: Chancen und Herausforderungen für Forschung und Anwendung. Berlin, Heidelberg: Springer Berlin Heidelberg. doi.org/10.1007/978-3-662-55377-0
Hoffmann,T., Bennett,S., & Del Mar,C. (Eds.) (2013). Evidence-Based Practice Across the Health Professions (2nd ed.). London: Elsevier Health Sciences APAC.
Ritschl,V., Weigl,R., & Stamm,T.A. (Eds.) (2016). Studium Pflege, Therapie, Gesundheit. Wissenschaftliches Arbeiten und Schreiben: Verstehen, Anwenden, Nutzen für die Praxis. Berlin, Heidelberg, s.l.: Springer Berlin Heidelberg. doi.org/10.1007/978-3-662-49908-5
Taylor,M.C. (2007). Evidence-based practice for occupational therapists (2nd ed.). Oxford, Malden, MA: Blackwell.
Teaching language
Deutsch
Principles of evidence-based practice| ILV
1.5 SWS2 ECTS
Content
Definition and steps of evidence-based practice
Research in scientific databases and documentation of research processes
Basic concepts of qualitative and quantitative research methods
Research Ethics
Level of evidence (EBP pyramid)
Tools for the critical evaluation of studies
Guidelines: Meaning, forms, search for guidelines
Correct citation and creation of bibliographies
Barriers to EBP in therapeutic practice and strategies for implementing EBP in practice
Forms of documentation/publication of critical assessments (e.g. systematic review, CAT)
Teaching method
lecture, discussion, (group) exercises, presentations
Examination
Continuous assessment: Working out EBP in group work
Literature
Meiling, C., & Oltman, R. (2015). Was kümmern mich die Leitlinien?!: Der Nutzen von Leitlinien für Ergotherapeuten. Ergotherapie Und Rehabilitation, 54(10), 30–32.
DePoy,E., & Gitlin,L.N. (2016). Introduction to research: Understanding and applying multiple strategies (Fifth edition). St. Louis, Missouri: Elsevier.
Haring,R., & Siegmüller,J. (Eds.) (2018). Evidenzbasierte Praxis in den Gesundheitsberufen: Chancen und Herausforderungen für Forschung und Anwendung. Berlin, Heidelberg: Springer Berlin Heidelberg. doi.org/10.1007/978-3-662-55377-0
Hoffmann,T., Bennett,S., & Del Mar,C. (Eds.) (2013). Evidence-Based Practice Across the Health Professions (2nd ed.). London: Elsevier Health Sciences APAC.
Ritschl,V., Weigl,R., & Stamm,T.A. (Eds.) (2016). Studium Pflege, Therapie, Gesundheit. Wissenschaftliches Arbeiten und Schreiben: Verstehen, Anwenden, Nutzen für die Praxis. Berlin, Heidelberg, s.l.: Springer Berlin Heidelberg. doi.org/10.1007/978-3-662-49908-5
Taylor,M.C. (2007). Evidence-based practice for occupational therapists (2nd ed.). Oxford, Malden, MA: Blackwell.
Teaching language
Deutsch
1.5 SWS
2 ECTS
Journal club| SEJournal club| SE
1.5 SWS2 ECTS
Content
Contents and parts of scientific journals
Search for articles
Development of studies
Reading technology
Consolidate study designs and scientific terms
Application of tools for critical appraisal
Repeat and determine EBP level
Presentation techniques
Position Paper, Statements (WFOT, COTEC, ...)
Teaching method
Lecture, presentations, discussions
Examination
Continuous assessment: Presentations and participation in discussions
Literature
DePoy,E., & Gitlin,L.N. (2016). Introduction to research: Understanding and applying multiple strategies (Fifth edition). St. Louis, Missouri: Elsevier.
Greenhalgh,P. (2011). How to read a paper: The basics of evidence-based medicine (4. ed., [Nachdr.]). Chichester: Wiley-Blackwell.
Haring,R., & Siegmüller,J. (Eds.) (2018). Evidenzbasierte Praxis in den Gesundheitsberufen: Chancen und Herausforderungen für Forschung und Anwendung. Berlin, Heidelberg: Springer Berlin Heidelberg. doi.org/10.1007/978-3-662-55377-0
Hoffmann,T., Bennett,S., & Del Mar,C. (Eds.) (2013). Evidence-Based Practice Across the Health Professions (2nd ed.). London: Elsevier Health Sciences APAC.
Ritschl,V., Weigl,R., & Stamm,T.A. (Eds.) (2016). Studium Pflege, Therapie, Gesundheit. Wissenschaftliches Arbeiten und Schreiben: Verstehen, Anwenden, Nutzen für die Praxis. Berlin, Heidelberg, s.l.: Springer Berlin Heidelberg. doi.org/10.1007/978-3-662-49908-5
Teaching language
Englisch
Journal club| SE
1.5 SWS2 ECTS
Content
Contents and parts of scientific journals
Search for articles
Development of studies
Reading technology
Consolidate study designs and scientific terms
Application of tools for critical appraisal
Repeat and determine EBP level
Presentation techniques
Position Paper, Statements (WFOT, COTEC, ...)
Teaching method
Lecture, presentations, discussions
Examination
Continuous assessment: Presentations and participation in discussions
Literature
DePoy,E., & Gitlin,L.N. (2016). Introduction to research: Understanding and applying multiple strategies (Fifth edition). St. Louis, Missouri: Elsevier.
Greenhalgh,P. (2011). How to read a paper: The basics of evidence-based medicine (4. ed., [Nachdr.]). Chichester: Wiley-Blackwell.
Haring,R., & Siegmüller,J. (Eds.) (2018). Evidenzbasierte Praxis in den Gesundheitsberufen: Chancen und Herausforderungen für Forschung und Anwendung. Berlin, Heidelberg: Springer Berlin Heidelberg. doi.org/10.1007/978-3-662-55377-0
Hoffmann,T., Bennett,S., & Del Mar,C. (Eds.) (2013). Evidence-Based Practice Across the Health Professions (2nd ed.). London: Elsevier Health Sciences APAC.
Ritschl,V., Weigl,R., & Stamm,T.A. (Eds.) (2016). Studium Pflege, Therapie, Gesundheit. Wissenschaftliches Arbeiten und Schreiben: Verstehen, Anwenden, Nutzen für die Praxis. Berlin, Heidelberg, s.l.: Springer Berlin Heidelberg. doi.org/10.1007/978-3-662-49908-5
Teaching language
Englisch
1.5 SWS
2 ECTS
Module Professional identity: Basic skillsProfessional identity: Basic skills
5 SWS6 ECTS
Examination
: Portfolio work, practical examination, written test, presentations
Professional identity: Basic skills
5 SWS6 ECTS
Examination
: Portfolio work, practical examination, written test, presentations
5 SWS
6 ECTS
Foundations of self-reflection, communication and conversation techniques| ILVFoundations of self-reflection, communication and conversation techniques| ILV
2.5 SWS3 ECTS
Content
Basics of guided self-reflection
Importance of values/basic values/spirituality for professional personality development
Basics of learning (learning zones, learning levels)
Basics of communication and conversation management (including giving and taking feedback)
Specific basics of narrative conversation management - generation-specific
Basis for actuation profile
Teaching method
self-experience, practical exercises, (peer)feedback, discussions, portfolio
Examination
Module exam
Literature
August-Feicht, H. & Schmiedecker-Pauxberger, R. (2015). Berufliche Handlungskompetenz gezielt entwickeln. Ein Programm für zukünftige Ergotherapeutinnen und Ergotherapeuten zur individuellen Reflexion und Weiterentwicklung von Kompetenzen. In V. Heyse, M. Giger & A. E. Abele-Brehm (Hg.), Gesundheitsmarkt in der Praxis. Erfolgreich in die Zukunft: Schlüsselkompetenzen in Gesundheitsberufen ; Konzepte und Praxismodelle für die Aus,- Fort- und Weiterbildung in Deutschland, Österreich und der Schweiz (S.323–342). medhochzwei-Verl.
Dweck, C. (Hg.). (2017). Piper: Bd. 31122. Selbstbild: Wie unser Denken Erfolge oder Niederlagen bewirkt. Piper.
Dweck, C. (Hg.). (2017). Piper: Bd. 31122. Selbstbild: Wie unser Denken Erfolge oder Niederlagen bewirkt. Piper.
Ekman, P. (2017). Gefühle lesen: Wie Sie Emotionen erkennen und richtig interpretieren (2. Auflage, Nachdruck). Springer.
Foerster, H. von (Hg.). (2016). Einführung in den Konstruktivismus: Beiträge von Heinz von Foerster, Ernst von Glaserfeld, Peter M. Hejl, Siegfried J. Schmidt, Paul Watzlawick (16. Aufl.). Piper Verlag.
Frankl, V. E. & Weigel, H. (2017). … trotzdem Ja zum Leben sagen: Ein Psychologe erlebt das Konzentrationslager. Penguin Verlag.
Heyse, V., Giger, M. & Abele-Brehm, A. E. (Hg.). (2015). Gesundheitsmarkt in der Praxis. Erfolgreich in die Zukunft: Schlüsselkompetenzen in Gesundheitsberufen ; Konzepte und Praxismodelle für die Aus,- Fort- und Weiterbildung in Deutschland, Österreich und der Schweiz. medhochzwei-Verl.
Hüther, G. (2016). Bedienungsanleitung für ein menschliches Gehirn (12., unveränderte Auflage). Vandenhoeck & Ruprecht. doi.org/10.13109/9783666014642
Spitzer, M. & Herschkowitz, N. (Hg.). (2020). Wie wir denken und lernen: Ein faszinierender Einblick in das Gehirn von Erwachsenen (Originalausgabe, 1. Auflage).
Watzlawick, P. (2015). Anleitung zum Unglücklichsein (28. Aufl.). Serie Piper: Bd. 4938. Piper.
Watzlawick, P. (2015). Wenn du mich wirklich liebtest, würdest du gern Knoblauch essen: Über das Glück und die Konstruktion der Wirklichkeit (12. Aufl.). Serie Piper: Bd. 5113. Piper.
Teaching language
Deutsch
Foundations of self-reflection, communication and conversation techniques| ILV
2.5 SWS3 ECTS
Content
Basics of guided self-reflection
Importance of values/basic values/spirituality for professional personality development
Basics of learning (learning zones, learning levels)
Basics of communication and conversation management (including giving and taking feedback)
Specific basics of narrative conversation management - generation-specific
Basis for actuation profile
Teaching method
self-experience, practical exercises, (peer)feedback, discussions, portfolio
Examination
Module exam
Literature
August-Feicht, H. & Schmiedecker-Pauxberger, R. (2015). Berufliche Handlungskompetenz gezielt entwickeln. Ein Programm für zukünftige Ergotherapeutinnen und Ergotherapeuten zur individuellen Reflexion und Weiterentwicklung von Kompetenzen. In V. Heyse, M. Giger & A. E. Abele-Brehm (Hg.), Gesundheitsmarkt in der Praxis. Erfolgreich in die Zukunft: Schlüsselkompetenzen in Gesundheitsberufen ; Konzepte und Praxismodelle für die Aus,- Fort- und Weiterbildung in Deutschland, Österreich und der Schweiz (S.323–342). medhochzwei-Verl.
Dweck, C. (Hg.). (2017). Piper: Bd. 31122. Selbstbild: Wie unser Denken Erfolge oder Niederlagen bewirkt. Piper.
Dweck, C. (Hg.). (2017). Piper: Bd. 31122. Selbstbild: Wie unser Denken Erfolge oder Niederlagen bewirkt. Piper.
Ekman, P. (2017). Gefühle lesen: Wie Sie Emotionen erkennen und richtig interpretieren (2. Auflage, Nachdruck). Springer.
Foerster, H. von (Hg.). (2016). Einführung in den Konstruktivismus: Beiträge von Heinz von Foerster, Ernst von Glaserfeld, Peter M. Hejl, Siegfried J. Schmidt, Paul Watzlawick (16. Aufl.). Piper Verlag.
Frankl, V. E. & Weigel, H. (2017). … trotzdem Ja zum Leben sagen: Ein Psychologe erlebt das Konzentrationslager. Penguin Verlag.
Heyse, V., Giger, M. & Abele-Brehm, A. E. (Hg.). (2015). Gesundheitsmarkt in der Praxis. Erfolgreich in die Zukunft: Schlüsselkompetenzen in Gesundheitsberufen ; Konzepte und Praxismodelle für die Aus,- Fort- und Weiterbildung in Deutschland, Österreich und der Schweiz. medhochzwei-Verl.
Hüther, G. (2016). Bedienungsanleitung für ein menschliches Gehirn (12., unveränderte Auflage). Vandenhoeck & Ruprecht. doi.org/10.13109/9783666014642
Spitzer, M. & Herschkowitz, N. (Hg.). (2020). Wie wir denken und lernen: Ein faszinierender Einblick in das Gehirn von Erwachsenen (Originalausgabe, 1. Auflage).
Watzlawick, P. (2015). Anleitung zum Unglücklichsein (28. Aufl.). Serie Piper: Bd. 4938. Piper.
Watzlawick, P. (2015). Wenn du mich wirklich liebtest, würdest du gern Knoblauch essen: Über das Glück und die Konstruktion der Wirklichkeit (12. Aufl.). Serie Piper: Bd. 5113. Piper.
Teaching language
Deutsch
2.5 SWS
3 ECTS
Developing professional attitude – Understanding change| ILVDeveloping professional attitude – Understanding change| ILV
2.5 SWS3 ECTS
Content
legal framework conditions relevant to the profession: Overview of patients' rights and measures to secure these rights; basic principles of the DSGV)
Fundamentals of ethics and diversity
Fundamentals of change management in relation to personal development
Develop and formulate individual goals, design and reflect on own change processes (professional competence development), reference to own values, inner team, ZRM, SMART, GAS
Introduction to networked (cross-module) portfolio work.
Teaching method
Portfolio, individual mentoring (competence development talks), lecture, group work, discussions, (peer) feedback
Examination
Module exam
Literature
August-Feicht, H., Benke, I., Feiler, M., Güntert, G., Schaubeder, A. & Zwerger, H. (2013). Ethisches Leitbild der ErgotherapeutInnen Österreichs. Wien. www.ergotherapie.at/sites/default/files/ethikleitbild_2.auflage_2013.pdf
Bräuer, G. (2016). Das Portfolio als Reflexionsmedium für Lehrende und Studierende (2. Aufl.). Kompetent lehren: Band 6. Verlag Barbara Budrich; UTB GmbH.
Bundesministerium für Arbeit, Soziales, Gesundheit und Konsumentenschutz. (23. April 2018). Allgemeines zu Patientenrechten. www.help.gv.at/Portal.Node/hlpd/public/content/370/Seite.3700200.html.
Feiler, M. (Hg.). (2019). Professionelles und klinisches Reasoning in der Ergotherapie: Ein Leitfaden für reflektiertes Denken und Handeln.
Hack, B. M. (2004). Ethik in der Ergotherapie. Ergotherapie - Reflexion und Analyse. Springer. doi.org/10.1007/978-3-642-18608-0
Krause, F. & Storch, M. (2018). Ressourcen aktivieren mit dem Unbewussten: Manual und ZRM-Bildkartei Bildformat DIN A4 : Manual (2., erweiterte Auflage). Hogrefe.
Krause, F. & Storch, M. (2018). Ressourcen aktivieren mit dem Unbewussten: Manual und ZRM-Bildkartei Bildformat DIN A4 : Manual (2., erweiterte Auflage). Hogrefe.
Kübler-Ross, E. (2014). Interviews mit Sterbenden (2009. Aufl.). Was Menschen bewegt. Kreuz-Verl.
Lobinger, S. (2019). Change Management für Anfänger: Veränderungsprozesse verstehen und aktiv gestalten.
Storch, M. Motto-Ziele, S.M.A.R.T.-Ziele und Motivation. In B. (H.) Birgmeier (Hg.), Coachingwissen. Denn sie wissen nicht, was sie tun? VS Verlag für Sozialwissenschaften Fachverlage GmbHWiesbaden 2009 (S.183–205).
Storch, M. & Tschacher, W. (2016). Embodied communication: Kommunikation beginnt im Körper, nicht im Kopf (2., erweiterte Auflage). Hogrefe.
Turner- Stokes L & Williams H. (2010;). Goal Attainment Scaling: a direct comparison of alternative rating methods,. Clinical Rehabilitation(24(1)), 66–73.
Turner- Stokes L, Williams H., Goal Attainment Scaling: a direct comparison of alternative rating methods (2010). Clinical Rehabilitation(24(1)), 66–73.
World Federation of Occupational Therapists. Diversity and Culture. Position Statement.
World Federation of Occupational Therapists. (2016). Code of Ethics. Position Paper.
World Federation of Occupational Therapists. (2016). Ethics, Sustainability and Global Experiences. Position Statement.
Teaching language
Deutsch
Developing professional attitude – Understanding change| ILV
2.5 SWS3 ECTS
Content
legal framework conditions relevant to the profession: Overview of patients' rights and measures to secure these rights; basic principles of the DSGV)
Fundamentals of ethics and diversity
Fundamentals of change management in relation to personal development
Develop and formulate individual goals, design and reflect on own change processes (professional competence development), reference to own values, inner team, ZRM, SMART, GAS
Introduction to networked (cross-module) portfolio work.
Teaching method
Portfolio, individual mentoring (competence development talks), lecture, group work, discussions, (peer) feedback
Examination
Module exam
Literature
August-Feicht, H., Benke, I., Feiler, M., Güntert, G., Schaubeder, A. & Zwerger, H. (2013). Ethisches Leitbild der ErgotherapeutInnen Österreichs. Wien. www.ergotherapie.at/sites/default/files/ethikleitbild_2.auflage_2013.pdf
Bräuer, G. (2016). Das Portfolio als Reflexionsmedium für Lehrende und Studierende (2. Aufl.). Kompetent lehren: Band 6. Verlag Barbara Budrich; UTB GmbH.
Bundesministerium für Arbeit, Soziales, Gesundheit und Konsumentenschutz. (23. April 2018). Allgemeines zu Patientenrechten. www.help.gv.at/Portal.Node/hlpd/public/content/370/Seite.3700200.html.
Feiler, M. (Hg.). (2019). Professionelles und klinisches Reasoning in der Ergotherapie: Ein Leitfaden für reflektiertes Denken und Handeln.
Hack, B. M. (2004). Ethik in der Ergotherapie. Ergotherapie - Reflexion und Analyse. Springer. doi.org/10.1007/978-3-642-18608-0
Krause, F. & Storch, M. (2018). Ressourcen aktivieren mit dem Unbewussten: Manual und ZRM-Bildkartei Bildformat DIN A4 : Manual (2., erweiterte Auflage). Hogrefe.
Krause, F. & Storch, M. (2018). Ressourcen aktivieren mit dem Unbewussten: Manual und ZRM-Bildkartei Bildformat DIN A4 : Manual (2., erweiterte Auflage). Hogrefe.
Kübler-Ross, E. (2014). Interviews mit Sterbenden (2009. Aufl.). Was Menschen bewegt. Kreuz-Verl.
Lobinger, S. (2019). Change Management für Anfänger: Veränderungsprozesse verstehen und aktiv gestalten.
Storch, M. Motto-Ziele, S.M.A.R.T.-Ziele und Motivation. In B. (H.) Birgmeier (Hg.), Coachingwissen. Denn sie wissen nicht, was sie tun? VS Verlag für Sozialwissenschaften Fachverlage GmbHWiesbaden 2009 (S.183–205).
Storch, M. & Tschacher, W. (2016). Embodied communication: Kommunikation beginnt im Körper, nicht im Kopf (2., erweiterte Auflage). Hogrefe.
Turner- Stokes L & Williams H. (2010;). Goal Attainment Scaling: a direct comparison of alternative rating methods,. Clinical Rehabilitation(24(1)), 66–73.
Turner- Stokes L, Williams H., Goal Attainment Scaling: a direct comparison of alternative rating methods (2010). Clinical Rehabilitation(24(1)), 66–73.
World Federation of Occupational Therapists. Diversity and Culture. Position Statement.
World Federation of Occupational Therapists. (2016). Code of Ethics. Position Paper.
World Federation of Occupational Therapists. (2016). Ethics, Sustainability and Global Experiences. Position Statement.
Teaching language
Deutsch
2.5 SWS
3 ECTS
Module Occupational therapy process 1Occupational therapy process 1
3.5 SWS5 ECTS
Examination
: Knowledge content: oral examination or written test
Skills: Demonstrating diagnostic scenarios to each other
Planning of diagnostic findings: Edit Case Studies
Portfolio work
Occupational therapy process 1
3.5 SWS5 ECTS
Examination
: Knowledge content: oral examination or written test
Skills: Demonstrating diagnostic scenarios to each other
Planning of diagnostic findings: Edit Case Studies
Portfolio work
3.5 SWS
5 ECTS
Assessment and evaluation methods| ILVAssessment and evaluation methods| ILV
2 SWS2.5 ECTS
Content
Types of diagnostic procedures (findings, diagnostics, prognosis, evaluation), quality criteria, content and quality assurance differentiation (body function, activity, participation, environment), survey methods (interview, questionnaire, observe, measure)
Selected assessments to collect data on body functions, activity, participation, environmental factors
Teaching method
Group work, discussion, lecture with activating methods, work assignments with feedback, peer feedback, work with core case studies, practical exercises
Examination
Module exam
Literature
Baumgarten, A. & Strebel, H. (Hg.). (2016). Spektrum Ergotherapie. Ergotherapie in der Pädiatrie: Klientenzentriert - betätigungsorientiert - evidenzbasiert (1. Aufl.). Schulz-Kirchner Verlag.
Habermann, C., Wittmershaus, C. & Bobbe, G. (Hg.). (2005). Ergotherapie Lehrbuch. Ergotherapie im Arbeitsfeld Geriatrie: 49 Tabellen. Thieme.
Koesling, C. & Bollinger Herzka, T. (Hg.). (2018). Ergotherapie. Ergotherapie in Orthopädie, Traumatologie und Rheumatologie (2. Aufl.). Thieme.
Nowak, D. A. (2011). Handfunktionsstörungen in der Neurologie: Klinik und Rehabilitation. Springer-Verlag Berlin Heidelberg. site.ebrary.com/lib/alltitles/docDetail.actiondoi.org/10.1007/978-3-642-17257-1
Schädler, S. & Kool, J. (Hg.). (2020). Assessments in der Rehabilitation. Hogrefe.
Schell, B. (2018). Willard and Spackman's occupational therapy (13th edition). Wolters Kluwer Health.
van Hartingsveldt, M. & Piskur, B. (2019). Canadian Model of Occupation Performance and Engagement and Canadian PracticeProcess Framework. In M. Le Granse (Hg.), Grundlagen der Ergotherapie (1. Aufl., S.378–394). Thieme; Georg Thieme Verlag KG.
Teaching language
Deutsch
Assessment and evaluation methods| ILV
2 SWS2.5 ECTS
Content
Types of diagnostic procedures (findings, diagnostics, prognosis, evaluation), quality criteria, content and quality assurance differentiation (body function, activity, participation, environment), survey methods (interview, questionnaire, observe, measure)
Selected assessments to collect data on body functions, activity, participation, environmental factors
Teaching method
Group work, discussion, lecture with activating methods, work assignments with feedback, peer feedback, work with core case studies, practical exercises
Examination
Module exam
Literature
Baumgarten, A. & Strebel, H. (Hg.). (2016). Spektrum Ergotherapie. Ergotherapie in der Pädiatrie: Klientenzentriert - betätigungsorientiert - evidenzbasiert (1. Aufl.). Schulz-Kirchner Verlag.
Habermann, C., Wittmershaus, C. & Bobbe, G. (Hg.). (2005). Ergotherapie Lehrbuch. Ergotherapie im Arbeitsfeld Geriatrie: 49 Tabellen. Thieme.
Koesling, C. & Bollinger Herzka, T. (Hg.). (2018). Ergotherapie. Ergotherapie in Orthopädie, Traumatologie und Rheumatologie (2. Aufl.). Thieme.
Nowak, D. A. (2011). Handfunktionsstörungen in der Neurologie: Klinik und Rehabilitation. Springer-Verlag Berlin Heidelberg. site.ebrary.com/lib/alltitles/docDetail.actiondoi.org/10.1007/978-3-642-17257-1
Schädler, S. & Kool, J. (Hg.). (2020). Assessments in der Rehabilitation. Hogrefe.
Schell, B. (2018). Willard and Spackman's occupational therapy (13th edition). Wolters Kluwer Health.
van Hartingsveldt, M. & Piskur, B. (2019). Canadian Model of Occupation Performance and Engagement and Canadian PracticeProcess Framework. In M. Le Granse (Hg.), Grundlagen der Ergotherapie (1. Aufl., S.378–394). Thieme; Georg Thieme Verlag KG.
Teaching language
Deutsch
2 SWS
2.5 ECTS
Identifying occupation-based needs| ILVIdentifying occupation-based needs| ILV
1.5 SWS2.5 ECTS
Content
Overview of the ET process, using a process model, e.g. CPPF, OTIPM
different tools for the collection of actuation concerns or participation e.g. Activity Card Sort, COSA/OSA, OPHI - II, BIDOC, PEAP,IPA, PEM-CY
Practice a COPM
Goal setting and goal formulation
SMART - Criteria
Criteria of good documentation
Evaluation
Basic knowledge for quality assurance
Basic forms of professional reasoning
Teaching method
Group work, discussion, lecture with activating methods, work assignments with feedback, peer feedback, work with core case studies, practical exercises
Examination
Module exam
Literature
Fisher, A. G. (2018). OTIPM: Occupational Therapy Intervention Process Model:: Ein Modell zum Planen und Umsetzen von klientenzentrierter, betätigungsbasierter Top-down-Intervention (2. Aufl.). Spektrum Ergotherapie. Schulz-Kirchner Verlag.
Gillen, G. & Schell, B. A. B. (Hg.). (2019). Willard and Spackman's occupational therapy (13th edition, International edition). Wolters Kluwer.
Hinojosa, J. & Kramer, P. (Hg.). (2014). Evaluation in occupational therapy: Obtaining and interpreting data (4th edition). The American Occupational Therapy Association, Inc.
Law, M. C., Baptiste, S. & Carswell, A. (2017). COPM: Canadian Occupational Performance Measure ; 5th Edition ((B. Dehnhardt, S. George & A. Harth, Übers.)) (5. Aufl.). Edition Vita Activa Wissenschaftliche Reihe Assessments. Schulz-Kirchner Verlag.
Teaching language
Deutsch
Identifying occupation-based needs| ILV
1.5 SWS2.5 ECTS
Content
Overview of the ET process, using a process model, e.g. CPPF, OTIPM
different tools for the collection of actuation concerns or participation e.g. Activity Card Sort, COSA/OSA, OPHI - II, BIDOC, PEAP,IPA, PEM-CY
Practice a COPM
Goal setting and goal formulation
SMART - Criteria
Criteria of good documentation
Evaluation
Basic knowledge for quality assurance
Basic forms of professional reasoning
Teaching method
Group work, discussion, lecture with activating methods, work assignments with feedback, peer feedback, work with core case studies, practical exercises
Examination
Module exam
Literature
Fisher, A. G. (2018). OTIPM: Occupational Therapy Intervention Process Model:: Ein Modell zum Planen und Umsetzen von klientenzentrierter, betätigungsbasierter Top-down-Intervention (2. Aufl.). Spektrum Ergotherapie. Schulz-Kirchner Verlag.
Gillen, G. & Schell, B. A. B. (Hg.). (2019). Willard and Spackman's occupational therapy (13th edition, International edition). Wolters Kluwer.
Hinojosa, J. & Kramer, P. (Hg.). (2014). Evaluation in occupational therapy: Obtaining and interpreting data (4th edition). The American Occupational Therapy Association, Inc.
Law, M. C., Baptiste, S. & Carswell, A. (2017). COPM: Canadian Occupational Performance Measure ; 5th Edition ((B. Dehnhardt, S. George & A. Harth, Übers.)) (5. Aufl.). Edition Vita Activa Wissenschaftliche Reihe Assessments. Schulz-Kirchner Verlag.
Teaching language
Deutsch
1.5 SWS
2.5 ECTS
Module Occupational therapy process 2Occupational therapy process 2
6.5 SWS8 ECTS
Examination
: Knowledge query
Demonstrate interventions, create videos
Networked processing of case studies
Portfolio
Peer Feedback
Occupational therapy process 2
6.5 SWS8 ECTS
Examination
: Knowledge query
Demonstrate interventions, create videos
Networked processing of case studies
Portfolio
Peer Feedback
6.5 SWS
8 ECTS
Intervention techniques focusing on daily living| ILVIntervention techniques focusing on daily living| ILV
2 SWS2.5 ECTS
Content
Based on clients of different age and diagnosis groups: ADL training, I-ADL training
Strategies for compensation and adaptation of everyday activities or courses of action
Strategies for learning and practicing everyday activities or action sequences
Use of tools and technologies including online activities of everyday life
Mobility, transfer, handling
Acting in everyday life without damaging the joints
Fall prevention in everyday life
Teaching method
Practical exercises, lecture with activating methods, group exercises with
(Peer) feedback, problem-based learning based on core case studies
Case Studies
Examination
Module exam
Literature
Brown, Catana; Muñoz, Jaime Phillip; Stoffel, Virginia (Hg.) (2011): Occupational therapy in mental health. A vision for participation. ebrary, Inc. Philadelphia: F.A. Davis Co.
Fisher, Anne G. (2018): OTIPM: Occupational Therapy Intervention Process Model: Ein Modell zum Planen und Umsetzen von klientenzentrierter, betätigungsbasierter Top-down-Intervention. 2., geringfügig überarbeitete Auflage. Idstein: Schulz-Kirchner Verlag (Spektrum Ergotherapie).
Le Granse, Mieke (Hg.) (2019): Grundlagen der Ergotherapie. 1. Auflage. Stuttgart: Thieme; Georg Thieme Verlag KG.
Mayers, Christine A. (2003): The Development and Evaluation of the Mayers' Lifestyle Questionnaire (2). In: British Journal of Occupational Therapy 66 (9), S. 388–395. DOI: 10.1177/030802260306600902.
O'Brien, Jane Clifford; Miller-Kuhaneck, Heather (2020): Case-Smith's occupational therapy for children and adolescents. Eighth edition. St. Louis, Missouri: Elsevier.
Rodger, Sylvia; Kennedy-Behr, Ann (2017): Occupation-Centred Practice with Children. A Practical Guide for Occupational Therapists. Hoboken: John Wiley & Sons Incorporated. Online verfügbar unter ebookcentral.proquest.com/lib/gbv/detail.action.
Teaching language
Deutsch
Intervention techniques focusing on daily living| ILV
2 SWS2.5 ECTS
Content
Based on clients of different age and diagnosis groups: ADL training, I-ADL training
Strategies for compensation and adaptation of everyday activities or courses of action
Strategies for learning and practicing everyday activities or action sequences
Use of tools and technologies including online activities of everyday life
Mobility, transfer, handling
Acting in everyday life without damaging the joints
Fall prevention in everyday life
Teaching method
Practical exercises, lecture with activating methods, group exercises with
(Peer) feedback, problem-based learning based on core case studies
Case Studies
Examination
Module exam
Literature
Brown, Catana; Muñoz, Jaime Phillip; Stoffel, Virginia (Hg.) (2011): Occupational therapy in mental health. A vision for participation. ebrary, Inc. Philadelphia: F.A. Davis Co.
Fisher, Anne G. (2018): OTIPM: Occupational Therapy Intervention Process Model: Ein Modell zum Planen und Umsetzen von klientenzentrierter, betätigungsbasierter Top-down-Intervention. 2., geringfügig überarbeitete Auflage. Idstein: Schulz-Kirchner Verlag (Spektrum Ergotherapie).
Le Granse, Mieke (Hg.) (2019): Grundlagen der Ergotherapie. 1. Auflage. Stuttgart: Thieme; Georg Thieme Verlag KG.
Mayers, Christine A. (2003): The Development and Evaluation of the Mayers' Lifestyle Questionnaire (2). In: British Journal of Occupational Therapy 66 (9), S. 388–395. DOI: 10.1177/030802260306600902.
O'Brien, Jane Clifford; Miller-Kuhaneck, Heather (2020): Case-Smith's occupational therapy for children and adolescents. Eighth edition. St. Louis, Missouri: Elsevier.
Rodger, Sylvia; Kennedy-Behr, Ann (2017): Occupation-Centred Practice with Children. A Practical Guide for Occupational Therapists. Hoboken: John Wiley & Sons Incorporated. Online verfügbar unter ebookcentral.proquest.com/lib/gbv/detail.action.
Teaching language
Deutsch
2 SWS
2.5 ECTS
Applied professional reasoning: Intervention| SEApplied professional reasoning: Intervention| SE
0.5 SWS1 ECTS
Content
Processing of selected case studies on the basis of existing findings and operation concerns.
Application of the measures, methods and means learned in the other LVs of the module.
Application of the different forms of professional reasoning.
Teaching method
Case work
Examination
Module exam
Literature
Feiler, M. (Hg.). (2019). Professionelles und klinisches Reasoning in der Ergotherapie: Ein Leitfaden für reflektiertes Denken und Handeln.
Fisher, A. G. (2018). OTIPM: Occupational Therapy Intervention Process Model:: Ein Modell zum Planen und Umsetzen von klientenzentrierter, betätigungsbasierter Top-down-Intervention (2. Aufl.). Spektrum Ergotherapie. Schulz-Kirchner Verlag.
Ikiugu, M. N. & Pollard, N. (2015). Meaningful living across the lifespan: Occupation-based intervention strategies for occupational therapists and scientists. Critical studies in occupational therapy & occupational science. Whiting & Birch.
Le Granse, M. (Hg.). (2019). Grundlagen der Ergotherapie (1. Auflage). Thieme; Georg Thieme Verlag KG.
See AlsoRequirements for Entry into Our Occupational Therapy Doctorate ProgramOccupational Therapy (OT) | Center for Allied Health ProgramsOT Academic Curriculum | Center for Allied Health ProgramsProgram Details : University Catalogs : University of MinnesotaTeaching language
Deutsch
Applied professional reasoning: Intervention| SE
0.5 SWS1 ECTS
Content
Processing of selected case studies on the basis of existing findings and operation concerns.
Application of the measures, methods and means learned in the other LVs of the module.
Application of the different forms of professional reasoning.
Teaching method
Case work
Examination
Module exam
Literature
Feiler, M. (Hg.). (2019). Professionelles und klinisches Reasoning in der Ergotherapie: Ein Leitfaden für reflektiertes Denken und Handeln.
Fisher, A. G. (2018). OTIPM: Occupational Therapy Intervention Process Model:: Ein Modell zum Planen und Umsetzen von klientenzentrierter, betätigungsbasierter Top-down-Intervention (2. Aufl.). Spektrum Ergotherapie. Schulz-Kirchner Verlag.
Ikiugu, M. N. & Pollard, N. (2015). Meaningful living across the lifespan: Occupation-based intervention strategies for occupational therapists and scientists. Critical studies in occupational therapy & occupational science. Whiting & Birch.
Le Granse, M. (Hg.). (2019). Grundlagen der Ergotherapie (1. Auflage). Thieme; Georg Thieme Verlag KG.
Teaching language
Deutsch
0.5 SWS
1 ECTS
Intervention techniques for improving occupational components and skills| ILVIntervention techniques for improving occupational components and skills| ILV
2.5 SWS2.5 ECTS
Content
Focus on evidence-based programmes for training specific skills
Basics in terms of:
Biomechanical functional training, application of physical measures (cold, heat)
Sensomotoric training (coarse/fine and postural motor skills, sensitivity, balance, coordination training, ball skills)
Perception training
Cognitive training (memory, attention, visuo-spatial W.)
Training of psychosocial skills (e.g. training of social competences)
Basics of the production of hand splints
Teaching method
Work with (core) case studies, lecture, demonstration, practical exercises
Examination
Module exam
Literature
Habermann, Carola; Arts, Margo (Hg.) (2009): Ergotherapie im Arbeitsfeld Neurologie. 162 Tabellen. 2., überarb. Aufl. Stuttgart: Thieme (Ergotherapie-Lehrbuch).
Haus, Karl-Michael (2014): Neurophysiologische Behandlung bei Erwachsenen. Grundlagen der Neurologie, Behandlungskonzepte, Hemiplegie verstehen. 3. Aufl. Berlin: Springer. Online verfügbar unter dx.doi.org/10.1007/978-3-642-41929-4.
Katz, Noomi (2005): Cognition and Occupation Across the Life Span. Models for Intervention in Occupational Therapy. 2nd ed. Bethesda: American Occupational Therapy Association.
Klemme, Beate; Köster, Julia (Hg.) (2015): Clinical reasoning. Therapeutische Denkprozesse lernen. 2. überarb. und erw. Aufl. Stuttgart: Thieme (Physiofachbuch).
Koesling, Connie; Bollinger Herzka, Thomas (Hg.) (2018): Ergotherapie in Orthopädie, Traumatologie und Rheumatologie. 2. unveränderte Auflage. Stuttgart: Thieme (Ergotherapie).
Marotzki, Ulrike (2002): Ergotherapeutische Modelle praktisch angewandt. Eine Fallgeschichte - vier Betrachtungsweisen. Berlin, Heidelberg: Springer (Rehabilitation und Prävention). Online verfügbar unter dx.doi.org/10.1007/978-3-642-56388-1.
Piškur, Barbara (2014): Social participation: redesign of education, research, and practice in occupational therapy. Previously published in Scandinavian Journal of Occupational Therapy 2013; 20: 2-8. In: Scandinavian journal of occupational therapy 21 Suppl 1, S. 89–95. DOI: 10.3109/11038128.2014.952911.
Teaching language
Deutsch
Intervention techniques for improving occupational components and skills| ILV
2.5 SWS2.5 ECTS
Content
Focus on evidence-based programmes for training specific skills
Basics in terms of:
Biomechanical functional training, application of physical measures (cold, heat)
Sensomotoric training (coarse/fine and postural motor skills, sensitivity, balance, coordination training, ball skills)
Perception training
Cognitive training (memory, attention, visuo-spatial W.)
Training of psychosocial skills (e.g. training of social competences)
Basics of the production of hand splints
Teaching method
Work with (core) case studies, lecture, demonstration, practical exercises
Examination
Module exam
Literature
Habermann, Carola; Arts, Margo (Hg.) (2009): Ergotherapie im Arbeitsfeld Neurologie. 162 Tabellen. 2., überarb. Aufl. Stuttgart: Thieme (Ergotherapie-Lehrbuch).
Haus, Karl-Michael (2014): Neurophysiologische Behandlung bei Erwachsenen. Grundlagen der Neurologie, Behandlungskonzepte, Hemiplegie verstehen. 3. Aufl. Berlin: Springer. Online verfügbar unter dx.doi.org/10.1007/978-3-642-41929-4.
Katz, Noomi (2005): Cognition and Occupation Across the Life Span. Models for Intervention in Occupational Therapy. 2nd ed. Bethesda: American Occupational Therapy Association.
Klemme, Beate; Köster, Julia (Hg.) (2015): Clinical reasoning. Therapeutische Denkprozesse lernen. 2. überarb. und erw. Aufl. Stuttgart: Thieme (Physiofachbuch).
Koesling, Connie; Bollinger Herzka, Thomas (Hg.) (2018): Ergotherapie in Orthopädie, Traumatologie und Rheumatologie. 2. unveränderte Auflage. Stuttgart: Thieme (Ergotherapie).
Marotzki, Ulrike (2002): Ergotherapeutische Modelle praktisch angewandt. Eine Fallgeschichte - vier Betrachtungsweisen. Berlin, Heidelberg: Springer (Rehabilitation und Prävention). Online verfügbar unter dx.doi.org/10.1007/978-3-642-56388-1.
Piškur, Barbara (2014): Social participation: redesign of education, research, and practice in occupational therapy. Previously published in Scandinavian Journal of Occupational Therapy 2013; 20: 2-8. In: Scandinavian journal of occupational therapy 21 Suppl 1, S. 89–95. DOI: 10.3109/11038128.2014.952911.
Teaching language
Deutsch
2.5 SWS
2.5 ECTS
Arts and crafts in occupational therapy| ILVArts and crafts in occupational therapy| ILV
1.5 SWS2 ECTS
Content
Basic knowledge of technical and creative techniques with a focus on expression, structuring and planning ability
Dealing with digital media in the sense of creative expression
Guiding and instructing in the use of materials and (digital) tools with individuals and groups
Self-appropriation of techniques
Adapting a craft/creative technique to people with different skills and in different contexts
Teaching method
Group work, discussion, feedback, peer feedback, case solutions, practical exercises, portfolio work
Examination
Module exam
Literature
Bathje, Molly (2012): Art in Occupational Therapy: An Introduction to Occupation and the Artist. In: he Open Journal ofOccupational Therapy Vol. 1 (Iss. 1), Artikel 8. Online verfügbar unter scholarworks.wmich.edu/cgi/viewcontent.cgi.
Gillam, Tony (2018): Creativity, Wellbeing and Mental Health Practice. Cham: Springer International Publishing (Palgrave Studies in Creativity and Culture).
Müllersdorf, Maria; Ivarsson, Ann Britt (2012): Use of Creative Activities in Occupational Therapy Practice in Sweden. In: Occupational Therapy Inteternational (19), S. 127–134. Online verfügbar unter citeseerx.ist.psu.edu/viewdoc/download.
Sherwood, WEndy (2011): An Introduction to the Vona du Toit Model of Creative Ability. In: TOG (A Coruna) Vol. 8 (14). Online verfügbar unter www.revistatog.com/num14/pdfs/sherwood.pdf.
Winkelmann, Imke; Alward, Annette (Hg.) (2009): Handwerk in der Ergotherapie. 40 Tabellen. Stuttgart, New York, NY: Thieme (Ergotherapie Praxis).
Teaching language
Deutsch
Arts and crafts in occupational therapy| ILV
1.5 SWS2 ECTS
Content
Basic knowledge of technical and creative techniques with a focus on expression, structuring and planning ability
Dealing with digital media in the sense of creative expression
Guiding and instructing in the use of materials and (digital) tools with individuals and groups
Self-appropriation of techniques
Adapting a craft/creative technique to people with different skills and in different contexts
Teaching method
Group work, discussion, feedback, peer feedback, case solutions, practical exercises, portfolio work
Examination
Module exam
Literature
Bathje, Molly (2012): Art in Occupational Therapy: An Introduction to Occupation and the Artist. In: he Open Journal ofOccupational Therapy Vol. 1 (Iss. 1), Artikel 8. Online verfügbar unter scholarworks.wmich.edu/cgi/viewcontent.cgi.
Gillam, Tony (2018): Creativity, Wellbeing and Mental Health Practice. Cham: Springer International Publishing (Palgrave Studies in Creativity and Culture).
Müllersdorf, Maria; Ivarsson, Ann Britt (2012): Use of Creative Activities in Occupational Therapy Practice in Sweden. In: Occupational Therapy Inteternational (19), S. 127–134. Online verfügbar unter citeseerx.ist.psu.edu/viewdoc/download.
Sherwood, WEndy (2011): An Introduction to the Vona du Toit Model of Creative Ability. In: TOG (A Coruna) Vol. 8 (14). Online verfügbar unter www.revistatog.com/num14/pdfs/sherwood.pdf.
Winkelmann, Imke; Alward, Annette (Hg.) (2009): Handwerk in der Ergotherapie. 40 Tabellen. Stuttgart, New York, NY: Thieme (Ergotherapie Praxis).
Teaching language
Deutsch
1.5 SWS
2 ECTS
Module Occupational therapy in mental healthOccupational therapy in mental health
4.5 SWS5 ECTS
Examination
: Case handling with portfolio presentation
Occupational therapy in mental health
4.5 SWS5 ECTS
Examination
: Case handling with portfolio presentation
4.5 SWS
5 ECTS
Occupational therapy in mental health | ILVOccupational therapy in mental health | ILV
3 SWS3 ECTS
Content
Evidence-based and client-centred occupational therapy interventions (entire occupational therapy process)
selected assessments; selected concepts; settings; measures
Remotivation Process; ZEPS; Recovery; Enabling action
Analysis and processing of selected case studies with regard to person/ environment/ activity
Mental disorders from an occupational therapy perspective
Selected communication concepts in the context of mental health promotion
Client*inside contact
Main features of work with relatives
Teaching method
Inverted classroom method, portfolio, team teaching, activating methods, group work, case studies, discussions, role plays with self-experience (peer) feedback, work assignments
Examination
Module exam
Literature
Bazyk, S., Arbesman, M. & Le Granse, M. (Hg.). (2019). Leitlinien der Ergotherapie. Psychische Gesundheit von Kindern und Jugendlichen (1. Aufl.).
Brown, C., Muñoz, J. P. & Stoffel, V. (Hg.). (2011). Occupational therapy in mental health: A vision for participation. F.A. Davis Co.
Bryant, W., Fieldhouse, J. & Bannigan, K. (Hg.). (2014). Creek's Occupational Therapy and Mental Health (5th ed.). Elsevier Health Sciences UK.
Crouch, R., Crouch, R. B. & Alers, V. M. (Hg.). (2014). Occupational Therapy in Psychiatry and Mental Health // Occupational therapy in psychiatry and mental health (Fifth edition). Wiley-Blackwell; John Wiley & Sons Inc. doi.org/10.1002/9781118913536
The Remotivation Process: Progressive Intervention for People who Experience Severe Volitional Challenges: Intervention Manual (Version 2.0). (2019). MOHO.
Krupa, T., Edgelow, M. & Chen, S.-p. (2018). Handeln ermöglichen - Trägheit überwinden: Therapieprogramm für Gesundheit durch Aktivität - Handeln gegen Trägheit (2. Aufl.). Edition Vita Activa. Ergotherapeutische Programme. Schulz-Kirchner Verlag.
Le Granse, M. & Brown, C. (Hg.). (2018). Leitlinien der Ergotherapie: Band 4. Menschen mit schweren psychischen Erkrankungen (1. Aufl.). Hogrefe.
Walkenhorst, U., Ott, U. & Becker, H. (Hg.). (2010). Fallbuch Ergotherapie in der Psychiatrie: 54 Tabellen. Thieme.
Teaching language
Deutsch
Occupational therapy in mental health | ILV
3 SWS3 ECTS
Content
Evidence-based and client-centred occupational therapy interventions (entire occupational therapy process)
selected assessments; selected concepts; settings; measures
Remotivation Process; ZEPS; Recovery; Enabling action
Analysis and processing of selected case studies with regard to person/ environment/ activity
Mental disorders from an occupational therapy perspective
Selected communication concepts in the context of mental health promotion
Client*inside contact
Main features of work with relatives
Teaching method
Inverted classroom method, portfolio, team teaching, activating methods, group work, case studies, discussions, role plays with self-experience (peer) feedback, work assignments
Examination
Module exam
Literature
Bazyk, S., Arbesman, M. & Le Granse, M. (Hg.). (2019). Leitlinien der Ergotherapie. Psychische Gesundheit von Kindern und Jugendlichen (1. Aufl.).
Brown, C., Muñoz, J. P. & Stoffel, V. (Hg.). (2011). Occupational therapy in mental health: A vision for participation. F.A. Davis Co.
Bryant, W., Fieldhouse, J. & Bannigan, K. (Hg.). (2014). Creek's Occupational Therapy and Mental Health (5th ed.). Elsevier Health Sciences UK.
Crouch, R., Crouch, R. B. & Alers, V. M. (Hg.). (2014). Occupational Therapy in Psychiatry and Mental Health // Occupational therapy in psychiatry and mental health (Fifth edition). Wiley-Blackwell; John Wiley & Sons Inc. doi.org/10.1002/9781118913536
The Remotivation Process: Progressive Intervention for People who Experience Severe Volitional Challenges: Intervention Manual (Version 2.0). (2019). MOHO.
Krupa, T., Edgelow, M. & Chen, S.-p. (2018). Handeln ermöglichen - Trägheit überwinden: Therapieprogramm für Gesundheit durch Aktivität - Handeln gegen Trägheit (2. Aufl.). Edition Vita Activa. Ergotherapeutische Programme. Schulz-Kirchner Verlag.
Le Granse, M. & Brown, C. (Hg.). (2018). Leitlinien der Ergotherapie: Band 4. Menschen mit schweren psychischen Erkrankungen (1. Aufl.). Hogrefe.
Walkenhorst, U., Ott, U. & Becker, H. (Hg.). (2010). Fallbuch Ergotherapie in der Psychiatrie: 54 Tabellen. Thieme.
Teaching language
Deutsch
3 SWS
3 ECTS
Occupational therapy foundations in mental health| ILVOccupational therapy foundations in mental health| ILV
1.5 SWS2 ECTS
Content
attitudes and values, ethical issues and societal positions related to mental health/illness
Definitions of terms
Determinants of mental health / illness and area-related occupational therapy offers in the health care system; client-centeredness and its limits in the work area
10 steps for mental health; recovery process
Selected communication instruments
General psychopathology and classification tools
Cause, clinic, diagnostics and therapy of selected occupational therapy relevant clinical pictures (F1-F6)
Interdisciplinary team in psychiatry
Forms of mental health care
Introduction to portfolio work
Teaching method
Lecture, group work, discussion, (peer) feedback, activating methods, work assignments, case work, practical exercises, team teaching
Examination
Module exam
Literature
American Psychiatric Association; Hogrefe-Verlag. (2018). Diagnostisches und statistisches Manual psychischer Störungen DSM-5® (2. korrigierte Auflage, deutsche Ausgabe). Hogrefe.
Anthony, W. A. (1993). Recovery from Mental Illness:: Recovery from Mental Illness: TheGuiding Vision of the Mental HealthService System in the 1990s. Psychosocial Rehabilitation Journal, 16(4), 11–13.
Deegan, P. E. (2002). Recovery as a Self-Directed Process of Healing andTransformation. Occupational Therapy in Mental Health, 17(3-4), 5–21,. www.tandfonline.com/doi/abs/10.1300/J004v17n03_02
Dilling, H. & Freyberger, H. J. (2019). Taschenführer zur ICD–10–Klassifikation psychischer Störungen: Mit Glossar und diagnostischen Kriterien sowie Referenztabellen ICD-10 vs. ICD-9 vs. DSM-IV-TR : nach dem englischsprachigen Pocket Guide von J. E. Cooper (9., aktualisierte Auflage unter Berücksichtigung der Änderungen gemäß ICD–10 GM (German Modivication)).
Dörner, K., Plog, U., Bock, T., Brieger, P., Heinz, A. & Wendt, F. (Hg.). (2017). Irren ist menschlich: Lehrbuch der Psychiatrie und Psychotherapie (24., vollständig überarbeitete Auflage). Psychiatrie Verlag.
Hejlskov Elvén, B., Abild McFarlane, S. & McFarlane, S. A. (2020). Herausforderndes Verhalten bei Menschen mit psychischen Störungen: Praxisbuch für Pflege und Gesundheitsberufe (1. Aufl.). Programmbereich Pflege.
Jerich, L. (2016). Wellnessfaktor psychische Gesundheit: Gesundheitsförderung durch Ressourcenaktivierung. BestMedDiss. Springer.
Kammer Spohn, M. Recovery - ein neuer Behandlungsansatz in der Psychiatrie.
Magistratsabteilung 24 – Gesundheits- und Sozialplanung. (2010). Seelische Gesundheit in Wien;: Information zu psychiatrischen, psychosozialen und rechtlichen Fragen;.
Miller, W. R., Rollnick, S. & Demmel, R. (2015). Motivational interviewing (3. Auflage des Standardwerks in Deutsch). Lambertus.
Möller, H.-J., Laux, G., Deister, A., Schulte-Körne, G. & Braun-Scharm, H. (Hg.). (2015). Duale Reihe. Psychiatrie, Psychosomatik und Psychotherapie (6. Aufl.). Georg Thieme Verlag KG.
Oefele, K. v. (2019). Forensische Psychiatrie: Leitfaden für die klinische und gutachterliche Praxis (2. Auflage).
Paulitsch, K. & Karwautz, A. (2019). Grundlagen der Psychiatrie (2. Aufl.). utb Psychologie.
Ruch, W., Baumann, D., Gander, F. (12. September 2017). 10 Schritte für psychische Gesundheit.: Literaturübersicht zu den 10 Schritten und Evaluation einer Anwendung in Teilen einer kantonalen Verwaltung. Zürich. Universität Zürich; Psychologisches Institut. www.npg-rsp.ch/fileadmin/npg-rsp/10_Schritte/Evaluationsbericht_12_09_2017_abgenommen.pdf
Schweighofer, M. (2019). Unterbringungsgesetz: (UbG) : Kurzkommentar in der Fassung des 2. ErwSchG und des GRUG 2017. Manzsche Kurzkommentare.
Sherwood, W. (2011). An Introduction to the Vona du Toit Model of Creative Ability. TOG (A Coruna), Vol. 8(14). www.revistatog.com/num14/pdfs/sherwood.pdf
Swarbrick, M. (2009). A Wellness and Recovery Model for StatePsychiatric Hospitals. Occupational Therapy in Mental Health,, 25(3-4), 343–351. doi.org/10.1080/01642120903084117
Watkins, P. N. (2009). Recovery - wieder genesen können: Ein Handbuch für Psychiatrie-Praktiker (1. Aufl.). Programmbereich Pflege. Huber.
Witzmann, M., Kraus, E., Gerlach, T. M. & Weizel, R. (2015). ICF-basierte Förder- und Teilhabeplanung für psychisch kranke Menschen (1. Aufl.). Programmbereich Psychiatrie. Verlag Hans Huber; Huber.
Teaching language
Deutsch
Occupational therapy foundations in mental health| ILV
1.5 SWS2 ECTS
Content
attitudes and values, ethical issues and societal positions related to mental health/illness
Definitions of terms
Determinants of mental health / illness and area-related occupational therapy offers in the health care system; client-centeredness and its limits in the work area
10 steps for mental health; recovery process
Selected communication instruments
General psychopathology and classification tools
Cause, clinic, diagnostics and therapy of selected occupational therapy relevant clinical pictures (F1-F6)
Interdisciplinary team in psychiatry
Forms of mental health care
Introduction to portfolio work
Teaching method
Lecture, group work, discussion, (peer) feedback, activating methods, work assignments, case work, practical exercises, team teaching
Examination
Module exam
Literature
American Psychiatric Association; Hogrefe-Verlag. (2018). Diagnostisches und statistisches Manual psychischer Störungen DSM-5® (2. korrigierte Auflage, deutsche Ausgabe). Hogrefe.
Anthony, W. A. (1993). Recovery from Mental Illness:: Recovery from Mental Illness: TheGuiding Vision of the Mental HealthService System in the 1990s. Psychosocial Rehabilitation Journal, 16(4), 11–13.
Deegan, P. E. (2002). Recovery as a Self-Directed Process of Healing andTransformation. Occupational Therapy in Mental Health, 17(3-4), 5–21,. www.tandfonline.com/doi/abs/10.1300/J004v17n03_02
Dilling, H. & Freyberger, H. J. (2019). Taschenführer zur ICD–10–Klassifikation psychischer Störungen: Mit Glossar und diagnostischen Kriterien sowie Referenztabellen ICD-10 vs. ICD-9 vs. DSM-IV-TR : nach dem englischsprachigen Pocket Guide von J. E. Cooper (9., aktualisierte Auflage unter Berücksichtigung der Änderungen gemäß ICD–10 GM (German Modivication)).
Dörner, K., Plog, U., Bock, T., Brieger, P., Heinz, A. & Wendt, F. (Hg.). (2017). Irren ist menschlich: Lehrbuch der Psychiatrie und Psychotherapie (24., vollständig überarbeitete Auflage). Psychiatrie Verlag.
Hejlskov Elvén, B., Abild McFarlane, S. & McFarlane, S. A. (2020). Herausforderndes Verhalten bei Menschen mit psychischen Störungen: Praxisbuch für Pflege und Gesundheitsberufe (1. Aufl.). Programmbereich Pflege.
Jerich, L. (2016). Wellnessfaktor psychische Gesundheit: Gesundheitsförderung durch Ressourcenaktivierung. BestMedDiss. Springer.
Kammer Spohn, M. Recovery - ein neuer Behandlungsansatz in der Psychiatrie.
Magistratsabteilung 24 – Gesundheits- und Sozialplanung. (2010). Seelische Gesundheit in Wien;: Information zu psychiatrischen, psychosozialen und rechtlichen Fragen;.
Miller, W. R., Rollnick, S. & Demmel, R. (2015). Motivational interviewing (3. Auflage des Standardwerks in Deutsch). Lambertus.
Möller, H.-J., Laux, G., Deister, A., Schulte-Körne, G. & Braun-Scharm, H. (Hg.). (2015). Duale Reihe. Psychiatrie, Psychosomatik und Psychotherapie (6. Aufl.). Georg Thieme Verlag KG.
Oefele, K. v. (2019). Forensische Psychiatrie: Leitfaden für die klinische und gutachterliche Praxis (2. Auflage).
Paulitsch, K. & Karwautz, A. (2019). Grundlagen der Psychiatrie (2. Aufl.). utb Psychologie.
Ruch, W., Baumann, D., Gander, F. (12. September 2017). 10 Schritte für psychische Gesundheit.: Literaturübersicht zu den 10 Schritten und Evaluation einer Anwendung in Teilen einer kantonalen Verwaltung. Zürich. Universität Zürich; Psychologisches Institut. www.npg-rsp.ch/fileadmin/npg-rsp/10_Schritte/Evaluationsbericht_12_09_2017_abgenommen.pdf
Schweighofer, M. (2019). Unterbringungsgesetz: (UbG) : Kurzkommentar in der Fassung des 2. ErwSchG und des GRUG 2017. Manzsche Kurzkommentare.
Sherwood, W. (2011). An Introduction to the Vona du Toit Model of Creative Ability. TOG (A Coruna), Vol. 8(14). www.revistatog.com/num14/pdfs/sherwood.pdf
Swarbrick, M. (2009). A Wellness and Recovery Model for StatePsychiatric Hospitals. Occupational Therapy in Mental Health,, 25(3-4), 343–351. doi.org/10.1080/01642120903084117
Watkins, P. N. (2009). Recovery - wieder genesen können: Ein Handbuch für Psychiatrie-Praktiker (1. Aufl.). Programmbereich Pflege. Huber.
Witzmann, M., Kraus, E., Gerlach, T. M. & Weizel, R. (2015). ICF-basierte Förder- und Teilhabeplanung für psychisch kranke Menschen (1. Aufl.). Programmbereich Psychiatrie. Verlag Hans Huber; Huber.
Teaching language
Deutsch
1.5 SWS
2 ECTS
Module Fieldwork placement semester 2Fieldwork placement semester 2
0.5 SWS7 ECTS
Examination
: Assessment of practical performance during the internship, portfolio work, written work orders/internship documentation,
active participation in the technical supervision
Fieldwork placement semester 2
0.5 SWS7 ECTS
Examination
: Assessment of practical performance during the internship, portfolio work, written work orders/internship documentation,
active participation in the technical supervision
0.5 SWS
7 ECTS
Supervision: Fieldwork placement semester 2| SESupervision: Fieldwork placement semester 2| SE
0.5 SWS1 ECTS
Content
Reflection of individual practical experiences with special consideration of the theory-practice transfer
Presentation of occupational therapy processes from the internship
Free topics from the areas: professional relationship building, therapeutic attitude, self-care
Teaching method
(Peer)feedback, portfolio, discussion, (case) presentations, peer group
Examination
Module exam
Literature
keine spezielle, abhängig von der jeweiligen Praxisstelle
Teaching language
Deutsch
Supervision: Fieldwork placement semester 2| SE
0.5 SWS1 ECTS
Content
Reflection of individual practical experiences with special consideration of the theory-practice transfer
Presentation of occupational therapy processes from the internship
Free topics from the areas: professional relationship building, therapeutic attitude, self-care
Teaching method
(Peer)feedback, portfolio, discussion, (case) presentations, peer group
Examination
Module exam
Literature
keine spezielle, abhängig von der jeweiligen Praxisstelle
Teaching language
Deutsch
0.5 SWS
1 ECTS
Fieldwork placement semester 2| PLFieldwork placement semester 2| PL
0 SWS6 ECTS
Content
Introduction to occupational therapy work under guidance and supervision with special emphasis on the following points:
Work with clients: Planning, implementation and reflection of the occupational therapy process
Work in intra- and interprofessional teams
Work organisation
Establishing professional relationships with clients and colleagues
Documentation
Applied evidence-based practice and professional reasoning
Teaching method
guided internship
Examination
Module exam
Literature
keine spezielle, abhängig von der jeweiligen Praxisstelle
Teaching language
Deutsch
Fieldwork placement semester 2| PL
0 SWS6 ECTS
Content
Introduction to occupational therapy work under guidance and supervision with special emphasis on the following points:
Work with clients: Planning, implementation and reflection of the occupational therapy process
Work in intra- and interprofessional teams
Work organisation
Establishing professional relationships with clients and colleagues
Documentation
Applied evidence-based practice and professional reasoning
Teaching method
guided internship
Examination
Module exam
Literature
keine spezielle, abhängig von der jeweiligen Praxisstelle
Teaching language
Deutsch
6 ECTS
Module Professional conduct: Conversational competence and educational skills for practiceProfessional conduct: Conversational competence and educational skills for practice
5 SWS5 ECTS
Examination
: Portfolio work, practical examination, written test, presentations
Professional conduct: Conversational competence and educational skills for practice
5 SWS5 ECTS
Examination
: Portfolio work, practical examination, written test, presentations
5 SWS
5 ECTS
Conversation techniques and educational skills for practice| ILVConversation techniques and educational skills for practice| ILV
3 SWS3 ECTS
Content
Theory and practice of patient-centered conversation (among other things according to each), therapist as leading element
Fundamentals of pedagogy and didactics, forms of learning and teaching
Basics of adult education
Design of teaching/learning processes for the acquisition of knowledge and for working with clients
Shaping and reflecting your own change processes (professional competence development), reference to your own values, use of self, shaping peer feedback
Teaching method
Lecture, practical exercises with and without acting patients*, group work, discussions, peer feedback/mentoring, portfolio
Examination
Module exam
Literature
Clark, T., Osterwalder, A. & Pigneur, Y. (2012). Business Model You: A One-Page Method For Reinventing Your Career. John Wiley & Sons.
Cole, M. B. (Hg.). (2012). Group dynamics in occupational therapy: The theoretical basis and practice application of group intervention (4th ed.). SLACK.
Kurtz, S., Silverman, J. & Draper, J. (2016). Teaching and Learning Communication Skills in Medicine, Second Edition (2nd ed.). CRC Press.
Patrzek, A. & Scholer, S. (2018). Systemisches Fragen in der kollegialen Beratung. Beltz.
Siebert, H. & Jagenlauf, M. (2019). Didaktisches Handeln in der Erwachsenenbildung: Didaktik aus konstruktivistischer Sicht (8. Aufl.). Grundlagen der Weiterbildung.
Watzlawick, P. (2007). Die Möglichkeit des Andersseins: Zur Technik der therapeutischen Kommunikation (6., unveränd. Aufl.). Huber.
Teaching language
Deutsch
Conversation techniques and educational skills for practice| ILV
3 SWS3 ECTS
Content
Theory and practice of patient-centered conversation (among other things according to each), therapist as leading element
Fundamentals of pedagogy and didactics, forms of learning and teaching
Basics of adult education
Design of teaching/learning processes for the acquisition of knowledge and for working with clients
Shaping and reflecting your own change processes (professional competence development), reference to your own values, use of self, shaping peer feedback
Teaching method
Lecture, practical exercises with and without acting patients*, group work, discussions, peer feedback/mentoring, portfolio
Examination
Module exam
Literature
Clark, T., Osterwalder, A. & Pigneur, Y. (2012). Business Model You: A One-Page Method For Reinventing Your Career. John Wiley & Sons.
Cole, M. B. (Hg.). (2012). Group dynamics in occupational therapy: The theoretical basis and practice application of group intervention (4th ed.). SLACK.
Kurtz, S., Silverman, J. & Draper, J. (2016). Teaching and Learning Communication Skills in Medicine, Second Edition (2nd ed.). CRC Press.
Patrzek, A. & Scholer, S. (2018). Systemisches Fragen in der kollegialen Beratung. Beltz.
Siebert, H. & Jagenlauf, M. (2019). Didaktisches Handeln in der Erwachsenenbildung: Didaktik aus konstruktivistischer Sicht (8. Aufl.). Grundlagen der Weiterbildung.
Watzlawick, P. (2007). Die Möglichkeit des Andersseins: Zur Technik der therapeutischen Kommunikation (6., unveränd. Aufl.). Huber.
Teaching language
Deutsch
3 SWS
3 ECTS
Using occupational therapy theory in practice: Preparation for fieldwork placement semester 2| ILVUsing occupational therapy theory in practice: Preparation for fieldwork placement semester 2| ILV
2 SWS2 ECTS
Content
Getting to know organizational and administrative processes, internship manuals (incl. task pool)
Interdisciplinary tasks and exercises on e.g.: ET process documentation, dealing with serious fates (illness/death/death)
Professional reasoning
Basic knowledge of interprofessional cooperation (within the framework of moviemornings)
Hygiene in the occupational therapy setting: Introduction to practical hygiene measures with special emphasis on nosocomial infections, hygiene guidelines and standards
Department specific tasks and exercises (incl. specific patient rights)
Use of Self, Therapeutic Modes
Accompany free topics in the areas of communication and cooperation with clients* and team, including change processes
Teaching method
Lecture/presentation, practical exercises, portfolio, discussions, (peer)feedback, case discussions, group work
Examination
Module exam
Literature
Kotter, J. P., Rathgeber, H., Stadler, H. & Mueller, P. (2011). Das Pinguin-Prinzip: Wie Veränderung zum Erfolg führt ; [der Bestseller. Droemer.
Patrzek, A. & Scholer, S. (2018). Systemisches Fragen in der kollegialen Beratung. Beltz.
Roddewig, M. (2018). Kollegiale Beratung für Gesundheitsberufe: Ein Anleitungsprogramm (1st ed.). Mabuse-Verlag.
Sitzmann, F. Hygiene kompakt (1. Aufl.). Huber.
Taylor, R. "Use of Self” in der Ergotherapie: Beziehungen bewusst gestalten. ergoscience, 2008(3(01)), 22–31.
Taylor, R. R. (2008). The intentional relationship: Occupational therapy and use of self. F.A. Davis Co.
Tobler, S. (2015). Neuanfänge: Veränderung wagen und gewinnen : [Hilfe aus eigener Kraft] (4. Aufl.). Klett-Cotta.
Teaching language
Deutsch
Using occupational therapy theory in practice: Preparation for fieldwork placement semester 2| ILV
2 SWS2 ECTS
Content
Getting to know organizational and administrative processes, internship manuals (incl. task pool)
Interdisciplinary tasks and exercises on e.g.: ET process documentation, dealing with serious fates (illness/death/death)
Professional reasoning
Basic knowledge of interprofessional cooperation (within the framework of moviemornings)
Hygiene in the occupational therapy setting: Introduction to practical hygiene measures with special emphasis on nosocomial infections, hygiene guidelines and standards
Department specific tasks and exercises (incl. specific patient rights)
Use of Self, Therapeutic Modes
Accompany free topics in the areas of communication and cooperation with clients* and team, including change processes
Teaching method
Lecture/presentation, practical exercises, portfolio, discussions, (peer)feedback, case discussions, group work
Examination
Module exam
Literature
Kotter, J. P., Rathgeber, H., Stadler, H. & Mueller, P. (2011). Das Pinguin-Prinzip: Wie Veränderung zum Erfolg führt ; [der Bestseller. Droemer.
Patrzek, A. & Scholer, S. (2018). Systemisches Fragen in der kollegialen Beratung. Beltz.
Roddewig, M. (2018). Kollegiale Beratung für Gesundheitsberufe: Ein Anleitungsprogramm (1st ed.). Mabuse-Verlag.
Sitzmann, F. Hygiene kompakt (1. Aufl.). Huber.
Taylor, R. "Use of Self” in der Ergotherapie: Beziehungen bewusst gestalten. ergoscience, 2008(3(01)), 22–31.
Taylor, R. R. (2008). The intentional relationship: Occupational therapy and use of self. F.A. Davis Co.
Tobler, S. (2015). Neuanfänge: Veränderung wagen und gewinnen : [Hilfe aus eigener Kraft] (4. Aufl.). Klett-Cotta.
Teaching language
Deutsch
2 SWS
2 ECTS
Module Enabling daily occupations: non-communicable chronic diseases
3 SWS
4 ECTS
Occupational therapy for clients with non-communicable chronic diseases| ILVOccupational therapy for clients with non-communicable chronic diseases| ILV
2 SWS3 ECTS
Content
Instruments for the survey of quality of life/style
Consulting concepts and programs for the management of pain, fatigue
Dealing with suicidal tendencies
Importance of sexuality and spirituality for the quality of life
Occupational therapy in palliative care (including dealing with dying and death)
Advice on how to achieve a healthy lifestyle, health coaching on the basis of Motivational Interviewing
Teaching method
Focus topic days, knowledge transfer, practical exercises, discussion, reflection
Examination
Final exam
Literature
Bech, M. u. B. (2003). Suizidale Krisen: Diagnostik und Umgang im therapeutischen Prozess. GRIN Verlag GmbH.
Berge, E. von dem, Förster, A. & Kirsch, G. (Hg.). (2018). Spektrum Ergotherapie. Ergotherapie in der Palliative Care: Selbstbestimmt handeln bis zuletzt (1. Aufl.). Schulz-Kirchner Verlag.
Braveman, B. & Hunter, E. G. (Hg.). (2019). Leitlinien der Ergotherapie: Band 13. Rehabilitation nach Krebserkrankung (1. Aufl.). Hogrefe Verlag.
Friedrich Carina & Noster Josefin. (2015). Ergotherapie in der Multimodalen Schmerztherapie: Veränderungen in der Lebensqualität von Klienten mit chronischen Schmerzen.
Krohn, K. & Spiekermann, H. (2008). Handlungsorientierte Beratung für Schmerzpatienten: HOBS. Vml, Verl. Modernes Lernen.
Lorenzen, H. (2010). Fatigue Management: Umgang mit chronischer Müdigkeit und Erschöpfung. Ratgeber für Angehörige, Betroffene und Fachleute. Schulz-Kirchner.
Marston, C., Agar, M. & Brown, T. (2015). Patients’ and caregivers’ perceptions of occupational therapy and adapting to discharge home from an inpatient palliative care setting. British Journal of Occupational Therapy, 78(11), 688–696. doi.org/10.1177/0308022615586417
Mills, K. & Payne, A. (2015). Enabling occupation at the end of life: A literature review. Palliative & supportive care, 13(6), 1755–1769. doi.org/10.1017/S1478951515000772
Rose, N. & Hughes, C. (2018). Addressing Sex in Occupational Therapy: A Coconstructed Autoethnography. The American journal of occupational therapy : official publication of the American Occupational Therapy Association, 72(3), 7203205070p1-7203205070p6. doi.org/10.5014/ajot.2018.026005
Specht-Tomann, M. & Tropper, D. (2010). Zeit des Abschieds: Sterbe- und Trauerbegleitung (7. Aufl.). Patmos-Verl.
Teaching language
Deutsch
Occupational therapy for clients with non-communicable chronic diseases| ILV
2 SWS3 ECTS
Content
Instruments for the survey of quality of life/style
Consulting concepts and programs for the management of pain, fatigue
Dealing with suicidal tendencies
Importance of sexuality and spirituality for the quality of life
Occupational therapy in palliative care (including dealing with dying and death)
Advice on how to achieve a healthy lifestyle, health coaching on the basis of Motivational Interviewing
Teaching method
Focus topic days, knowledge transfer, practical exercises, discussion, reflection
Examination
Final exam
Literature
Bech, M. u. B. (2003). Suizidale Krisen: Diagnostik und Umgang im therapeutischen Prozess. GRIN Verlag GmbH.
Berge, E. von dem, Förster, A. & Kirsch, G. (Hg.). (2018). Spektrum Ergotherapie. Ergotherapie in der Palliative Care: Selbstbestimmt handeln bis zuletzt (1. Aufl.). Schulz-Kirchner Verlag.
Braveman, B. & Hunter, E. G. (Hg.). (2019). Leitlinien der Ergotherapie: Band 13. Rehabilitation nach Krebserkrankung (1. Aufl.). Hogrefe Verlag.
Friedrich Carina & Noster Josefin. (2015). Ergotherapie in der Multimodalen Schmerztherapie: Veränderungen in der Lebensqualität von Klienten mit chronischen Schmerzen.
Krohn, K. & Spiekermann, H. (2008). Handlungsorientierte Beratung für Schmerzpatienten: HOBS. Vml, Verl. Modernes Lernen.
Lorenzen, H. (2010). Fatigue Management: Umgang mit chronischer Müdigkeit und Erschöpfung. Ratgeber für Angehörige, Betroffene und Fachleute. Schulz-Kirchner.
Marston, C., Agar, M. & Brown, T. (2015). Patients’ and caregivers’ perceptions of occupational therapy and adapting to discharge home from an inpatient palliative care setting. British Journal of Occupational Therapy, 78(11), 688–696. doi.org/10.1177/0308022615586417
Mills, K. & Payne, A. (2015). Enabling occupation at the end of life: A literature review. Palliative & supportive care, 13(6), 1755–1769. doi.org/10.1017/S1478951515000772
Rose, N. & Hughes, C. (2018). Addressing Sex in Occupational Therapy: A Coconstructed Autoethnography. The American journal of occupational therapy : official publication of the American Occupational Therapy Association, 72(3), 7203205070p1-7203205070p6. doi.org/10.5014/ajot.2018.026005
Specht-Tomann, M. & Tropper, D. (2010). Zeit des Abschieds: Sterbe- und Trauerbegleitung (7. Aufl.). Patmos-Verl.
Teaching language
Deutsch
2 SWS
3 ECTS
Non-communicable chronic diseases: Foundations | VONon-communicable chronic diseases: Foundations | VO
1 SWS1 ECTS
Content
Basics of pathology, selected KH images of internal medicine
Effects of NCD on health and well-being and individual daily life
The importance of lifestyle and health determinants
Teaching method
Lecture
Examination
Final exam: Written test
Literature
Gerlach, U., Wagner, H., Wirth, W. & Heidemann, J. (2015). Innere Medizin für Pflegeberufe (8. Aufl.). CNE Bibliothek. Thieme.
Haider-Strutz Isabel. (2018). Allgemeine Pathologie: Ein Lehrbuch für Pflege- und andere Gesundheitsberufe (2. Aufl.). facultas.
Teaching language
Deutsch
Non-communicable chronic diseases: Foundations | VO
1 SWS1 ECTS
Content
Basics of pathology, selected KH images of internal medicine
Effects of NCD on health and well-being and individual daily life
The importance of lifestyle and health determinants
Teaching method
Lecture
Examination
Final exam: Written test
Literature
Gerlach, U., Wagner, H., Wirth, W. & Heidemann, J. (2015). Innere Medizin für Pflegeberufe (8. Aufl.). CNE Bibliothek. Thieme.
Haider-Strutz Isabel. (2018). Allgemeine Pathologie: Ein Lehrbuch für Pflege- und andere Gesundheitsberufe (2. Aufl.). facultas.
Teaching language
Deutsch
1 SWS
1 ECTS
Module Occupational therapy for elderly people Occupational therapy for elderly people
4.5 SWS5 ECTS
Examination
: Oral examination, practical examination, group work, presentations, case studies, portfolio work
Occupational therapy for elderly people
4.5 SWS5 ECTS
Examination
: Oral examination, practical examination, group work, presentations, case studies, portfolio work
4.5 SWS
5 ECTS
Occupational therapy for elderly people| ILVOccupational therapy for elderly people| ILV
3.5 SWS4 ECTS
Content
the occupational therapy process with people in different age groups in the old age phase of life (including aspects of multimorbidity, frailty, ...) with regard to activation, participation and autonomy
Basics of diagnostic/evaluation methods and occupational therapy measures for selected problems in old age (e.g. people with dementia, falls in old age, hearing and visual impairments ...)
Prevention of falls
Basic knowledge of work/counselling for relatives and multi-professional cooperation in working with older people
selected geriatric basics of reablement and mobile acute geriatrics
Teaching method
Case study work, lecture, practical exercises with feedback, peer reflection, group work, discussions
Examination
Module exam
Literature
Baum, C. M. & Edwards, D. (2008). Activity card sort (2nd ed.). AOTA Press.
Berge, E. von dem, Förster, A. & Kirsch, G. (Hg.). (2018). Spektrum Ergotherapie. Ergotherapie in der Palliative Care: Selbstbestimmt handeln bis zuletzt (1. Aufl.). Schulz-Kirchner Verlag.
Berger, S. (2013). Effectiveness of occupational therapy interventions for older adults living with low vision. The American journal of occupational therapy : official publication of the American Occupational Therapy Association, 67(3), 263–265. doi.org/10.5014/ajot.2013.007203
Berger, S., McAteer, J., Schreier, K. & Kaldenberg, J. (2013). Occupational therapy interventions to improve leisure and social participation for older adults with low vision: a systematic review. The American journal of occupational therapy : official publication of the American Occupational Therapy Association, 67(3), 303–311. doi.org/10.5014/ajot.2013.005447
Bortnick, K. (2016). Occupational Therapy Assessment for Older Adults: 100 Instruments for Measuring Occupational Performance. SLACK Incorporated. ebookcentral.proquest.com/lib/gbv/detail.action
Clark, F. A. (Hg.). (2015). Lifestyle redesign: The intervention tested in the USC well elderly studies (2nd edition). AOTA Press, The American Occupational Therapy Association, Inc.
Clemson, L. (2014). Lifestyle-integrated functional exercise (life) program to prevent falls: Participant's manual (US edition). Sydney University Press.
Clemson, L. & Swann, M. (2019). Stepping on: Building confidence and reducing falls : a community-based program for older people (Third edition). Sydney University Press.
Ebrahimi, V., Chapman, H. & Mann, T. (2017). Reablement Services in Health and Social Care: A guide to practice for students and support workers (1st edition 2016).
Ferber, R. (2015). Tatkraft: Gesundheit im Alter durch Betätigung ; Programm zur Gesundheitsförderung (2. Aufl.). Ergotherapeutische Programme. Schulz-Kirchner.
Habermann, C., Wittmershaus, C. & Bobbe, G. (Hg.). (2005). Ergotherapie Lehrbuch. Ergotherapie im Arbeitsfeld Geriatrie: 49 Tabellen. Thieme.
Le Granse, M., Kaldenberg, J. & Smallfield, S. (Hg.). (2019). Leitlinien der Ergotherapie: Band 10. Ältere Menschen mit Sehbeeinträchtigungen (1. Aufl.). Hogrefe.
Le Granse, M., Piersol, C. V. & Jensen, L. (Hg.). (2018). Leitlinien der Ergotherapie: Band 6. Menschen mit Alzheimer-Erkrankung (1. Aufl.). Hogrefe.
Le Granse, M., Siebert, C., Smallfield, S. & Stark, S. (Hg.). (2018). Leitlinien der Ergotherapie: Band 2. Wohnraumanpassung (1. Aufl.). Hogrefe.
Pool, J. & Downs, M. (2011). The Pool Activity Level (PAL) Instrument for Occupational Profiling: A Practical Resource for Carers of People with Cognitive Impairment (4. Aufl.). Bradford Dementia Group. Jessica Kingsley Publishers. gbv.eblib.com/patron/FullRecord.aspx
Pozzi, C., Lanzoni, A., Graff, M. J. L. & Morandi, A. (Hg.). (2020). Occupational therapy for older people. Springer Nature.
Teaching language
Deutsch
Occupational therapy for elderly people| ILV
3.5 SWS4 ECTS
Content
the occupational therapy process with people in different age groups in the old age phase of life (including aspects of multimorbidity, frailty, ...) with regard to activation, participation and autonomy
Basics of diagnostic/evaluation methods and occupational therapy measures for selected problems in old age (e.g. people with dementia, falls in old age, hearing and visual impairments ...)
Prevention of falls
Basic knowledge of work/counselling for relatives and multi-professional cooperation in working with older people
selected geriatric basics of reablement and mobile acute geriatrics
Teaching method
Case study work, lecture, practical exercises with feedback, peer reflection, group work, discussions
Examination
Module exam
Literature
Baum, C. M. & Edwards, D. (2008). Activity card sort (2nd ed.). AOTA Press.
Berge, E. von dem, Förster, A. & Kirsch, G. (Hg.). (2018). Spektrum Ergotherapie. Ergotherapie in der Palliative Care: Selbstbestimmt handeln bis zuletzt (1. Aufl.). Schulz-Kirchner Verlag.
Berger, S. (2013). Effectiveness of occupational therapy interventions for older adults living with low vision. The American journal of occupational therapy : official publication of the American Occupational Therapy Association, 67(3), 263–265. doi.org/10.5014/ajot.2013.007203
Berger, S., McAteer, J., Schreier, K. & Kaldenberg, J. (2013). Occupational therapy interventions to improve leisure and social participation for older adults with low vision: a systematic review. The American journal of occupational therapy : official publication of the American Occupational Therapy Association, 67(3), 303–311. doi.org/10.5014/ajot.2013.005447
Bortnick, K. (2016). Occupational Therapy Assessment for Older Adults: 100 Instruments for Measuring Occupational Performance. SLACK Incorporated. ebookcentral.proquest.com/lib/gbv/detail.action
Clark, F. A. (Hg.). (2015). Lifestyle redesign: The intervention tested in the USC well elderly studies (2nd edition). AOTA Press, The American Occupational Therapy Association, Inc.
Clemson, L. (2014). Lifestyle-integrated functional exercise (life) program to prevent falls: Participant's manual (US edition). Sydney University Press.
Clemson, L. & Swann, M. (2019). Stepping on: Building confidence and reducing falls : a community-based program for older people (Third edition). Sydney University Press.
Ebrahimi, V., Chapman, H. & Mann, T. (2017). Reablement Services in Health and Social Care: A guide to practice for students and support workers (1st edition 2016).
Ferber, R. (2015). Tatkraft: Gesundheit im Alter durch Betätigung ; Programm zur Gesundheitsförderung (2. Aufl.). Ergotherapeutische Programme. Schulz-Kirchner.
Habermann, C., Wittmershaus, C. & Bobbe, G. (Hg.). (2005). Ergotherapie Lehrbuch. Ergotherapie im Arbeitsfeld Geriatrie: 49 Tabellen. Thieme.
Le Granse, M., Kaldenberg, J. & Smallfield, S. (Hg.). (2019). Leitlinien der Ergotherapie: Band 10. Ältere Menschen mit Sehbeeinträchtigungen (1. Aufl.). Hogrefe.
Le Granse, M., Piersol, C. V. & Jensen, L. (Hg.). (2018). Leitlinien der Ergotherapie: Band 6. Menschen mit Alzheimer-Erkrankung (1. Aufl.). Hogrefe.
Le Granse, M., Siebert, C., Smallfield, S. & Stark, S. (Hg.). (2018). Leitlinien der Ergotherapie: Band 2. Wohnraumanpassung (1. Aufl.). Hogrefe.
Pool, J. & Downs, M. (2011). The Pool Activity Level (PAL) Instrument for Occupational Profiling: A Practical Resource for Carers of People with Cognitive Impairment (4. Aufl.). Bradford Dementia Group. Jessica Kingsley Publishers. gbv.eblib.com/patron/FullRecord.aspx
Pozzi, C., Lanzoni, A., Graff, M. J. L. & Morandi, A. (Hg.). (2020). Occupational therapy for older people. Springer Nature.
Teaching language
Deutsch
3.5 SWS
4 ECTS
Different stages of life: Old age - Foundations | ILVDifferent stages of life: Old age - Foundations | ILV
1 SWS1 ECTS
Content
Gerontology with special consideration of differentiation of age groups in the old age stage of life, social determinants of health of old people, ageism, multimorbidity, old people as experts,
instant aging
Learning in old age, geragogy, psychological aspects of the old age stage of life
Work contexts with older people (incl. interprofessional team; from GF and PHC to long-term; support offers for older people such as social services, care allowance, ...)
specific communication with older people (individually and in groups), possible validation, biographical approaches, hearing and vision impairment,
Understanding the age stage (specific issues, diversity, challenges, etc.)
Teaching method
Lecture, self-awareness, practical exercises, peer reflection, group work, discussions, portfolio
Examination
Module exam
Literature
Buffel, T., Handler, S. & Phillipson, C. (Hg.). (2019). Ageing in a global context. Age-friendly cities and communities: A global perspective. Policy Press.
Czaja, S. J., Boot, W. R., Charness, N. & Rogers, W. A. (2019). Designing for older adults: Principles and creative human factors approaches (Third edition). CRC Press.
Feil, N. & Klerk-Rubin, V. de. (2017). Validation: Ein Weg zum Verständnis verwirrter alter Menschen (11. Aufl.). Reinhardts Gerontologische Reihe: Bd. 16. Ernst Reinhardt Verlag. www.content-select.com/index.php
Feil, N. & Klerk-Rubin, V. de. (2020). Validation in Anwendung und Beispielen: Der Umgang mit verwirrten alten Menschen ((E. Brock, H. Hoffer & E. Valente, Übers.)) (8. Aufl.). Reinhardts Gerontologische Reihe: Bd. 17. Ernst Reinhardt Verlag.
Kielhofner, G., Mallinson, T., Crawford, C., Dehnhardt, B., Dehnhardt, J., Marotzki, U., Mentrup, C. & Weber, P. (Hg.). (2008). Edition Vita Activa - Ergotherapeutische Arbeitshilfen. OPHI-II the Occupational Performance History Interview (Version 2.1): Interview zur Betätigungsvorgeschichte (1. Aufl.). Schulz-Kirchner.
Kojer, M. & Schmidl, M. (2016). Demenz und Palliative Geriatrie in der Praxis: Heilsame Betreuung unheilbar demenzkranker Menschen (M. Kojer & M. Schmidl, Hg.) (2. Aufl. 2016). Springer. doi.org/10.1007/978-3-7091-1851-1
Leipold, B. & Tesch-Römer, C. (2012). Lebenslanges Lernen und Bildung im Alter (1. Aufl.). Kohlhammer-Urban-Taschenbücher: Bd. 759. Kohlhammer.
Schramek, R., Kricheldorff, C., Schmidt-Hertha, B. & Steinfort-Diedenhofen, J. (Hg.). (2018). Alter(n) - Lernen - Bildung: Ein Handbuch (1. Auflage). Verlag W. Kohlhammer. www.kohlhammer.de/wms/instances/KOB/appDE/nav_product.php
Feil, N. & Klerk-Rubin, V. de. (2020). Validation in Anwendung und Beispielen: Der Umgang mit verwirrten alten Menschen ((E. Brock, H. Hoffer & E. Valente, Übers.)) (8. Aufl.). Reinhardts Gerontologische Reihe: Bd. 17. Ernst Reinhardt Verlag.
Iwagami, M., Kobayashi, Y., Tsukazaki, E., Watanabe, T., Sugiyama, T., Wada, T., Hara, A. & Tamiya, N. (2019). Associations between self-reported hearing loss and outdoor activity limitations, psychological distress and self-reported memory loss among older people: Analysis of the 2016 Comprehensive Survey of Living Conditions in Japan. Geriatrics & gerontology international, 19(8), 747–754. doi.org/10.1111/ggi.13708
Kielhofner, G., Mallinson, T., Crawford, C., Dehnhardt, B., Dehnhardt, J., Marotzki, U., Mentrup, C. & Weber, P. (Hg.). (2008). Edition Vita Activa - Ergotherapeutische Arbeitshilfen. OPHI-II the Occupational Performance History Interview (Version 2.1): Interview zur Betätigungsvorgeschichte (1. Aufl.). Schulz-Kirchner.
Kojer, M. & Schmidl, M. (2016). Demenz und Palliative Geriatrie in der Praxis: Heilsame Betreuung unheilbar demenzkranker Menschen (M. Kojer & M. Schmidl, Hg.) (2. Aufl. 2016). Springer. doi.org/10.1007/978-3-7091-1851-1
Leipold, B. & Tesch-Römer, C. (2012). Lebenslanges Lernen und Bildung im Alter (1. Aufl.). Kohlhammer-Urban-Taschenbücher: Bd. 759. Kohlhammer.
Schramek, R., Kricheldorff, C., Schmidt-Hertha, B. & Steinfort-Diedenhofen, J. (Hg.). (2018). Alter(n) - Lernen - Bildung: Ein Handbuch (1. Auflage). Verlag W. Kohlhammer. www.kohlhammer.de/wms/instances/KOB/appDE/nav_product.php
Teaching language
Deutsch
Different stages of life: Old age - Foundations | ILV
1 SWS1 ECTS
Content
Gerontology with special consideration of differentiation of age groups in the old age stage of life, social determinants of health of old people, ageism, multimorbidity, old people as experts,
instant aging
Learning in old age, geragogy, psychological aspects of the old age stage of life
Work contexts with older people (incl. interprofessional team; from GF and PHC to long-term; support offers for older people such as social services, care allowance, ...)
specific communication with older people (individually and in groups), possible validation, biographical approaches, hearing and vision impairment,
Understanding the age stage (specific issues, diversity, challenges, etc.)
Teaching method
Lecture, self-awareness, practical exercises, peer reflection, group work, discussions, portfolio
Examination
Module exam
Literature
Buffel, T., Handler, S. & Phillipson, C. (Hg.). (2019). Ageing in a global context. Age-friendly cities and communities: A global perspective. Policy Press.
Czaja, S. J., Boot, W. R., Charness, N. & Rogers, W. A. (2019). Designing for older adults: Principles and creative human factors approaches (Third edition). CRC Press.
Feil, N. & Klerk-Rubin, V. de. (2017). Validation: Ein Weg zum Verständnis verwirrter alter Menschen (11. Aufl.). Reinhardts Gerontologische Reihe: Bd. 16. Ernst Reinhardt Verlag. www.content-select.com/index.php
Feil, N. & Klerk-Rubin, V. de. (2020). Validation in Anwendung und Beispielen: Der Umgang mit verwirrten alten Menschen ((E. Brock, H. Hoffer & E. Valente, Übers.)) (8. Aufl.). Reinhardts Gerontologische Reihe: Bd. 17. Ernst Reinhardt Verlag.
Kielhofner, G., Mallinson, T., Crawford, C., Dehnhardt, B., Dehnhardt, J., Marotzki, U., Mentrup, C. & Weber, P. (Hg.). (2008). Edition Vita Activa - Ergotherapeutische Arbeitshilfen. OPHI-II the Occupational Performance History Interview (Version 2.1): Interview zur Betätigungsvorgeschichte (1. Aufl.). Schulz-Kirchner.
Kojer, M. & Schmidl, M. (2016). Demenz und Palliative Geriatrie in der Praxis: Heilsame Betreuung unheilbar demenzkranker Menschen (M. Kojer & M. Schmidl, Hg.) (2. Aufl. 2016). Springer. doi.org/10.1007/978-3-7091-1851-1
Leipold, B. & Tesch-Römer, C. (2012). Lebenslanges Lernen und Bildung im Alter (1. Aufl.). Kohlhammer-Urban-Taschenbücher: Bd. 759. Kohlhammer.
Schramek, R., Kricheldorff, C., Schmidt-Hertha, B. & Steinfort-Diedenhofen, J. (Hg.). (2018). Alter(n) - Lernen - Bildung: Ein Handbuch (1. Auflage). Verlag W. Kohlhammer. www.kohlhammer.de/wms/instances/KOB/appDE/nav_product.php
Feil, N. & Klerk-Rubin, V. de. (2020). Validation in Anwendung und Beispielen: Der Umgang mit verwirrten alten Menschen ((E. Brock, H. Hoffer & E. Valente, Übers.)) (8. Aufl.). Reinhardts Gerontologische Reihe: Bd. 17. Ernst Reinhardt Verlag.
Iwagami, M., Kobayashi, Y., Tsukazaki, E., Watanabe, T., Sugiyama, T., Wada, T., Hara, A. & Tamiya, N. (2019). Associations between self-reported hearing loss and outdoor activity limitations, psychological distress and self-reported memory loss among older people: Analysis of the 2016 Comprehensive Survey of Living Conditions in Japan. Geriatrics & gerontology international, 19(8), 747–754. doi.org/10.1111/ggi.13708
Kielhofner, G., Mallinson, T., Crawford, C., Dehnhardt, B., Dehnhardt, J., Marotzki, U., Mentrup, C. & Weber, P. (Hg.). (2008). Edition Vita Activa - Ergotherapeutische Arbeitshilfen. OPHI-II the Occupational Performance History Interview (Version 2.1): Interview zur Betätigungsvorgeschichte (1. Aufl.). Schulz-Kirchner.
Kojer, M. & Schmidl, M. (2016). Demenz und Palliative Geriatrie in der Praxis: Heilsame Betreuung unheilbar demenzkranker Menschen (M. Kojer & M. Schmidl, Hg.) (2. Aufl. 2016). Springer. doi.org/10.1007/978-3-7091-1851-1
Leipold, B. & Tesch-Römer, C. (2012). Lebenslanges Lernen und Bildung im Alter (1. Aufl.). Kohlhammer-Urban-Taschenbücher: Bd. 759. Kohlhammer.
Schramek, R., Kricheldorff, C., Schmidt-Hertha, B. & Steinfort-Diedenhofen, J. (Hg.). (2018). Alter(n) - Lernen - Bildung: Ein Handbuch (1. Auflage). Verlag W. Kohlhammer. www.kohlhammer.de/wms/instances/KOB/appDE/nav_product.php
Teaching language
Deutsch
1 SWS
1 ECTS
Module Occupational therapy for children and adolescentsOccupational therapy for children and adolescents
4.5 SWS5 ECTS
Examination
: written test for knowledge review, practical test, case handling
Occupational therapy for children and adolescents
4.5 SWS5 ECTS
Examination
: written test for knowledge review, practical test, case handling
4.5 SWS
5 ECTS
Occupational therapy for children and adolescents| ILVOccupational therapy for children and adolescents| ILV
3 SWS3.5 ECTS
Content
Diversity of life situations and realities of children and young people
Reflection of own experiences and attitudes towards childhood and adolescence
Development models, developmental pathways of childhood skills and everyday skills
Humanistic and constructivist conception of man
Fields of work, settings, objectives and role of occupational therapy with children and young people
Effects of selected disease and disorder patterns on activity and participation.
the occupational therapy process within the framework of health promotion, prevention, therapy and rehabilitation with children and adolescents in standard situations
ascertain the concerns of children and young people, parents and other relevant persons
Basics of diagnostic findings and therapeutic measures for selected developmental disorders and clinical pictures of childhood and adolescence (e.g. attention deficit and hyperactivity syndrome, circ*mscribed developmental disorder of motor functions, autism spectrum disorder, infantile cerebral palsy, cognitive impairment)
Guidelines and evidence relevant to occupational therapy
Practical practice of selected parts of the occupational therapy process
The importance of play in the development of the child and in occupational therapy
Basics of parental work and counselling (reflection on different family systems, parenting styles, ...)
Teaching method
Lecture, discussion, group work, work assignments, case studies, practical exercises
Examination
Module exam
Literature
AWMF ( 2016) Leitline: Autismus-Spektrum-Störungen im Kindes-, Jugend-und Erwachsenenalter. www.awmf.org/leitlinien/aktuelle-leitlinien.html
AWMF (2017) Leitlinie: ADHS bei Kindern, Jugendlichen und Erwachsenen. www.awmf.org/leitlinien/aktuelle-leitlinien.html
AWMF (2011) Deutsch-SchweizerischeVersorgungsleitlinie zu Definition, Störungsmechanismen, Untersuchung und Therapie bei Umschriebenen Entwicklungsstörungen Motorischer Funktionen (UEMF). www.awmf.org/leitlinien/aktuelle-leitlinien.html
Baumgarten, A. & Strebel, H. (Hrsg.). (2016). Ergotherapie in der Pädiatrie. Klientenzentriert - betätigungsorientiert - evidenzbasiert (Spektrum Ergotherapie). Idstein: Schulz-Kirchner.
Novak, I., & Honan, I. (2019). Effectiveness of paediatric occupational therapy for children with disabilities: A systematic review. Australian Occupational Therapy Journal, 66(3), 258–273. doi.org/10.1111/1440-1630.12573
O'Brien, J. C., & Miller-Kuhaneck, H. (Eds.) (2020). Case-Smith's occupational therapy for children and adolescents (Eighth edition). St. Louis, Missouri: Elsevier.
Rodger, S. & Kennedy-Behr, A. (Eds.). (2017). Occupation-Centred Practice with Children. A Practical Guide for Occupational Therapists. Hoboken: John Wiley & Sons Incorporated.
Walkenhorst, U. & Becker, H. (Hrsg.). (2009). Fallbuch Ergotherapie in der Pädiatrie. Stuttgart: Thieme.
Teaching language
Deutsch
Occupational therapy for children and adolescents| ILV
3 SWS3.5 ECTS
Content
Diversity of life situations and realities of children and young people
Reflection of own experiences and attitudes towards childhood and adolescence
Development models, developmental pathways of childhood skills and everyday skills
Humanistic and constructivist conception of man
Fields of work, settings, objectives and role of occupational therapy with children and young people
Effects of selected disease and disorder patterns on activity and participation.
the occupational therapy process within the framework of health promotion, prevention, therapy and rehabilitation with children and adolescents in standard situations
ascertain the concerns of children and young people, parents and other relevant persons
Basics of diagnostic findings and therapeutic measures for selected developmental disorders and clinical pictures of childhood and adolescence (e.g. attention deficit and hyperactivity syndrome, circ*mscribed developmental disorder of motor functions, autism spectrum disorder, infantile cerebral palsy, cognitive impairment)
Guidelines and evidence relevant to occupational therapy
Practical practice of selected parts of the occupational therapy process
The importance of play in the development of the child and in occupational therapy
Basics of parental work and counselling (reflection on different family systems, parenting styles, ...)
Teaching method
Lecture, discussion, group work, work assignments, case studies, practical exercises
Examination
Module exam
Literature
AWMF ( 2016) Leitline: Autismus-Spektrum-Störungen im Kindes-, Jugend-und Erwachsenenalter. www.awmf.org/leitlinien/aktuelle-leitlinien.html
AWMF (2017) Leitlinie: ADHS bei Kindern, Jugendlichen und Erwachsenen. www.awmf.org/leitlinien/aktuelle-leitlinien.html
AWMF (2011) Deutsch-SchweizerischeVersorgungsleitlinie zu Definition, Störungsmechanismen, Untersuchung und Therapie bei Umschriebenen Entwicklungsstörungen Motorischer Funktionen (UEMF). www.awmf.org/leitlinien/aktuelle-leitlinien.html
Baumgarten, A. & Strebel, H. (Hrsg.). (2016). Ergotherapie in der Pädiatrie. Klientenzentriert - betätigungsorientiert - evidenzbasiert (Spektrum Ergotherapie). Idstein: Schulz-Kirchner.
Novak, I., & Honan, I. (2019). Effectiveness of paediatric occupational therapy for children with disabilities: A systematic review. Australian Occupational Therapy Journal, 66(3), 258–273. doi.org/10.1111/1440-1630.12573
O'Brien, J. C., & Miller-Kuhaneck, H. (Eds.) (2020). Case-Smith's occupational therapy for children and adolescents (Eighth edition). St. Louis, Missouri: Elsevier.
Rodger, S. & Kennedy-Behr, A. (Eds.). (2017). Occupation-Centred Practice with Children. A Practical Guide for Occupational Therapists. Hoboken: John Wiley & Sons Incorporated.
Walkenhorst, U. & Becker, H. (Hrsg.). (2009). Fallbuch Ergotherapie in der Pädiatrie. Stuttgart: Thieme.
Teaching language
Deutsch
3 SWS
3.5 ECTS
Medical foundations for occupational therapy practice with children and adolescents| ILVMedical foundations for occupational therapy practice with children and adolescents| ILV
1.5 SWS1.5 ECTS
Content
Development of the child (incl. prenatal development)
Cause, clinic, diagnostics, therapy, rehabilitation and prognosis of the most relevant congenital and acquired diseases, disabilities and malformations in childhood and adolescence relevant for occupational therapy:
Premature birth with risks and consequences, circ*mscribed developmental disorders, autism spectrum disorder, ADHD, infantile cerebral palsy, cognitive impairment, sensory disabilities and perceptual disorders, syndromes, muscle diseases, arm plexus paresis, dysraphism, tumours, multiple disabilities, etc.
Selected child and adolescent psychiatric problems
Raising awareness of rare diseases
Emergency measures and child protection, duties in the event of suspected threats to the welfare of children
Teaching method
Lecture, discussion, case studies, videos
Examination
Module exam
Literature
Heinen,F. (Ed.) (2009). Pädiatrische Neurologie: Diagnose und Therapie mit [inklusive 180] Paediatric Clinical Scouts (1. Aufl.). Stuttgart: Kohlhammer.
Largo,R.H. (2017). Babyjahre: Entwicklung und Erziehung in den ersten vier Jahren (Vollständig überarbeitete Neuausgabe). München: Piper.
Sadler,T.W., & Langman,J. (2014). Taschenlehrbuch Embryologie: Die normale menschliche Entwicklung und ihre Fehlbildungen (U. Drews & B. Brand-Saberi, Trans.) (12., überarbeitete und erweiterte Auflage). Stuttgart, New York: Georg Thieme Verlag.
Teaching language
Deutsch
Medical foundations for occupational therapy practice with children and adolescents| ILV
1.5 SWS1.5 ECTS
Content
Development of the child (incl. prenatal development)
Cause, clinic, diagnostics, therapy, rehabilitation and prognosis of the most relevant congenital and acquired diseases, disabilities and malformations in childhood and adolescence relevant for occupational therapy:
Premature birth with risks and consequences, circ*mscribed developmental disorders, autism spectrum disorder, ADHD, infantile cerebral palsy, cognitive impairment, sensory disabilities and perceptual disorders, syndromes, muscle diseases, arm plexus paresis, dysraphism, tumours, multiple disabilities, etc.
Selected child and adolescent psychiatric problems
Raising awareness of rare diseases
Emergency measures and child protection, duties in the event of suspected threats to the welfare of children
Teaching method
Lecture, discussion, case studies, videos
Examination
Module exam
Literature
Heinen,F. (Ed.) (2009). Pädiatrische Neurologie: Diagnose und Therapie mit [inklusive 180] Paediatric Clinical Scouts (1. Aufl.). Stuttgart: Kohlhammer.
Largo,R.H. (2017). Babyjahre: Entwicklung und Erziehung in den ersten vier Jahren (Vollständig überarbeitete Neuausgabe). München: Piper.
Sadler,T.W., & Langman,J. (2014). Taschenlehrbuch Embryologie: Die normale menschliche Entwicklung und ihre Fehlbildungen (U. Drews & B. Brand-Saberi, Trans.) (12., überarbeitete und erweiterte Auflage). Stuttgart, New York: Georg Thieme Verlag.
Teaching language
Deutsch
1.5 SWS
1.5 ECTS
Module Occupational therapy and physical health
7.5 SWS
8 ECTS
Occupational therapy in different areas of practice: Neurology, traumatology, orthopaedics and rheumatology| ILVOccupational therapy in different areas of practice: Neurology, traumatology, orthopaedics and rheumatology| ILV
2.5 SWS3 ECTS
Content
Overview of the departments of neurology, traumatology, orthopaedics, rheumatology
Selected diagnostic procedures:
free initial diagnosis, subject-specific assessments, hand findings, sensitivity findings, functional examination, examination of balance, tone, neuropsychological functions, etc.
Selected treatment methods:
joint protection, functional training, tone regulation, sensitivity training, physical methods,
specific ADL training and supply of aids,
basics of splint fabrication
Teaching method
lecture, practical exercises, group work, videos, accompanied self-study
Examination
Final exam: Knowledge retrieval and practical test
Literature
Bureck, W., Kark, A., Gundelwein, I., Wendt, H. & Behrendt, M. (Hg.). (2019). Schienenversorgung in der Handtherapie: Bauanleitungen für statische, dynamische und statisch-progressive Schienen (1. Auflage 2019). Springer Berlin; Springer.
Diday-Nolle, A. P. & Waldner-Nilsson, B. (Hg.). (2013). Handrehabilitation: Für Ergotherapeuten und Physiotherapeuten. Band 1, Grundlagen, Erkrankungen (3. Auflage). Springer.
Habermann, C. & Arts, M. (Hg.). (2009). Ergotherapie-Lehrbuch. Ergotherapie im Arbeitsfeld Neurologie: 162 Tabellen (2. Aufl.). Thieme.
Haus, K.-M. (2014). Neurophysiologische Behandlung bei Erwachsenen: Grundlagen der Neurologie, Behandlungskonzepte, Hemiplegie verstehen (3. Aufl.). Springer. dx.doi.org/10.1007/978-3-642-41929-4doi.org/10.1007/978-3-642-41929-4
Koesling, C. & Bollinger Herzka, T. (Hg.). (2018). Ergotherapie. Ergotherapie in Orthopädie, Traumatologie und Rheumatologie (2. Aufl.). Thieme.
Nowak, D. A. (2011). Handfunktionsstörungen in der Neurologie: Klinik und Rehabilitation. Springer-Verlag Berlin Heidelberg. site.ebrary.com/lib/alltitles/docDetail.actiondoi.org/10.1007/978-3-642-17257-1
Waldner-Nilsson, B. (Hg.). (2019). Handrehabilitation: Für Ergotherapeuten und Physiotherapeuten, Band 3: Manuelle Therapie, Physikalische Maßnahmen, Schienen. Springer Berlin Heidelberg; Springer.
Waldner-Nilsson, B. & Breier, S. (Hg.). (2013). Handrehabilitation: ergo- und physiotherapeutische Konzepte / Brigitta Waldner-Nilsson ; Bd. 2. Verletzungen: Für Ergotherapeuten und Physiotherapeuten (2. Aufl.). Springer.
Teaching language
Deutsch
Occupational therapy in different areas of practice: Neurology, traumatology, orthopaedics and rheumatology| ILV
2.5 SWS3 ECTS
Content
Overview of the departments of neurology, traumatology, orthopaedics, rheumatology
Selected diagnostic procedures:
free initial diagnosis, subject-specific assessments, hand findings, sensitivity findings, functional examination, examination of balance, tone, neuropsychological functions, etc.
Selected treatment methods:
joint protection, functional training, tone regulation, sensitivity training, physical methods,
specific ADL training and supply of aids,
basics of splint fabrication
Teaching method
lecture, practical exercises, group work, videos, accompanied self-study
Examination
Final exam: Knowledge retrieval and practical test
Literature
Bureck, W., Kark, A., Gundelwein, I., Wendt, H. & Behrendt, M. (Hg.). (2019). Schienenversorgung in der Handtherapie: Bauanleitungen für statische, dynamische und statisch-progressive Schienen (1. Auflage 2019). Springer Berlin; Springer.
Diday-Nolle, A. P. & Waldner-Nilsson, B. (Hg.). (2013). Handrehabilitation: Für Ergotherapeuten und Physiotherapeuten. Band 1, Grundlagen, Erkrankungen (3. Auflage). Springer.
Habermann, C. & Arts, M. (Hg.). (2009). Ergotherapie-Lehrbuch. Ergotherapie im Arbeitsfeld Neurologie: 162 Tabellen (2. Aufl.). Thieme.
Haus, K.-M. (2014). Neurophysiologische Behandlung bei Erwachsenen: Grundlagen der Neurologie, Behandlungskonzepte, Hemiplegie verstehen (3. Aufl.). Springer. dx.doi.org/10.1007/978-3-642-41929-4doi.org/10.1007/978-3-642-41929-4
Koesling, C. & Bollinger Herzka, T. (Hg.). (2018). Ergotherapie. Ergotherapie in Orthopädie, Traumatologie und Rheumatologie (2. Aufl.). Thieme.
Nowak, D. A. (2011). Handfunktionsstörungen in der Neurologie: Klinik und Rehabilitation. Springer-Verlag Berlin Heidelberg. site.ebrary.com/lib/alltitles/docDetail.actiondoi.org/10.1007/978-3-642-17257-1
Waldner-Nilsson, B. (Hg.). (2019). Handrehabilitation: Für Ergotherapeuten und Physiotherapeuten, Band 3: Manuelle Therapie, Physikalische Maßnahmen, Schienen. Springer Berlin Heidelberg; Springer.
Waldner-Nilsson, B. & Breier, S. (Hg.). (2013). Handrehabilitation: ergo- und physiotherapeutische Konzepte / Brigitta Waldner-Nilsson ; Bd. 2. Verletzungen: Für Ergotherapeuten und Physiotherapeuten (2. Aufl.). Springer.
Teaching language
Deutsch
2.5 SWS
3 ECTS
OT neurology: Case studies| ILVOT neurology: Case studies| ILV
2.5 SWS2.5 ECTS
Content
Basics of neurology
Basics of neuropsychology
Implementation and modification of the occupational therapy process in the context of health promotion, prevention, therapy and rehabilitation for selected neurological and neuropsychological diseases and disorders such as insult, craniocerebral trauma, multiple sclerosis, neglect syndrome, apraxia, etc.
Teaching method
lecture, group work, case studies, problem-based learning
Examination
Final exam: Processing of case studies
Literature
Goldenberg, G. (2017). Neuropsychologie: Grundlagen, Klinik, Rehabilitation (5., aktualisierte Auflage).
Habermann, C. & Arts, M. (Hg.). (2009). Ergotherapie-Lehrbuch. Ergotherapie im Arbeitsfeld Neurologie: 162 Tabellen (2. Aufl.). Thieme.
Haus, K.-M. (2014). Neurophysiologische Behandlung bei Erwachsenen: Grundlagen der Neurologie, Behandlungskonzepte, Hemiplegie verstehen (3. Aufl.). Springer. dx.doi.org/10.1007/978-3-642-41929-4doi.org/10.1007/978-3-642-41929-4
Nowak, D. A. (2011). Handfunktionsstörungen in der Neurologie: Klinik und Rehabilitation. Springer-Verlag Berlin Heidelberg. site.ebrary.com/lib/alltitles/docDetail.actiondoi.org/10.1007/978-3-642-17257-1
Teaching language
Deutsch
OT neurology: Case studies| ILV
2.5 SWS2.5 ECTS
Content
Basics of neurology
Basics of neuropsychology
Implementation and modification of the occupational therapy process in the context of health promotion, prevention, therapy and rehabilitation for selected neurological and neuropsychological diseases and disorders such as insult, craniocerebral trauma, multiple sclerosis, neglect syndrome, apraxia, etc.
Teaching method
lecture, group work, case studies, problem-based learning
Examination
Final exam: Processing of case studies
Literature
Goldenberg, G. (2017). Neuropsychologie: Grundlagen, Klinik, Rehabilitation (5., aktualisierte Auflage).
Habermann, C. & Arts, M. (Hg.). (2009). Ergotherapie-Lehrbuch. Ergotherapie im Arbeitsfeld Neurologie: 162 Tabellen (2. Aufl.). Thieme.
Haus, K.-M. (2014). Neurophysiologische Behandlung bei Erwachsenen: Grundlagen der Neurologie, Behandlungskonzepte, Hemiplegie verstehen (3. Aufl.). Springer. dx.doi.org/10.1007/978-3-642-41929-4doi.org/10.1007/978-3-642-41929-4
Nowak, D. A. (2011). Handfunktionsstörungen in der Neurologie: Klinik und Rehabilitation. Springer-Verlag Berlin Heidelberg. site.ebrary.com/lib/alltitles/docDetail.actiondoi.org/10.1007/978-3-642-17257-1
Teaching language
Deutsch
2.5 SWS
2.5 ECTS
OT traumatology, orthopaedics and rheumatology: Case studies| ILVOT traumatology, orthopaedics and rheumatology: Case studies| ILV
2.5 SWS2.5 ECTS
Content
Basics of orthopaedics, traumatology and rheumatology
Implementation and modification of the occupational therapy process within the framework of health promotion, prevention, therapy and rehabilitation for selected clinical pictures in the fields of orthopaedics, traumatology and rheumatology
such as rheumatic diseases (arthrosis, arthritis), injuries and diseases of the upper extremity, especially the hand (tendons and nerve injuries ....), the lower extremity and the spine
Teaching method
lecture, group work, case solutions, problem-based learning
Examination
Final exam: Processing of case studies
Literature
Bureck, W., Kark, A., Gundelwein, I., Wendt, H. & Behrendt, M. (Hg.). (2019). Schienenversorgung in der Handtherapie: Bauanleitungen für statische, dynamische und statisch-progressive Schienen (1. Auflage 2019). Springer Berlin; Springer.
Diday-Nolle, A. P. & Waldner-Nilsson, B. (Hg.). (2013). Handrehabilitation: Für Ergotherapeuten und Physiotherapeuten. Band 1, Grundlagen, Erkrankungen (3. Auflage). Springer.
Koesling, C. & Bollinger Herzka, T. (Hg.). (2018). Ergotherapie. Ergotherapie in Orthopädie, Traumatologie und Rheumatologie (2. Aufl.). Thieme.
Waldner-Nilsson, B. (Hg.). (2019). Handrehabilitation: Für Ergotherapeuten und Physiotherapeuten, Band 3: Manuelle Therapie, Physikalische Maßnahmen, Schienen. Springer Berlin Heidelberg; Springer.
Waldner-Nilsson, B. & Breier, S. (Hg.). (2013). Handrehabilitation: ergo- und physiotherapeutische Konzepte / Brigitta Waldner-Nilsson ; Bd. 2. Verletzungen: Für Ergotherapeuten und Physiotherapeuten (2. Aufl.). Springer.
Wülker, N. (Hg.). (2015). Thieme e-book library. Taschenlehrbuch Orthopädie und Unfallchirurgie (3. Aufl.). Thieme.
Teaching language
Deutsch
OT traumatology, orthopaedics and rheumatology: Case studies| ILV
2.5 SWS2.5 ECTS
Content
Basics of orthopaedics, traumatology and rheumatology
Implementation and modification of the occupational therapy process within the framework of health promotion, prevention, therapy and rehabilitation for selected clinical pictures in the fields of orthopaedics, traumatology and rheumatology
such as rheumatic diseases (arthrosis, arthritis), injuries and diseases of the upper extremity, especially the hand (tendons and nerve injuries ....), the lower extremity and the spine
Teaching method
lecture, group work, case solutions, problem-based learning
Examination
Final exam: Processing of case studies
Literature
Bureck, W., Kark, A., Gundelwein, I., Wendt, H. & Behrendt, M. (Hg.). (2019). Schienenversorgung in der Handtherapie: Bauanleitungen für statische, dynamische und statisch-progressive Schienen (1. Auflage 2019). Springer Berlin; Springer.
Diday-Nolle, A. P. & Waldner-Nilsson, B. (Hg.). (2013). Handrehabilitation: Für Ergotherapeuten und Physiotherapeuten. Band 1, Grundlagen, Erkrankungen (3. Auflage). Springer.
Koesling, C. & Bollinger Herzka, T. (Hg.). (2018). Ergotherapie. Ergotherapie in Orthopädie, Traumatologie und Rheumatologie (2. Aufl.). Thieme.
Waldner-Nilsson, B. (Hg.). (2019). Handrehabilitation: Für Ergotherapeuten und Physiotherapeuten, Band 3: Manuelle Therapie, Physikalische Maßnahmen, Schienen. Springer Berlin Heidelberg; Springer.
Waldner-Nilsson, B. & Breier, S. (Hg.). (2013). Handrehabilitation: ergo- und physiotherapeutische Konzepte / Brigitta Waldner-Nilsson ; Bd. 2. Verletzungen: Für Ergotherapeuten und Physiotherapeuten (2. Aufl.). Springer.
Wülker, N. (Hg.). (2015). Thieme e-book library. Taschenlehrbuch Orthopädie und Unfallchirurgie (3. Aufl.). Thieme.
Teaching language
Deutsch
2.5 SWS
2.5 ECTS
Module Professional attitude and ethical conduct: Self-efficacy and social competenceProfessional attitude and ethical conduct: Self-efficacy and social competence
3 SWS4 ECTS
Examination
: Portfolio work, active participation in self-awareness days, practical exam, presentation.
Professional attitude and ethical conduct: Self-efficacy and social competence
3 SWS4 ECTS
Examination
: Portfolio work, active participation in self-awareness days, practical exam, presentation.
3 SWS
4 ECTS
Improving professional attitude and professional conduct| ILVImproving professional attitude and professional conduct| ILV
2 SWS3 ECTS
Content
Self-care
Theory on Expert*in/Noviz*in
Basics, basic skills: drama triangle, de-escalation, conflict management/resolution
Practical aspects of ethics and diversity
Teaching method
individual mentoring (competence development talks), practical exercises with and without acting patients, lecture, discussion, (peer)feedback, portfolio, group work
Examination
Module exam
Literature
August-Feicht, H., Benke, I., Feiler, M., Güntert, G., Schaubeder, A. & Zwerger, H. (2013). Ethisches Leitbild der ErgotherapeutInnen Österreichs. Wien. www.ergotherapie.at/sites/default/files/ethikleitbild_2.auflage_2013.pdf
Doherty, R. F. & Purtilo, R. B. (Hg.). (2016). Ethical dimensions in the health professions (6th edition). Elsevier.
Frank, G. & Storch, M. (2015). Die Mañana-Kompetenz: Auch Powermenschen brauchen Pause (7. Aufl.). Piper: Bd. 7263. Piper.
Harris, T. A. (2016). Ich bin ok, Du bist ok: Wie wir uns selbst besser verstehen und unsere Einstellung zu anderen verändern können ; eine Einführung in die Transaktionsanalyse (50. Aufl.). Rororo Sachbuch: Bd. 16916. Rowohlt.
Satir, V. (2019). Meine vielen Gesichter: Wer bin ich wirklich? Kösel.
Storch, M. (2017). Das Geheimnis kluger Entscheidungen: Von Bauchgefühl und Körpersignalen : mit Illustrationen der Autorin (10. Aufl.). Serie Piper: Bd. 6408. Piper.
Teaching language
Deutsch
Improving professional attitude and professional conduct| ILV
2 SWS3 ECTS
Content
Self-care
Theory on Expert*in/Noviz*in
Basics, basic skills: drama triangle, de-escalation, conflict management/resolution
Practical aspects of ethics and diversity
Teaching method
individual mentoring (competence development talks), practical exercises with and without acting patients, lecture, discussion, (peer)feedback, portfolio, group work
Examination
Module exam
Literature
August-Feicht, H., Benke, I., Feiler, M., Güntert, G., Schaubeder, A. & Zwerger, H. (2013). Ethisches Leitbild der ErgotherapeutInnen Österreichs. Wien. www.ergotherapie.at/sites/default/files/ethikleitbild_2.auflage_2013.pdf
Doherty, R. F. & Purtilo, R. B. (Hg.). (2016). Ethical dimensions in the health professions (6th edition). Elsevier.
Frank, G. & Storch, M. (2015). Die Mañana-Kompetenz: Auch Powermenschen brauchen Pause (7. Aufl.). Piper: Bd. 7263. Piper.
Harris, T. A. (2016). Ich bin ok, Du bist ok: Wie wir uns selbst besser verstehen und unsere Einstellung zu anderen verändern können ; eine Einführung in die Transaktionsanalyse (50. Aufl.). Rororo Sachbuch: Bd. 16916. Rowohlt.
Satir, V. (2019). Meine vielen Gesichter: Wer bin ich wirklich? Kösel.
Storch, M. (2017). Das Geheimnis kluger Entscheidungen: Von Bauchgefühl und Körpersignalen : mit Illustrationen der Autorin (10. Aufl.). Serie Piper: Bd. 6408. Piper.
Teaching language
Deutsch
2 SWS
3 ECTS
Using occupational therapy theory in practice: Self-confrontation and self-care strategies| ILVUsing occupational therapy theory in practice: Self-confrontation and self-care strategies| ILV
1 SWS1 ECTS
Content
PLP 2 - Reflection and feedback on internship documentation
Self-confrontation based on the practical experience in the context of self-awareness, Sekoan, resilience
growth mind set
Teaching method
Lecture/presentation, self-awareness, group discussions, (peer)feedback, group work, portfolio
Examination
Module exam
Literature
Bauer, J. (2021). Wie wir werden, wer wir sind: Die Entstehung, Entwicklung und Bewahrung des menschlichen Selbst. Heyne.
Dweck, C. (Hg.). (2017). Piper: Bd. 31122. Selbstbild: Wie unser Denken Erfolge oder Niederlagen bewirkt. Piper.
Melzer, K. (2016). Selbstkooperation statt Selbstausbeutung [Masterarbeit]. Universität Wien., Wien.
Rosenberg, M. B. (2016). Eine Sprache des Lebens (12. Aufl.). Kommunikation: Band 1. Junfermann Verlag.
Teaching language
Deutsch
Using occupational therapy theory in practice: Self-confrontation and self-care strategies| ILV
1 SWS1 ECTS
Content
PLP 2 - Reflection and feedback on internship documentation
Self-confrontation based on the practical experience in the context of self-awareness, Sekoan, resilience
growth mind set
Teaching method
Lecture/presentation, self-awareness, group discussions, (peer)feedback, group work, portfolio
Examination
Module exam
Literature
Bauer, J. (2021). Wie wir werden, wer wir sind: Die Entstehung, Entwicklung und Bewahrung des menschlichen Selbst. Heyne.
Dweck, C. (Hg.). (2017). Piper: Bd. 31122. Selbstbild: Wie unser Denken Erfolge oder Niederlagen bewirkt. Piper.
Melzer, K. (2016). Selbstkooperation statt Selbstausbeutung [Masterarbeit]. Universität Wien., Wien.
Rosenberg, M. B. (2016). Eine Sprache des Lebens (12. Aufl.). Kommunikation: Band 1. Junfermann Verlag.
Teaching language
Deutsch
1 SWS
1 ECTS
Module Scientific literature reviewScientific literature review
2 SWS4 ECTS
Examination
: Writing and presenting a literature review
Scientific literature review
2 SWS4 ECTS
Examination
: Writing and presenting a literature review
2 SWS
4 ECTS
Literature review| SELiterature review| SE
1 SWS3 ECTS
Content
Development of a research question, documentation of the own research
Writing a concept
Presentation and critical reflection of your own work steps in a small group
give feedback to fellow students on their work process
Writing a literature review
Presentation of the literature review
Teaching method
Presentation of the work steps in small groups, feedback, peer feedback, text feedback
Examination
Module exam
Literature
Esselborn-Krumbiegel, H. (2014). Von der Idee zum Text: Eine Anleitung zum wissenschaftlichen Schreiben (4., aktualisierte Aufl.). Paderborn: UTB.
Kruse, O. (2015). Lesen und Schreiben: Der richtige Umgang mit Texten im Studium (2., überarbeitete Auflage). Konstanz: UVK Verlagsgesellschaft.
Ritschl, V., Weigl, R. & Stamm, T. A. (Hrsg.). (2016). Wissenschaftliches Arbeiten und Schreiben: Verstehen, Anwenden, Nutzen für die Praxis (Studium Pflege, Therapie, Gesundheit). Berlin: Springer. doi.org/10.1007/978-3-662-49908-5
Traunsteiner, B. (2015). Eine Sprache für alle! Leitfaden für geschlechter- und diversityfairen Sprachgebrauch an der FH Campus Wien. Schriftenreihe Gender & Diversity Management.
Wymann, C. (2016). Schreibmythen entzaubern: Ungehindert schreiben in der Wissenschaft. Opladen: UTB.
Teaching language
Deutsch
Literature review| SE
1 SWS3 ECTS
Content
Development of a research question, documentation of the own research
Writing a concept
Presentation and critical reflection of your own work steps in a small group
give feedback to fellow students on their work process
Writing a literature review
Presentation of the literature review
Teaching method
Presentation of the work steps in small groups, feedback, peer feedback, text feedback
Examination
Module exam
Literature
Esselborn-Krumbiegel, H. (2014). Von der Idee zum Text: Eine Anleitung zum wissenschaftlichen Schreiben (4., aktualisierte Aufl.). Paderborn: UTB.
Kruse, O. (2015). Lesen und Schreiben: Der richtige Umgang mit Texten im Studium (2., überarbeitete Auflage). Konstanz: UVK Verlagsgesellschaft.
Ritschl, V., Weigl, R. & Stamm, T. A. (Hrsg.). (2016). Wissenschaftliches Arbeiten und Schreiben: Verstehen, Anwenden, Nutzen für die Praxis (Studium Pflege, Therapie, Gesundheit). Berlin: Springer. doi.org/10.1007/978-3-662-49908-5
Traunsteiner, B. (2015). Eine Sprache für alle! Leitfaden für geschlechter- und diversityfairen Sprachgebrauch an der FH Campus Wien. Schriftenreihe Gender & Diversity Management.
Wymann, C. (2016). Schreibmythen entzaubern: Ungehindert schreiben in der Wissenschaft. Opladen: UTB.
Teaching language
Deutsch
1 SWS
3 ECTS
Literature review: Introduction| ILVLiterature review: Introduction| ILV
1 SWS1 ECTS
Content
Work steps of a literature review
Structure of a review
Read, present and discuss published reviews
Documentation of a systematic search in databases
Citation and preparation of a bibliography
Criteria for scientific writing
Teaching method
lecture, group work, discussion, lecture with activating methods, practical exercises
Examination
Module exam
Literature
American Psychological Association (2013). Publication manual of the American Psychological Association (6th edition). Washington, DC: American Psychological Association.
DePoy,E., & Gitlin,L.N. (2016). Introduction to research: Understanding and applying multiple strategies (Fifth edition). St. Louis, Missouri: Elsevier.
Hoffmann,T., Bennett,S., & Del Mar,C. (Eds.) (2013). Evidence-Based Practice Across the Health Professions (2nd ed.). London: Elsevier Health Sciences APAC.
Claudia Meiling, & Renée Oltman (2015). Was kümmern mich die Leitlinien?!: Der Nutzen von Leitlinien für Ergotherapeuten. Ergotherapie Und Rehabilitation, 54(10), 30–32.
Ritschl,V., Weigl,R., & Stamm,T.A. (Eds.) (2016). Studium Pflege, Therapie, Gesundheit. Wissenschaftliches Arbeiten und Schreiben: Verstehen, Anwenden, Nutzen für die Praxis. Berlin, Heidelberg, s.l.: Springer Berlin Heidelberg. doi.org/10.1007/978-3-662-49908-5
Taylor,M.C. (2007). Evidence-based practice for occupational therapists (2nd ed.). Oxford, Malden, MA: Blackwell.
Ziegler,A., Antes,G., & König,I. (2011). Bevorzugte Report Items für systematische Übersichten und Meta-Analysen: Das PRISMA-Statement. DMW - Deutsche Medizinische Wochenschrift, 136(08), e9-e15. doi.org/10.1055/s-0031-1272978
Teaching language
Deutsch
Literature review: Introduction| ILV
1 SWS1 ECTS
Content
Work steps of a literature review
Structure of a review
Read, present and discuss published reviews
Documentation of a systematic search in databases
Citation and preparation of a bibliography
Criteria for scientific writing
Teaching method
lecture, group work, discussion, lecture with activating methods, practical exercises
Examination
Module exam
Literature
American Psychological Association (2013). Publication manual of the American Psychological Association (6th edition). Washington, DC: American Psychological Association.
DePoy,E., & Gitlin,L.N. (2016). Introduction to research: Understanding and applying multiple strategies (Fifth edition). St. Louis, Missouri: Elsevier.
Hoffmann,T., Bennett,S., & Del Mar,C. (Eds.) (2013). Evidence-Based Practice Across the Health Professions (2nd ed.). London: Elsevier Health Sciences APAC.
Claudia Meiling, & Renée Oltman (2015). Was kümmern mich die Leitlinien?!: Der Nutzen von Leitlinien für Ergotherapeuten. Ergotherapie Und Rehabilitation, 54(10), 30–32.
Ritschl,V., Weigl,R., & Stamm,T.A. (Eds.) (2016). Studium Pflege, Therapie, Gesundheit. Wissenschaftliches Arbeiten und Schreiben: Verstehen, Anwenden, Nutzen für die Praxis. Berlin, Heidelberg, s.l.: Springer Berlin Heidelberg. doi.org/10.1007/978-3-662-49908-5
Taylor,M.C. (2007). Evidence-based practice for occupational therapists (2nd ed.). Oxford, Malden, MA: Blackwell.
Ziegler,A., Antes,G., & König,I. (2011). Bevorzugte Report Items für systematische Übersichten und Meta-Analysen: Das PRISMA-Statement. DMW - Deutsche Medizinische Wochenschrift, 136(08), e9-e15. doi.org/10.1055/s-0031-1272978
Teaching language
Deutsch
1 SWS
1 ECTS
Module Groups in occupational therapyGroups in occupational therapy
3.5 SWS4 ECTS
Examination
: Final presentation in groups
Active participation in tutorials and group units
Portfolio
Groups in occupational therapy
3.5 SWS4 ECTS
Examination
: Final presentation in groups
Active participation in tutorials and group units
Portfolio
3.5 SWS
4 ECTS
Groups and team work in occupational therapy: Reflective seminar| SEGroups and team work in occupational therapy: Reflective seminar| SE
2 SWS2 ECTS
Content
Practising first conversations
Clinical/professional reasoning
Application of the occupational therapy process with concrete implementation with client groups (planning, reflection and feedback)
Cooperation, communication and reflection within the team
Critical reflection and discussion of group dynamics (taking into account the roles of leadership, co-leadership and participants) in working with the client group
Reflection and discussion of ethical, intercultural, gender- and generation-specific as well as interprofessional aspects of practical work
Teaching method
Tutorial, feedback and peer feedback, critical reflection in the group, group work, discussion. Working with drama patients
Examination
Module exam
Literature
Clemson, L. & Swann, M. (2019). Stepping on: Building confidence and reducing falls : a community-based program for older people (Third edition). Sydney University Press.
Cole, M. B. (2012). Group dynamics in occupational therapy: The theoretical basis and practice application of group intervention (4th edition). SLACK Inc.
Ferber, R. (2015). Tatkraft: Gesundheit im Alter durch Betätigung ; Programm zur Gesundheitsförderung (2. Aufl.). Ergotherapeutische Programme. Schulz-Kirchner.
Fisher, A. G. (2018). OTIPM: Occupational Therapy Intervention Process Model:: Ein Modell zum Planen und Umsetzen von klientenzentrierter, betätigungsbasierter Top-down-Intervention (2. Aufl.). Spektrum Ergotherapie. Schulz-Kirchner Verlag.
O'Brien, J. C. & Solomon, J. W. (Hg.). (2013). Occupational Analysis and Group Process. Elsevier Health Sciences.
Patrzek, A. & Scholer, S. (2018). Systemisches Fragen in der kollegialen Beratung. Beltz.
Roddewig, M. (2018). Kollegiale Beratung für Gesundheitsberufe: Ein Anleitungsprogramm (1st ed.). Mabuse-Verlag.
Schwartzberg, S. L., Howe, M. C. & Barnes, M. A. (Hg.). (2008). Groups: Applying the functional group model.
Thorgrimsen, L., Kennedy, L., Douglas, C., Garcia, C., & Bender, M. (2002). The Group Activity Form: is it Valid and Reliable? British Journal of Occupational Therapy, 65(6), 283-287.
Vopel, K. W. (2012). Handbuch für Gruppenleiter/innen: Zur Theorie und Praxis der Interaktionsspiele (13. Aufl.). iskopress.
Teaching language
Deutsch
Groups and team work in occupational therapy: Reflective seminar| SE
2 SWS2 ECTS
Content
Practising first conversations
Clinical/professional reasoning
Application of the occupational therapy process with concrete implementation with client groups (planning, reflection and feedback)
Cooperation, communication and reflection within the team
Critical reflection and discussion of group dynamics (taking into account the roles of leadership, co-leadership and participants) in working with the client group
Reflection and discussion of ethical, intercultural, gender- and generation-specific as well as interprofessional aspects of practical work
Teaching method
Tutorial, feedback and peer feedback, critical reflection in the group, group work, discussion. Working with drama patients
Examination
Module exam
Literature
Clemson, L. & Swann, M. (2019). Stepping on: Building confidence and reducing falls : a community-based program for older people (Third edition). Sydney University Press.
Cole, M. B. (2012). Group dynamics in occupational therapy: The theoretical basis and practice application of group intervention (4th edition). SLACK Inc.
Ferber, R. (2015). Tatkraft: Gesundheit im Alter durch Betätigung ; Programm zur Gesundheitsförderung (2. Aufl.). Ergotherapeutische Programme. Schulz-Kirchner.
Fisher, A. G. (2018). OTIPM: Occupational Therapy Intervention Process Model:: Ein Modell zum Planen und Umsetzen von klientenzentrierter, betätigungsbasierter Top-down-Intervention (2. Aufl.). Spektrum Ergotherapie. Schulz-Kirchner Verlag.
O'Brien, J. C. & Solomon, J. W. (Hg.). (2013). Occupational Analysis and Group Process. Elsevier Health Sciences.
Patrzek, A. & Scholer, S. (2018). Systemisches Fragen in der kollegialen Beratung. Beltz.
Roddewig, M. (2018). Kollegiale Beratung für Gesundheitsberufe: Ein Anleitungsprogramm (1st ed.). Mabuse-Verlag.
Schwartzberg, S. L., Howe, M. C. & Barnes, M. A. (Hg.). (2008). Groups: Applying the functional group model.
Thorgrimsen, L., Kennedy, L., Douglas, C., Garcia, C., & Bender, M. (2002). The Group Activity Form: is it Valid and Reliable? British Journal of Occupational Therapy, 65(6), 283-287.
Vopel, K. W. (2012). Handbuch für Gruppenleiter/innen: Zur Theorie und Praxis der Interaktionsspiele (13. Aufl.). iskopress.
Teaching language
Deutsch
2 SWS
2 ECTS
Planning and guiding groups in occupational therapy: Foundations and practice| ILVPlanning and guiding groups in occupational therapy: Foundations and practice| ILV
1.5 SWS2 ECTS
Content
Making initial calls,
Occupational therapy programs for groups
Leading and planning groups
Application of the occupational therapy process with concrete implementation with client groups (implementation with clients),
Theories on teamwork
Fall prevention, lifestyle redesign for different target groups, graphom*otor skills, ZEPS, Ernergy conservation programs (Fatique....) and others
Teaching method
Lecture, group work and practical work with client groups
Examination
Module exam
Literature
Clemson, L. & Swann, M. (2019). Stepping on: Building confidence and reducing falls : a community-based program for older people (Third edition). Sydney University Press.
Cole, M. B. (2012). Group dynamics in occupational therapy: The theoretical basis and practice application of group intervention (4th edition). SLACK Inc.
Ferber, R. (2015). Tatkraft: Gesundheit im Alter durch Betätigung ; Programm zur Gesundheitsförderung (2. Aufl.). Ergotherapeutische Programme. Schulz-Kirchner.
Fisher, A. G. (2018). OTIPM: Occupational Therapy Intervention Process Model:: Ein Modell zum Planen und Umsetzen von klientenzentrierter, betätigungsbasierter Top-down-Intervention (2. Aufl.). Spektrum Ergotherapie. Schulz-Kirchner Verlag.
O'Brien, J. C. & Solomon, J. W. (Hg.). (2013). Occupational Analysis and Group Process. Elsevier Health Sciences.
Schwartzberg, S. L., Howe, M. C. & Barnes, M. A. (Hg.). (2008). Groups: Applying the functional group model.
Thorgrimsen, L., Kennedy, L., Douglas, C., Garcia, C., & Bender, M. (2002). The Group Activity Form: is it Valid and Reliable? British Journal of Occupational Therapy, 65(6), 283-287.
Vopel, K. W. (2012). Handbuch für Gruppenleiter/innen: Zur Theorie und Praxis der Interaktionsspiele (13. Aufl.). iskopress.
Teaching language
Deutsch
Planning and guiding groups in occupational therapy: Foundations and practice| ILV
1.5 SWS2 ECTS
Content
Making initial calls,
Occupational therapy programs for groups
Leading and planning groups
Application of the occupational therapy process with concrete implementation with client groups (implementation with clients),
Theories on teamwork
Fall prevention, lifestyle redesign for different target groups, graphom*otor skills, ZEPS, Ernergy conservation programs (Fatique....) and others
Teaching method
Lecture, group work and practical work with client groups
Examination
Module exam
Literature
Clemson, L. & Swann, M. (2019). Stepping on: Building confidence and reducing falls : a community-based program for older people (Third edition). Sydney University Press.
Cole, M. B. (2012). Group dynamics in occupational therapy: The theoretical basis and practice application of group intervention (4th edition). SLACK Inc.
Ferber, R. (2015). Tatkraft: Gesundheit im Alter durch Betätigung ; Programm zur Gesundheitsförderung (2. Aufl.). Ergotherapeutische Programme. Schulz-Kirchner.
Fisher, A. G. (2018). OTIPM: Occupational Therapy Intervention Process Model:: Ein Modell zum Planen und Umsetzen von klientenzentrierter, betätigungsbasierter Top-down-Intervention (2. Aufl.). Spektrum Ergotherapie. Schulz-Kirchner Verlag.
O'Brien, J. C. & Solomon, J. W. (Hg.). (2013). Occupational Analysis and Group Process. Elsevier Health Sciences.
Schwartzberg, S. L., Howe, M. C. & Barnes, M. A. (Hg.). (2008). Groups: Applying the functional group model.
Thorgrimsen, L., Kennedy, L., Douglas, C., Garcia, C., & Bender, M. (2002). The Group Activity Form: is it Valid and Reliable? British Journal of Occupational Therapy, 65(6), 283-287.
Vopel, K. W. (2012). Handbuch für Gruppenleiter/innen: Zur Theorie und Praxis der Interaktionsspiele (13. Aufl.). iskopress.
Teaching language
Deutsch
1.5 SWS
2 ECTS
Module Health in organisations and communities
6.5 SWS
8 ECTS
Community innovation LAB: Healthy aging| ILVCommunity innovation LAB: Healthy aging| ILV
2.5 SWS4 ECTS
Content
Focus on healthy ageing and equal health opportunities: transition, social isolation, lifestyle redesign, poverty in old age, mental health
community development framework
Standards of health promotion
Inclusion and quality of life
National and regional framework conditions for project implementation, financing possibilities
Project Management
Presentation technology
Teaching method
Lecture and discussion on the basics of community work and health promotion as well as project management
Ideas workshop for project development
Contact to community and stakeholders
Tutorials on project development with peer feedback
Practical exercises on presentation techniques
Concluding reflection
The practical implementation of the planned projects is possible within the framework of a subsequent internship or an optional module.
Examination
Final exam: Oral presentation of the projects with innovative methods
Critical self-reflection and evaluation with regard to communication and collaboration skills, motivation, innovation, agility and tolerance of ambiguity
Quality of the project and professional reasoning
Literature
Buffe, T., Handler, S. & Phillipsson, C. (Hg.). (2019). Ageing in a global context. Age-friendly cities and communities: A global perspective. Policy Press.
Cole, M. B. & Creek, J. (Hg.). (2016). Global perspectives in professional reasoning. SLACK Incorporated.
Czaja, S. J., Boot, W. R., Charness, N. & Rogers, W. A. (2019). Designing for older adults: Principles and creative human factors approaches (Third edition). CRC Press.
Dsouza Sebastina, Galvaan, R. & Ramugondo, E. L. (Hg.). (2017). Concepts in occupational therapy: Understanding southern perspectives (First edition). Manipal University Press.
Feiler, M. (Hg.). (2019). Professionelles und klinisches Reasoning in der Ergotherapie: Ein Leitfaden für reflektiertes Denken und Handeln.
Ferber, R. (2015). Tatkraft: Gesundheit im Alter durch Betätigung ; Programm zur Gesundheitsförderung (2. Aufl.). Ergotherapeutische Programme. Schulz-Kirchner.
Ikiugu, M. N. & Pollard, N. (2015). Meaningful living across the lifespan: Occupation-based intervention strategies for occupational therapists and scientists. Critical studies in occupational therapy & occupational science. Whiting & Birch.
Le Granse, M. (Hg.). (2019). Grundlagen der Ergotherapie (1. Auflage). Thieme; Georg Thieme Verlag KG.
Whiteford, G. & Hocking, C. (Hg.). (2012). Occupational science: Society, inclusion, participation. Wiley-Blackwell.
Teaching language
Deutsch
Community innovation LAB: Healthy aging| ILV
2.5 SWS4 ECTS
Content
Focus on healthy ageing and equal health opportunities: transition, social isolation, lifestyle redesign, poverty in old age, mental health
community development framework
Standards of health promotion
Inclusion and quality of life
National and regional framework conditions for project implementation, financing possibilities
Project Management
Presentation technology
Teaching method
Lecture and discussion on the basics of community work and health promotion as well as project management
Ideas workshop for project development
Contact to community and stakeholders
Tutorials on project development with peer feedback
Practical exercises on presentation techniques
Concluding reflection
The practical implementation of the planned projects is possible within the framework of a subsequent internship or an optional module.
Examination
Final exam: Oral presentation of the projects with innovative methods
Critical self-reflection and evaluation with regard to communication and collaboration skills, motivation, innovation, agility and tolerance of ambiguity
Quality of the project and professional reasoning
Literature
Buffe, T., Handler, S. & Phillipsson, C. (Hg.). (2019). Ageing in a global context. Age-friendly cities and communities: A global perspective. Policy Press.
Cole, M. B. & Creek, J. (Hg.). (2016). Global perspectives in professional reasoning. SLACK Incorporated.
Czaja, S. J., Boot, W. R., Charness, N. & Rogers, W. A. (2019). Designing for older adults: Principles and creative human factors approaches (Third edition). CRC Press.
Dsouza Sebastina, Galvaan, R. & Ramugondo, E. L. (Hg.). (2017). Concepts in occupational therapy: Understanding southern perspectives (First edition). Manipal University Press.
Feiler, M. (Hg.). (2019). Professionelles und klinisches Reasoning in der Ergotherapie: Ein Leitfaden für reflektiertes Denken und Handeln.
Ferber, R. (2015). Tatkraft: Gesundheit im Alter durch Betätigung ; Programm zur Gesundheitsförderung (2. Aufl.). Ergotherapeutische Programme. Schulz-Kirchner.
Ikiugu, M. N. & Pollard, N. (2015). Meaningful living across the lifespan: Occupation-based intervention strategies for occupational therapists and scientists. Critical studies in occupational therapy & occupational science. Whiting & Birch.
Le Granse, M. (Hg.). (2019). Grundlagen der Ergotherapie (1. Auflage). Thieme; Georg Thieme Verlag KG.
Whiteford, G. & Hocking, C. (Hg.). (2012). Occupational science: Society, inclusion, participation. Wiley-Blackwell.
Teaching language
Deutsch
2.5 SWS
4 ECTS
Healthy work environments| ILVHealthy work environments| ILV
4 SWS4 ECTS
Content
ASchG, Bildschirmarbeitsverordnung, DSGV, basic principles of industrial science and industrial psychology with a focus on digitisation and older employees
Organisational framework: Tax forms in organisations, corporate culture, economic efficiency, mission
Ergonomic workplace design
Environmental design
Assessments and measurement methods
Body perception, biomechanics, spiral dynamics, analysis of the working posture, relief exercises
Mental stress, stress management, break management
Consulting and Coaching
Models for behavioural change
Teaching method
Lecture with activating methods and discussion
Case-based learning of basic knowledge with presentation and feedback,
Practical exercises: Video and photo analyses, testing of sitting and standing workstations, exercise instructions according to spiral dynamics, stress management
Self-awareness: body awareness exercises and analysis of one's own posture, possibilities of pain reduction
Case work in interprofessional team teaching with industrial psychology
Advanced training of the consulting competence in 5 steps
Examination
Final exam: Presentation of case studies, written posture analysis, reflection report on assessments and counselling situations, practical advice in the field and illustration of the process carried out in a written or oral report.
Literature
Chaffin, D. B., ANdersson, G. & Martin, B. J. (2006). Occupational Biomechanics (4. Aufl.). Wiley-Interscience Publication.
Christiansen, C., Baum, C. M. & Bass, J. D. (Hg.). (2015). Occupational therapy: Performance, participation, and well-being (Fourth edition). SLACK Incorporated.
Schlick, C., Bruder, R. & Luczak, H. (2018). Arbeitswissenschaft (4. Auflage). Springer Vieweg.
Schmauder, M. & Spanner-Ulmer, B. (2014). Ergonomie - Grundlagen zur Interaktion von Mensch, Technik und Organisation. REFA-Fachbuchreihe Arbeitsgestaltung. Hanser, Carl.
Schwarzer, R. (op. 2004). Psychologie des Gesundheitsverhaltens: Einführung in die Gesundheitspsychologie (3., überarbeitete. Auflage). Hogrefe.
Teaching language
Deutsch
Healthy work environments| ILV
4 SWS4 ECTS
Content
ASchG, Bildschirmarbeitsverordnung, DSGV, basic principles of industrial science and industrial psychology with a focus on digitisation and older employees
Organisational framework: Tax forms in organisations, corporate culture, economic efficiency, mission
Ergonomic workplace design
Environmental design
Assessments and measurement methods
Body perception, biomechanics, spiral dynamics, analysis of the working posture, relief exercises
Mental stress, stress management, break management
Consulting and Coaching
Models for behavioural change
Teaching method
Lecture with activating methods and discussion
Case-based learning of basic knowledge with presentation and feedback,
Practical exercises: Video and photo analyses, testing of sitting and standing workstations, exercise instructions according to spiral dynamics, stress management
Self-awareness: body awareness exercises and analysis of one's own posture, possibilities of pain reduction
Case work in interprofessional team teaching with industrial psychology
Advanced training of the consulting competence in 5 steps
Examination
Final exam: Presentation of case studies, written posture analysis, reflection report on assessments and counselling situations, practical advice in the field and illustration of the process carried out in a written or oral report.
Literature
Chaffin, D. B., ANdersson, G. & Martin, B. J. (2006). Occupational Biomechanics (4. Aufl.). Wiley-Interscience Publication.
Christiansen, C., Baum, C. M. & Bass, J. D. (Hg.). (2015). Occupational therapy: Performance, participation, and well-being (Fourth edition). SLACK Incorporated.
Schlick, C., Bruder, R. & Luczak, H. (2018). Arbeitswissenschaft (4. Auflage). Springer Vieweg.
Schmauder, M. & Spanner-Ulmer, B. (2014). Ergonomie - Grundlagen zur Interaktion von Mensch, Technik und Organisation. REFA-Fachbuchreihe Arbeitsgestaltung. Hanser, Carl.
Schwarzer, R. (op. 2004). Psychologie des Gesundheitsverhaltens: Einführung in die Gesundheitspsychologie (3., überarbeitete. Auflage). Hogrefe.
Teaching language
Deutsch
4 SWS
4 ECTS
Module Fieldwork placement semester 4Fieldwork placement semester 4
0.5 SWS13 ECTS
Examination
: Assessment of practical performance during the internship, portfolio work, written work orders/internship documentation, sight hour
Fieldwork placement semester 4
0.5 SWS13 ECTS
Examination
: Assessment of practical performance during the internship, portfolio work, written work orders/internship documentation, sight hour
0.5 SWS
13 ECTS
Supervision: Fieldwork placement semester 4| SESupervision: Fieldwork placement semester 4| SE
0.5 SWS0.5 ECTS
Content
Reflection of the individual internship experience with special consideration of the theory-practice transfer
Presentation of occupational therapy processes from the internship
Free topics derived from the current internship situation
Teaching method
(Peer)feedback, portfolio, discussion, (case) presentations, peer group
Examination
Module exam
Literature
keine spezielle, abhängig von der jeweiligen Praxisstelle
Teaching language
Deutsch
Supervision: Fieldwork placement semester 4| SE
0.5 SWS0.5 ECTS
Content
Reflection of the individual internship experience with special consideration of the theory-practice transfer
Presentation of occupational therapy processes from the internship
Free topics derived from the current internship situation
Teaching method
(Peer)feedback, portfolio, discussion, (case) presentations, peer group
Examination
Module exam
Literature
keine spezielle, abhängig von der jeweiligen Praxisstelle
Teaching language
Deutsch
0.5 SWS
0.5 ECTS
Fieldwork placement semester 4| PLFieldwork placement semester 4| PL
0 SWS12.5 ECTS
Content
Ergotherapeutic work under guidance and supervision with special emphasis on the following:
Work with clients: Planning, implementation and reflection of the occupational therapy process
Work in intra- and interprofessional teams
Work organisation
Establishing professional relationships with clients and colleagues
Documentation
Applied evidence-based practice and professional reasoning
Teaching method
Supervised internship
Examination
Module exam
Literature
keine spezielle, abhängig von der jeweiligen Praxisstelle
Teaching language
Deutsch
Fieldwork placement semester 4| PL
0 SWS12.5 ECTS
Content
Ergotherapeutic work under guidance and supervision with special emphasis on the following:
Work with clients: Planning, implementation and reflection of the occupational therapy process
Work in intra- and interprofessional teams
Work organisation
Establishing professional relationships with clients and colleagues
Documentation
Applied evidence-based practice and professional reasoning
Teaching method
Supervised internship
Examination
Module exam
Literature
keine spezielle, abhängig von der jeweiligen Praxisstelle
Teaching language
Deutsch
12.5 ECTS
Module Professional conduct: Consultation and leadership skillsProfessional conduct: Consultation and leadership skills
2.5 SWS5 ECTS
Examination
: Portfolio work, practical examination
Professional conduct: Consultation and leadership skills
2.5 SWS5 ECTS
Examination
: Portfolio work, practical examination
2.5 SWS
5 ECTS
Professional conduct – Elective course| SEProfessional conduct – Elective course| SE
0 SWS1 ECTS
Content
Attendance of a further education course, event, congress, conference, open course, which supports the individual professional development of the respective students
Teaching method
individual
Examination
Module exam
Teaching language
Deutsch
Professional conduct – Elective course| SE
0 SWS1 ECTS
Content
Attendance of a further education course, event, congress, conference, open course, which supports the individual professional development of the respective students
Teaching method
individual
Examination
Module exam
Teaching language
Deutsch
1 ECTS
Improving professional conduct: Understanding and guiding change | ILVImproving professional conduct: Understanding and guiding change | ILV
1.5 SWS2.5 ECTS
Content
KE conversations (focus on own development - based on topics from self-awareness in the 3rd semester)
Theory of consulting concepts and practical exercises
Shared decision making
Role, tasks of (and demands on) the group management with focus on leadership competencies
Teaching method
Lecture, practical exercises with and without acting patients*, group work, (peer)feedback, discussions, portfolio
Examination
Module exam
Literature
Birgmeier, B. (H.) (Hg.). Coachingwissen. Denn sie wissen nicht, was sie tun? VS Verlag für Sozialwissenschaften Fachverlage GmbHWiesbaden 2009.
Cole, M. B. (Hg.). (2012). Group dynamics in occupational therapy: The theoretical basis and practice application of group intervention (4th ed.). SLACK.
Dahlke, R. & Dahlke, M. (Hg.). (2010). Goldmann. Das Schatten-Prinzip: Die Aussöhnung mit unserer verborgenen Seite. Goldmann.
Kindl-Beilfuß, C. (2018). Fragen können wie Küsse schmecken (8. Aufl.). Therapie, Beratung, Coaching. Carl-Auer Verlag GmbH.
Prior, M. & Tangen, D. (2019). MiniMax-Interventionen: 15 minimale Interventionen mit maximaler Wirkung (16. Auflage).
Radatz, S. (2015). Beratung ohne Ratschlag: Systemisches Coaching für Führungskräfte und BeraterInnen : ein Praxishandbuch mit den Grundlagen systemisch-konstruktivistischen Denkens, Fragetechniken und Coachingkonzepten (9., unveränderte Auflage). literatur-vsm.
Schmidt, G. (2018). Einführung in die hypnosystemische Therapie und Beratung (8. Aufl.). Carl-Auer Compact. Carl-Auer.
Shazer, S. de. (2012). Worte waren ursprünglich Zauber: Von der Problemsprache zur Lösungssprache (3. Aufl.). Systemische Therapie. Carl-Auer-Verl.
Vopel, K. W. (2012). Handbuch für Gruppenleiter/innen: Zur Theorie und Praxis der Interaktionsspiele (13. Aufl.). iskopress.
Teaching language
Deutsch
Improving professional conduct: Understanding and guiding change | ILV
1.5 SWS2.5 ECTS
Content
KE conversations (focus on own development - based on topics from self-awareness in the 3rd semester)
Theory of consulting concepts and practical exercises
Shared decision making
Role, tasks of (and demands on) the group management with focus on leadership competencies
Teaching method
Lecture, practical exercises with and without acting patients*, group work, (peer)feedback, discussions, portfolio
Examination
Module exam
Literature
Birgmeier, B. (H.) (Hg.). Coachingwissen. Denn sie wissen nicht, was sie tun? VS Verlag für Sozialwissenschaften Fachverlage GmbHWiesbaden 2009.
Cole, M. B. (Hg.). (2012). Group dynamics in occupational therapy: The theoretical basis and practice application of group intervention (4th ed.). SLACK.
Dahlke, R. & Dahlke, M. (Hg.). (2010). Goldmann. Das Schatten-Prinzip: Die Aussöhnung mit unserer verborgenen Seite. Goldmann.
Kindl-Beilfuß, C. (2018). Fragen können wie Küsse schmecken (8. Aufl.). Therapie, Beratung, Coaching. Carl-Auer Verlag GmbH.
Prior, M. & Tangen, D. (2019). MiniMax-Interventionen: 15 minimale Interventionen mit maximaler Wirkung (16. Auflage).
Radatz, S. (2015). Beratung ohne Ratschlag: Systemisches Coaching für Führungskräfte und BeraterInnen : ein Praxishandbuch mit den Grundlagen systemisch-konstruktivistischen Denkens, Fragetechniken und Coachingkonzepten (9., unveränderte Auflage). literatur-vsm.
Schmidt, G. (2018). Einführung in die hypnosystemische Therapie und Beratung (8. Aufl.). Carl-Auer Compact. Carl-Auer.
Shazer, S. de. (2012). Worte waren ursprünglich Zauber: Von der Problemsprache zur Lösungssprache (3. Aufl.). Systemische Therapie. Carl-Auer-Verl.
Vopel, K. W. (2012). Handbuch für Gruppenleiter/innen: Zur Theorie und Praxis der Interaktionsspiele (13. Aufl.). iskopress.
Teaching language
Deutsch
1.5 SWS
2.5 ECTS
Using occupational therapy theory in practice: Preparation for fieldwork placement semester 4| ILVUsing occupational therapy theory in practice: Preparation for fieldwork placement semester 4| ILV
1 SWS1.5 ECTS
Content
Interdisciplinary tasks including practice: e.g.: specific documentation with special focus on goal development and formulation, enablement skills, diversity, professional reasoning
Institutional and legal framework of the internships
Advanced exercises for specific departments
Teaching method
lecture, presentations, discussions, (peer)feedback, group work, practical exercises, portfolio
Examination
Module exam
Literature
Feiler, M. (Hg.). (2019). Professionelles und klinisches Reasoning in der Ergotherapie: Ein Leitfaden für reflektiertes Denken und Handeln.
Krause, F. & Storch, M. (2018). Ressourcen aktivieren mit dem Unbewussten: Manual und ZRM-Bildkartei Bildformat DIN A4 : Manual (2., erweiterte Auflage). Hogrefe.
Townsend, E. A. & Polatajko, H. J. (2007). Enabling occupation II: Advancing an occupational therapy vision for health, well-being & justice through occupation. Canadian Association of Occupational Therapists.
Teaching language
Deutsch
Using occupational therapy theory in practice: Preparation for fieldwork placement semester 4| ILV
1 SWS1.5 ECTS
Content
Interdisciplinary tasks including practice: e.g.: specific documentation with special focus on goal development and formulation, enablement skills, diversity, professional reasoning
Institutional and legal framework of the internships
Advanced exercises for specific departments
Teaching method
lecture, presentations, discussions, (peer)feedback, group work, practical exercises, portfolio
Examination
Module exam
Literature
Feiler, M. (Hg.). (2019). Professionelles und klinisches Reasoning in der Ergotherapie: Ein Leitfaden für reflektiertes Denken und Handeln.
Krause, F. & Storch, M. (2018). Ressourcen aktivieren mit dem Unbewussten: Manual und ZRM-Bildkartei Bildformat DIN A4 : Manual (2., erweiterte Auflage). Hogrefe.
Townsend, E. A. & Polatajko, H. J. (2007). Enabling occupation II: Advancing an occupational therapy vision for health, well-being & justice through occupation. Canadian Association of Occupational Therapists.
Teaching language
Deutsch
1 SWS
1.5 ECTS
Module The role of occupational therapy in health care
4.5 SWS
5 ECTS
Political dimensions and marketing| ILVPolitical dimensions and marketing| ILV
1 SWS1 ECTS
Content
Organisation and tasks of professional interest groups
Basics of marketing (services marketing, market, company and competitor analysis, means of communication in marketing, corporate identity and corporate design, ...)
Teaching method
performing, elaborating
Examination
Final exam: Project presentation
Literature
Matusiewicz, D., Stratmann, F. & Wimmer, J. (Hg.). (2019). FOM-Edition, FOM Hochschule für Oekonomie et Management. Marketing im Gesundheitswesen: Einführung - Bestandsaufnahme - Zukunftsperspektiven (1. Aufl.). Springer Fachmedien Wiesbaden; Springer Gabler.
Teaching language
Deutsch
Political dimensions and marketing| ILV
1 SWS1 ECTS
Content
Organisation and tasks of professional interest groups
Basics of marketing (services marketing, market, company and competitor analysis, means of communication in marketing, corporate identity and corporate design, ...)
Teaching method
performing, elaborating
Examination
Final exam: Project presentation
Literature
Matusiewicz, D., Stratmann, F. & Wimmer, J. (Hg.). (2019). FOM-Edition, FOM Hochschule für Oekonomie et Management. Marketing im Gesundheitswesen: Einführung - Bestandsaufnahme - Zukunftsperspektiven (1. Aufl.). Springer Fachmedien Wiesbaden; Springer Gabler.
Teaching language
Deutsch
1 SWS
1 ECTS
Coping strategies for challenging situations: Interprofessional and international contexts| SECoping strategies for challenging situations: Interprofessional and international contexts| SE
1.5 SWS2 ECTS
Content
Profession, interprofessionality, multiprofessionality in an international context
Paradigms of the different professional groups involved in international comparison
Interprofessional cooperation - opportunities and challenges
Selected methods for coping with challenging situations
Analysis and processing of selected challenging situations from everyday therapeutic life (in interprofessional and international student teams)
Teaching method
presenting, elaborating, explorative
in interprofessional and international group settings
Examination
Final exam: Group presentation, reflection
Literature
Day, J. (2013). Interprofessional working: An essential guide for health- and social-care professionals (2. Aufl.). Nursing and health care practice series. Cengage Learning.
Kurtz, S., Silverman, J. & Draper, J. (2016). Teaching and Learning Communication Skills in Medicine, Second Edition (2nd ed.). CRC Press.
Slusser, M., Garcia, L. I., Reed, C.-R. & Quinn McGinnis, P. (2018). Foundations of Interprofessional Collaborative Practice in Health Care - E-Book. Mosby.
Teaching language
Englisch
Coping strategies for challenging situations: Interprofessional and international contexts| SE
1.5 SWS2 ECTS
Content
Profession, interprofessionality, multiprofessionality in an international context
Paradigms of the different professional groups involved in international comparison
Interprofessional cooperation - opportunities and challenges
Selected methods for coping with challenging situations
Analysis and processing of selected challenging situations from everyday therapeutic life (in interprofessional and international student teams)
Teaching method
presenting, elaborating, explorative
in interprofessional and international group settings
Examination
Final exam: Group presentation, reflection
Literature
Day, J. (2013). Interprofessional working: An essential guide for health- and social-care professionals (2. Aufl.). Nursing and health care practice series. Cengage Learning.
Kurtz, S., Silverman, J. & Draper, J. (2016). Teaching and Learning Communication Skills in Medicine, Second Edition (2nd ed.). CRC Press.
Slusser, M., Garcia, L. I., Reed, C.-R. & Quinn McGinnis, P. (2018). Foundations of Interprofessional Collaborative Practice in Health Care - E-Book. Mosby.
Teaching language
Englisch
1.5 SWS
2 ECTS
Private practice - Foundations of business administration| ILVPrivate practice - Foundations of business administration| ILV
1 SWS1 ECTS
Content
Fundamentals of business administration
Legal, administrative, organisational and ethical requirements for the exercise of a freelance profession or the establishment and management of a practice
Teaching method
Predominantly performing, elaborating
Examination
Final exam: Final inspection in writing
Literature
Betz, B. (2014). Praxis-Management für Physiotherapeuten, Ergotherapeuten und Logopäden: Praxen wirtschaftlich erfolgreich führen. SpringerMedizin.
Mayer, A. I. (2014). Businessplan Ergotherapie: Geschäftskonzept für eine ergotherapeutische Praxis. Bachelor + Master Publishing. www.diplomica-verlag.de
Teaching language
Deutsch
Private practice - Foundations of business administration| ILV
1 SWS1 ECTS
Content
Fundamentals of business administration
Legal, administrative, organisational and ethical requirements for the exercise of a freelance profession or the establishment and management of a practice
Teaching method
Predominantly performing, elaborating
Examination
Final exam: Final inspection in writing
Literature
Betz, B. (2014). Praxis-Management für Physiotherapeuten, Ergotherapeuten und Logopäden: Praxen wirtschaftlich erfolgreich führen. SpringerMedizin.
Mayer, A. I. (2014). Businessplan Ergotherapie: Geschäftskonzept für eine ergotherapeutische Praxis. Bachelor + Master Publishing. www.diplomica-verlag.de
Teaching language
Deutsch
1 SWS
1 ECTS
Health care and foundations of law| VOHealth care and foundations of law| VO
1 SWS1 ECTS
Content
Health Care and Health Policy in Austria
Data protection in the healthcare sector
Extracts relevant to the profession from medical law, social security law and labour law
Teaching method
Predominantly performing, elaborating
Examination
Final exam: written test
Literature
Drs, M. (2019). Arbeits- und Sozialrecht: Lernen, üben, wissen (5. Auflage). Manz'sche Verlags- und Universitätsbuchhandlung.
Hofmarcher, M. M. (2013). Das österreichische Gesundheitssystem: Akteure, Daten, Analysen. Medizinisch Wissenschaftliche Verlagsgesellschaft.
Sladecek, E., Marzi, L.-M. & Meißl-Riedl, S. (2018). Recht für Gesundheitsberufe: Mit allen wichtigen Berufsgesetzen (9. Aufl.). Rechtspraxis. LexisNexis ARD ORAC.
Teaching language
Deutsch
Health care and foundations of law| VO
1 SWS1 ECTS
Content
Health Care and Health Policy in Austria
Data protection in the healthcare sector
Extracts relevant to the profession from medical law, social security law and labour law
Teaching method
Predominantly performing, elaborating
Examination
Final exam: written test
Literature
Drs, M. (2019). Arbeits- und Sozialrecht: Lernen, üben, wissen (5. Auflage). Manz'sche Verlags- und Universitätsbuchhandlung.
Hofmarcher, M. M. (2013). Das österreichische Gesundheitssystem: Akteure, Daten, Analysen. Medizinisch Wissenschaftliche Verlagsgesellschaft.
Sladecek, E., Marzi, L.-M. & Meißl-Riedl, S. (2018). Recht für Gesundheitsberufe: Mit allen wichtigen Berufsgesetzen (9. Aufl.). Rechtspraxis. LexisNexis ARD ORAC.
Teaching language
Deutsch
1 SWS
1 ECTS
Module Fieldwork placement semester 5Fieldwork placement semester 5
0.5 SWS10 ECTS
Examination
: Assessment of practical performance during the internship, portfolio work, written work orders/internship documentation, sight hour
Fieldwork placement semester 5
0.5 SWS10 ECTS
Examination
: Assessment of practical performance during the internship, portfolio work, written work orders/internship documentation, sight hour
0.5 SWS
10 ECTS
Supervision: Fieldwork placement semester 5| SESupervision: Fieldwork placement semester 5| SE
0.5 SWS0.5 ECTS
Content
Reflection of individual practical experiences with special consideration of the theory-practice transfer
Presentation of occupational therapy processes from the internship
Free topics from the current internship situation
Teaching method
(Peer)feedback, portfolio, discussion, (case) presentations, (online if required) Peer group
Examination
Module exam
Literature
keine spezielle, abhängig von der jeweiligen Praxisstelle
Teaching language
Deutsch
Supervision: Fieldwork placement semester 5| SE
0.5 SWS0.5 ECTS
Content
Reflection of individual practical experiences with special consideration of the theory-practice transfer
Presentation of occupational therapy processes from the internship
Free topics from the current internship situation
Teaching method
(Peer)feedback, portfolio, discussion, (case) presentations, (online if required) Peer group
Examination
Module exam
Literature
keine spezielle, abhängig von der jeweiligen Praxisstelle
Teaching language
Deutsch
0.5 SWS
0.5 ECTS
Fieldwork placement semester 5| PLFieldwork placement semester 5| PL
0 SWS9.5 ECTS
Content
occupational therapy under supervision with special emphasis on the following areas:
work with clients: Planning, implementation and reflection of the occupational therapy process
Work in intra- and interprofessional teams
Work organisation
Establishing professional relationships with clients and colleagues
Documentation (especially ICF orientation)
Applied evidence-based practice including professional reasoning
Teaching method
Supervised internship, portfolio, (peer) feedback
Examination
Module exam
Literature
keine spezielle, abhängig von der jeweiligen Praxisstelle
Teaching language
Deutsch
Fieldwork placement semester 5| PL
0 SWS9.5 ECTS
Content
occupational therapy under supervision with special emphasis on the following areas:
work with clients: Planning, implementation and reflection of the occupational therapy process
Work in intra- and interprofessional teams
Work organisation
Establishing professional relationships with clients and colleagues
Documentation (especially ICF orientation)
Applied evidence-based practice including professional reasoning
Teaching method
Supervised internship, portfolio, (peer) feedback
Examination
Module exam
Literature
keine spezielle, abhängig von der jeweiligen Praxisstelle
Teaching language
Deutsch
9.5 ECTS
Module Professional identity in challenging situations
2.5 SWS
3 ECTS
Using occupational therapy theory in practice: Preparation for fieldwork placement semester 5 | ILVUsing occupational therapy theory in practice: Preparation for fieldwork placement semester 5 | ILV
1 SWS1.5 ECTS
Content
Interdisciplinary tasks such as: challenging situations with clients and/or in (inter)professional teams, seniority, documentation-practical application of occupational therapy models;
Feedback on PLP4 + PLP5 documentation and tasks
Free topics (especially in the areas of communication and cooperation with clients* and team)
Teaching method
Practical exercises, (peer)feedback, discussion, portfolio
Examination
Continuous assessment: Active participation in exercises as part of the course.
Literature
Grepmair, L. J. & Nickel, M. K. (2008). Achtsamkeit des Psychotherapeuten (1. Aufl.). Springer Verlag Wien.
Hantke, L. & Görges, H.-J. (2019). Ausgangspunkt Selbstfürsorge: Strategien und Übungen für den psychosozialen Alltag. Reihe Fachbuch Selbstfürsorge.
Seils, G. (2012). Konflikte lösen durch gewaltfreie Kommunikation: Ein Gespräch mit Gabriele Seils (15. Aufl.). Herder-Spektrum: Bd. 5447. Herder.
Teaching language
Deutsch
Using occupational therapy theory in practice: Preparation for fieldwork placement semester 5 | ILV
1 SWS1.5 ECTS
Content
Interdisciplinary tasks such as: challenging situations with clients and/or in (inter)professional teams, seniority, documentation-practical application of occupational therapy models;
Feedback on PLP4 + PLP5 documentation and tasks
Free topics (especially in the areas of communication and cooperation with clients* and team)
Teaching method
Practical exercises, (peer)feedback, discussion, portfolio
Examination
Continuous assessment: Active participation in exercises as part of the course.
Literature
Grepmair, L. J. & Nickel, M. K. (2008). Achtsamkeit des Psychotherapeuten (1. Aufl.). Springer Verlag Wien.
Hantke, L. & Görges, H.-J. (2019). Ausgangspunkt Selbstfürsorge: Strategien und Übungen für den psychosozialen Alltag. Reihe Fachbuch Selbstfürsorge.
Seils, G. (2012). Konflikte lösen durch gewaltfreie Kommunikation: Ein Gespräch mit Gabriele Seils (15. Aufl.). Herder-Spektrum: Bd. 5447. Herder.
Teaching language
Deutsch
1 SWS
1.5 ECTS
Guiding occupational transition - Innovation | ILVGuiding occupational transition - Innovation | ILV
1.5 SWS1.5 ECTS
Content
Role novice*in, novice*in expert*in
Tolerance of ambiguity
Application training, Future Workshop 1 (incl. free topics)
Key competencies (especially 4Ks) for innovative processes
Models on the topic of career entry/transition
Teaching method
lecture, practical exercises, group work, discussion, (peer)feedback, portfolio
Examination
Continuous assessment: Portfolio work, active participation in exercises as part of the course.
Literature
Benner, P. E. (2017). Stufen zur Pflegekompetenz = From novice to expert: From novice to expert ((M. Wengenroth, Übers.)) (3., unveränderte Auflage). Hogrefe.
Bieker, R. (2013). Erfolgreich bewerben im Erziehungs- und Sozialsektor: Ein Leitfaden (2. Aufl.). Kohlhammer Verlag.
Fadel, C., Bialik, M., Trilling, B. & Schleicher, A. (2017). Die vier Dimensionen der Bildung: Was Schülerinnen und Schüler im 21. Jahrhundert lernen müssen ((J. Muuß-Merholz, Übers.)). Verlag ZLL21 e.V. Zentralstelle für Lernen und Lehren im 21. Jahrhundert e.V.
Glasl, F. (2013). Konfliktmanagement: Ein Handbuch für Führungskräfte, Beraterinnen und Berater (11., aktualisierte Auflage). Haupt Verlag; Verlag Freies Geistesleben.
Kruger, J. & Dunning, D. (1999). Unskilled and Unaware: How Difficulties in Recognizing One's Own Incompetence Lead To Overflated Self-Assessments. Journal of Personality and Social Psychology, Vol. 77(No. 6), 121–1134. www.avaresearch.com/files/UnskilledAndUnawareOfIt.pdf
Sutoris, M. (2019). Der Bewerbungs-Coach: Von der Uni in den Job: Infos und Tipps für die perfekte Bewerbung und das erfolgreiche Vorstellungsgespräch : mit Gastbeiträgen von 6 Karriere-Experten. Sachbuch.
Teaching language
Deutsch
Guiding occupational transition - Innovation | ILV
1.5 SWS1.5 ECTS
Content
Role novice*in, novice*in expert*in
Tolerance of ambiguity
Application training, Future Workshop 1 (incl. free topics)
Key competencies (especially 4Ks) for innovative processes
Models on the topic of career entry/transition
Teaching method
lecture, practical exercises, group work, discussion, (peer)feedback, portfolio
Examination
Continuous assessment: Portfolio work, active participation in exercises as part of the course.
Literature
Benner, P. E. (2017). Stufen zur Pflegekompetenz = From novice to expert: From novice to expert ((M. Wengenroth, Übers.)) (3., unveränderte Auflage). Hogrefe.
Bieker, R. (2013). Erfolgreich bewerben im Erziehungs- und Sozialsektor: Ein Leitfaden (2. Aufl.). Kohlhammer Verlag.
Fadel, C., Bialik, M., Trilling, B. & Schleicher, A. (2017). Die vier Dimensionen der Bildung: Was Schülerinnen und Schüler im 21. Jahrhundert lernen müssen ((J. Muuß-Merholz, Übers.)). Verlag ZLL21 e.V. Zentralstelle für Lernen und Lehren im 21. Jahrhundert e.V.
Glasl, F. (2013). Konfliktmanagement: Ein Handbuch für Führungskräfte, Beraterinnen und Berater (11., aktualisierte Auflage). Haupt Verlag; Verlag Freies Geistesleben.
Kruger, J. & Dunning, D. (1999). Unskilled and Unaware: How Difficulties in Recognizing One's Own Incompetence Lead To Overflated Self-Assessments. Journal of Personality and Social Psychology, Vol. 77(No. 6), 121–1134. www.avaresearch.com/files/UnskilledAndUnawareOfIt.pdf
Sutoris, M. (2019). Der Bewerbungs-Coach: Von der Uni in den Job: Infos und Tipps für die perfekte Bewerbung und das erfolgreiche Vorstellungsgespräch : mit Gastbeiträgen von 6 Karriere-Experten. Sachbuch.
Teaching language
Deutsch
1.5 SWS
1.5 ECTS
Module Scientific research process
2.5 SWS
5 ECTS
Final exams: preparation| APFinal exams: preparation| AP
0 SWS1 ECTS
Content
ATTENTION:
the workload for the bachelor's examination is located in the 5th semester, because the international FAB semester (6th semester) requires 30 ECTS credits to obtain a double degree.
The exam takes place at the end of the 6th semester.
Examination
Final exam: viva voce
Teaching language
Deutsch
Final exams: preparation| AP
0 SWS1 ECTS
Content
ATTENTION:
the workload for the bachelor's examination is located in the 5th semester, because the international FAB semester (6th semester) requires 30 ECTS credits to obtain a double degree.
The exam takes place at the end of the 6th semester.
Examination
Final exam: viva voce
Teaching language
Deutsch
1 ECTS
Bachelor paper seminar 1: Writing research proposals| SEBachelor paper seminar 1: Writing research proposals| SE
0.5 SWS2 ECTS
Content
Identification of the topic and formulation of the research question for Bachelor thesis 2
Creation of concepts 1 and 2
Presentation and reflection of the individual steps of the creation process in small groups and during supervision meetings
Planning of the methodical procedure
Teaching method
Presentation of the respective work results, discussion, feedback, peer feedback
Examination
Continuous assessment: Preparation and submission of a feasible Bachelor thesis concept that meets the requirements of the course of studies
Literature
Esselborn-Krumbiegel,H. (2017). Von der Idee zum Text: Eine Anleitung zum wissenschaftlichen Schreiben (5., aktualisierte Auflage). UTB: 2334 Schlüsselkompetenzen, Kernkompetenzen. Paderborn: Ferdinand Schöningh. Retrieved from www.utb-studi-e-book.de/9783838547336
Karmasin,M., & Ribing,R. (2017). Die Gestaltung wissenschaftlicher Arbeiten: Ein Leitfaden für Facharbeit/VWA, Seminararbeiten, Bachelor-, Master-, Magister- und Diplomarbeiten sowie Dissertationen (9., überarbeitete und aktualisierte Auflage). UTB Schlüsselkompetenzen: Vol. 2774. Wien, Stuttgart: facultas; UTB GmbH. Retrieved from www.utb-studi-e-book.de/9783838548227
Ritschl,V., Weigl,R., & Stamm,T.A. (Eds.) (2016). Studium Pflege, Therapie, Gesundheit. Wissenschaftliches Arbeiten und Schreiben: Verstehen, Anwenden, Nutzen für die Praxis. Berlin, Heidelberg, s.l.: Springer Berlin Heidelberg. doi.org/10.1007/978-3-662-49908-5
Wolfsberger,J. (2007). Frei geschrieben: Mut, Freiheit & Strategie für wissenschaftliche Abschlussarbeiten. Wien: Böhlau. Retrieved from deposit.d-nb.de/cgi-bin/dokserv
Teaching language
Deutsch
Bachelor paper seminar 1: Writing research proposals| SE
0.5 SWS2 ECTS
Content
Identification of the topic and formulation of the research question for Bachelor thesis 2
Creation of concepts 1 and 2
Presentation and reflection of the individual steps of the creation process in small groups and during supervision meetings
Planning of the methodical procedure
Teaching method
Presentation of the respective work results, discussion, feedback, peer feedback
Examination
Continuous assessment: Preparation and submission of a feasible Bachelor thesis concept that meets the requirements of the course of studies
Literature
Esselborn-Krumbiegel,H. (2017). Von der Idee zum Text: Eine Anleitung zum wissenschaftlichen Schreiben (5., aktualisierte Auflage). UTB: 2334 Schlüsselkompetenzen, Kernkompetenzen. Paderborn: Ferdinand Schöningh. Retrieved from www.utb-studi-e-book.de/9783838547336
Karmasin,M., & Ribing,R. (2017). Die Gestaltung wissenschaftlicher Arbeiten: Ein Leitfaden für Facharbeit/VWA, Seminararbeiten, Bachelor-, Master-, Magister- und Diplomarbeiten sowie Dissertationen (9., überarbeitete und aktualisierte Auflage). UTB Schlüsselkompetenzen: Vol. 2774. Wien, Stuttgart: facultas; UTB GmbH. Retrieved from www.utb-studi-e-book.de/9783838548227
Ritschl,V., Weigl,R., & Stamm,T.A. (Eds.) (2016). Studium Pflege, Therapie, Gesundheit. Wissenschaftliches Arbeiten und Schreiben: Verstehen, Anwenden, Nutzen für die Praxis. Berlin, Heidelberg, s.l.: Springer Berlin Heidelberg. doi.org/10.1007/978-3-662-49908-5
Wolfsberger,J. (2007). Frei geschrieben: Mut, Freiheit & Strategie für wissenschaftliche Abschlussarbeiten. Wien: Böhlau. Retrieved from deposit.d-nb.de/cgi-bin/dokserv
Teaching language
Deutsch
0.5 SWS
2 ECTS
Scientific research process| ILVScientific research process| ILV
2 SWS2 ECTS
Content
Tasks and guidelines for the Bachelor thesis
Phases of the research process: topic identification, literature research, concept development, literature processing, implementation and evaluation of the methodological steps, writing the paper, editing
Basic principles for planning, implementation and evaluation of selected empirical and theoretical research methods such as interview, focus group, questionnaire, literature work (text analysis, review, etc.)
academic writing and reviewing
good scientific practice and quality criteria for research
Teaching method
lecture, group work, exercises, discussion, feedback
Examination
Continuous assessment: active participation in the Bachelor thesis supervision appointments
Literature
Bogner,A., Littig,B., & Menz,W. (2014). Interviews mit Experten: Eine praxisorientierte Einführung. Lehrbuch. Wiesbaden: Springer VS. Retrieved from link.springer.com/book/10.1007/978-3-531-19416-5doi.org/10.1007/978-3-531-19416-5
DePoy,E., & Gitlin,L.N. (2016). Introduction to research: Understanding and applying multiple strategies (Fifth edition). St. Louis, Missouri: Elsevier.
Gläser,J., & Laudel,G. (2010). Experteninterviews und qualitative Inhaltsanalyse als Instrumente rekonstruierender Untersuchungen (4. Auflage). Lehrbuch. Wiesbaden: VS Verlag. Retrieved from d-nb.info/1002141753/04
Kuckartz,U. (2018). Qualitative Inhaltsanalyse. Methoden, Praxis, Computerunterstützung (4. Auflage). Grundlagentexte Methoden. Weinheim, Basel: Beltz Juventa. Retrieved from ebooks.ciando.com/book/index.cfm
Mayring, P. (2017). Qualitative Inhaltsanalyse. In Qualitative Forschung : ein Handbuch (pp.468–475). Reinbek bei Hamburg: rowohlts enzyklopädie im Rowohlt Taschenbuch Verlag.
Raab-Steiner,E., & Benesch,M. (2018). Der Fragebogen: Von der Forschungsidee zur SPSS-Auswertung (5., aktualisierte und überarbeitete Auflage). UTB: Schlüsselkompetenzen. Wien: facultas. Retrieved from www.utb-studi-e-book.de/9783838587271
Ritschl,V., Weigl,R., & Stamm,T.A. (Eds.) (2016). Studium Pflege, Therapie, Gesundheit. Wissenschaftliches Arbeiten und Schreiben: Verstehen, Anwenden, Nutzen für die Praxis. Berlin, Heidelberg, s.l.: Springer Berlin Heidelberg. doi.org/10.1007/978-3-662-49908-5
Teaching language
Deutsch
Scientific research process| ILV
2 SWS2 ECTS
Content
Tasks and guidelines for the Bachelor thesis
Phases of the research process: topic identification, literature research, concept development, literature processing, implementation and evaluation of the methodological steps, writing the paper, editing
Basic principles for planning, implementation and evaluation of selected empirical and theoretical research methods such as interview, focus group, questionnaire, literature work (text analysis, review, etc.)
academic writing and reviewing
good scientific practice and quality criteria for research
Teaching method
lecture, group work, exercises, discussion, feedback
Examination
Continuous assessment: active participation in the Bachelor thesis supervision appointments
Literature
Bogner,A., Littig,B., & Menz,W. (2014). Interviews mit Experten: Eine praxisorientierte Einführung. Lehrbuch. Wiesbaden: Springer VS. Retrieved from link.springer.com/book/10.1007/978-3-531-19416-5doi.org/10.1007/978-3-531-19416-5
DePoy,E., & Gitlin,L.N. (2016). Introduction to research: Understanding and applying multiple strategies (Fifth edition). St. Louis, Missouri: Elsevier.
Gläser,J., & Laudel,G. (2010). Experteninterviews und qualitative Inhaltsanalyse als Instrumente rekonstruierender Untersuchungen (4. Auflage). Lehrbuch. Wiesbaden: VS Verlag. Retrieved from d-nb.info/1002141753/04
Kuckartz,U. (2018). Qualitative Inhaltsanalyse. Methoden, Praxis, Computerunterstützung (4. Auflage). Grundlagentexte Methoden. Weinheim, Basel: Beltz Juventa. Retrieved from ebooks.ciando.com/book/index.cfm
Mayring, P. (2017). Qualitative Inhaltsanalyse. In Qualitative Forschung : ein Handbuch (pp.468–475). Reinbek bei Hamburg: rowohlts enzyklopädie im Rowohlt Taschenbuch Verlag.
Raab-Steiner,E., & Benesch,M. (2018). Der Fragebogen: Von der Forschungsidee zur SPSS-Auswertung (5., aktualisierte und überarbeitete Auflage). UTB: Schlüsselkompetenzen. Wien: facultas. Retrieved from www.utb-studi-e-book.de/9783838587271
Ritschl,V., Weigl,R., & Stamm,T.A. (Eds.) (2016). Studium Pflege, Therapie, Gesundheit. Wissenschaftliches Arbeiten und Schreiben: Verstehen, Anwenden, Nutzen für die Praxis. Berlin, Heidelberg, s.l.: Springer Berlin Heidelberg. doi.org/10.1007/978-3-662-49908-5
Teaching language
Deutsch
2 SWS
2 ECTS
(7 ECTS of your choice)
Module Elective choices in different areas of practice – Elective courses
15 SWS
24.5 ECTS
Elective course 1| ILVElective course 1| ILV
0 SWS3.5 ECTS
Content
Students can individually collect the necessary credit points for this course during their studies by:
Participation in extracurricular-facultative courses of their own degree programme
Participation in extracurricular faculty courses offered by the department or university (open lectures)
Participation in selected congresses, conferences and further training
Teaching method
variable
Examination
Final exam: Certificate of participation or proof of examination
Teaching language
Deutsch
Elective course 1| ILV
0 SWS3.5 ECTS
Content
Students can individually collect the necessary credit points for this course during their studies by:
Participation in extracurricular-facultative courses of their own degree programme
Participation in extracurricular faculty courses offered by the department or university (open lectures)
Participation in selected congresses, conferences and further training
Teaching method
variable
Examination
Final exam: Certificate of participation or proof of examination
Teaching language
Deutsch
3.5 ECTS
Advanced course: Occupational therapy for children and adolescents in mental health – Elective course| ILVAdvanced course: Occupational therapy for children and adolescents in mental health – Elective course| ILV
2.5 SWS3.5 ECTS
Content
Cause, clinic, diagnostics, therapy, rehabilitation and prognosis of the child and adolescent psychiatric diagnoses most relevant for occupational therapy (e.g. emotional and social disorders, depression, self-harming behaviour, trauma, anxiety disorders, eating disorders, neonatal abstinence syndrome)
Promotion of mental health and resilience of children and young people
the occupational therapy process in the context of prevention, therapy and rehabilitation in child and adolescent psychiatry
Diagnosis and therapeutic measures for selected child and adolescent psychiatric problems (e.g. emotional and social disorders, depression, self-harming behaviour, trauma, anxiety disorders, neonatal abstinence syndrome)
Practical training of elements of different therapeutic methods and approaches in child and adolescent psychiatry: e.g. Marte Meo; occupational therapy social competence training (EST), various cognitive training
inter-professional cooperation as well as financial, socio-political and institutional framework conditions of occupational therapy in child and youth psychiatry (cooperation with the youth welfare office, residential groups, etc.)
ethical issues and diversity in the work in child and adolescent psychiatry
(child protection, housing law, external accommodation, ...)
Guidelines and evidence relevant to occupational therapy
Case work on selected tasks of the occupational therapy process in child and youth psychiatry
Teaching method
Lecture, group work, discussion, work orders, group exercises, case solutions, practical exercises
Examination
Continuous assessment: practical tasks, written work, case work and oral examination
Literature
Aarts, M. & Becker, U. (2016). Marte Meo: Handbuch (4., leicht überarbeitete Ausgabe). Aarts Productions Verlag.
Bazyk, S., Arbesman, M. & Le Granse, M. (Hg.). (2019). Leitlinien der Ergotherapie. Psychische Gesundheit von Kindern und Jugendlichen (1. Aufl.).
Kubny-Lüke, B. (Hg.). (2017). Ergotherapie im Arbeitsfeld Psychiatrie (3. Auflage). Georg Thieme Verlag.
Otte-Löcker, S. & Menke, B. (2017). Ergotherapeutisches Sozialkompetenz-Training (EST) (2., überarbeitete und erweiterte Auflage). Schulz-Kirchner Verlag.
Steinhausen, H.-C. (Hg.). (2019). Plus im Web. Psychische Störungen bei Kindern und Jugendlichen: Lehrbuch der Kinder- und Jugendpsychiatrie und -psychotherapie : mit 120 Tabellen sowie 76 aktuellen Original-Fragebögen und Skalen (9. Aufl.).
Walkenhorst, U., Ott, U. & Becker, H. (Hg.). (2010). Fallbuch Ergotherapie in der Psychiatrie: 54 Tabellen. Thieme.
Teaching language
Deutsch
Advanced course: Occupational therapy for children and adolescents in mental health – Elective course| ILV
2.5 SWS3.5 ECTS
Content
Cause, clinic, diagnostics, therapy, rehabilitation and prognosis of the child and adolescent psychiatric diagnoses most relevant for occupational therapy (e.g. emotional and social disorders, depression, self-harming behaviour, trauma, anxiety disorders, eating disorders, neonatal abstinence syndrome)
Promotion of mental health and resilience of children and young people
the occupational therapy process in the context of prevention, therapy and rehabilitation in child and adolescent psychiatry
Diagnosis and therapeutic measures for selected child and adolescent psychiatric problems (e.g. emotional and social disorders, depression, self-harming behaviour, trauma, anxiety disorders, neonatal abstinence syndrome)
Practical training of elements of different therapeutic methods and approaches in child and adolescent psychiatry: e.g. Marte Meo; occupational therapy social competence training (EST), various cognitive training
inter-professional cooperation as well as financial, socio-political and institutional framework conditions of occupational therapy in child and youth psychiatry (cooperation with the youth welfare office, residential groups, etc.)
ethical issues and diversity in the work in child and adolescent psychiatry
(child protection, housing law, external accommodation, ...)
Guidelines and evidence relevant to occupational therapy
Case work on selected tasks of the occupational therapy process in child and youth psychiatry
Teaching method
Lecture, group work, discussion, work orders, group exercises, case solutions, practical exercises
Examination
Continuous assessment: practical tasks, written work, case work and oral examination
Literature
Aarts, M. & Becker, U. (2016). Marte Meo: Handbuch (4., leicht überarbeitete Ausgabe). Aarts Productions Verlag.
Bazyk, S., Arbesman, M. & Le Granse, M. (Hg.). (2019). Leitlinien der Ergotherapie. Psychische Gesundheit von Kindern und Jugendlichen (1. Aufl.).
Kubny-Lüke, B. (Hg.). (2017). Ergotherapie im Arbeitsfeld Psychiatrie (3. Auflage). Georg Thieme Verlag.
Otte-Löcker, S. & Menke, B. (2017). Ergotherapeutisches Sozialkompetenz-Training (EST) (2., überarbeitete und erweiterte Auflage). Schulz-Kirchner Verlag.
Steinhausen, H.-C. (Hg.). (2019). Plus im Web. Psychische Störungen bei Kindern und Jugendlichen: Lehrbuch der Kinder- und Jugendpsychiatrie und -psychotherapie : mit 120 Tabellen sowie 76 aktuellen Original-Fragebögen und Skalen (9. Aufl.).
Walkenhorst, U., Ott, U. & Becker, H. (Hg.). (2010). Fallbuch Ergotherapie in der Psychiatrie: 54 Tabellen. Thieme.
Teaching language
Deutsch
2.5 SWS
3.5 ECTS
Advanced course: Occupational therapy in neurology – Elective course| ILVAdvanced course: Occupational therapy in neurology – Elective course| ILV
2.5 SWS3.5 ECTS
Content
HoDT,
Bobath concept,
CIMT,
Therapeutic leadership according to Affolter
basal stimulation
Environmental management systems
smart home
Use of technologies in different contexts (therapy and everyday life)
Teaching method
Selected case work with motor and cognitive problems, group work, practical exercises, self-awareness, theoretical knowledge input
Examination
Continuous assessment: practical tasks, written work, case work and oral examination
Literature
Bassøe Gjelsvik, B. E. & Syre, L. (2017). Die Bobath-Therapie in der Erwachsenenneurologie (3., komplett überarbeitete Auflage). Georg Thieme Verlag.
Fröhlich, A., Mohr, L. & Zündel, M. (Hg.). (2019). Basale Stimulation®: Das Handbuch (1. Auflage). Hogrefe Verlag.
Goldenberg, G. (2017). Neuropsychologie: Grundlagen, Klinik, Rehabilitation (5., aktualisierte Auflage).
Haus, K.-M. (2014). Neurophysiologische Behandlung bei Erwachsenen: Grundlagen der Neurologie, Behandlungskonzepte, Hemiplegie verstehen (3. Aufl.). Springer. dx.doi.org/10.1007/978-3-642-41929-4doi.org/10.1007/978-3-642-41929-4
Scheepers, C., Steding-Albrecht, U., Jehn, P. & Berting-Hüneke, C. (Hg.). (2015). Ergotherapie. Ergotherapie: Vom Behandeln zum Handeln ; Lehrbuch für die theoretische und praktische Ausbildung ; 58 Tabellen (5. Aufl.). Thieme.
Teaching language
Deutsch
Advanced course: Occupational therapy in neurology – Elective course| ILV
2.5 SWS3.5 ECTS
Content
HoDT,
Bobath concept,
CIMT,
Therapeutic leadership according to Affolter
basal stimulation
Environmental management systems
smart home
Use of technologies in different contexts (therapy and everyday life)
Teaching method
Selected case work with motor and cognitive problems, group work, practical exercises, self-awareness, theoretical knowledge input
Examination
Continuous assessment: practical tasks, written work, case work and oral examination
Literature
Bassøe Gjelsvik, B. E. & Syre, L. (2017). Die Bobath-Therapie in der Erwachsenenneurologie (3., komplett überarbeitete Auflage). Georg Thieme Verlag.
Fröhlich, A., Mohr, L. & Zündel, M. (Hg.). (2019). Basale Stimulation®: Das Handbuch (1. Auflage). Hogrefe Verlag.
Goldenberg, G. (2017). Neuropsychologie: Grundlagen, Klinik, Rehabilitation (5., aktualisierte Auflage).
Haus, K.-M. (2014). Neurophysiologische Behandlung bei Erwachsenen: Grundlagen der Neurologie, Behandlungskonzepte, Hemiplegie verstehen (3. Aufl.). Springer. dx.doi.org/10.1007/978-3-642-41929-4doi.org/10.1007/978-3-642-41929-4
Scheepers, C., Steding-Albrecht, U., Jehn, P. & Berting-Hüneke, C. (Hg.). (2015). Ergotherapie. Ergotherapie: Vom Behandeln zum Handeln ; Lehrbuch für die theoretische und praktische Ausbildung ; 58 Tabellen (5. Aufl.). Thieme.
Teaching language
Deutsch
2.5 SWS
3.5 ECTS
Advanced course: Occupational therapy in orthopaedics, rheumatology and traumatology – Elective course| ILVAdvanced course: Occupational therapy in orthopaedics, rheumatology and traumatology – Elective course| ILV
2.5 SWS3.5 ECTS
Content
In-depth medical basics of selected orthopaedic, rheumatological and traumatological clinical pictures
selected occupational therapy diagnostic instruments
in-depth knowledge of joint protection, advice on aids and care
Production of selected hand splints (static splints, dynamic splints)
Mobilisation techniques
physical methods
In-depth knowledge of diagnostic findings and therapeutic measures for selected clinical pictures and indications in the fields of orthopaedics, rheumatology and traumatology (e.g. diseases and injuries of the hand, spinal diseases, diseases and injuries of large joints) including case work on selected tasks of the occupational therapy process
different institutional frameworks and settings (acute care, rehabilitation, extramural, intramural)
Teaching method
Lecture, group work, discussion, work orders, group exercises, case solutions, practical exercises
Examination
Continuous assessment: practical tasks, written work, case work and oral examination
Literature
Bureck, W., Kark, A., Gundelwein, I., Wendt, H. & Behrendt, M. (Hg.). (2019). Schienenversorgung in der Handtherapie: Bauanleitungen für statische, dynamische und statisch-progressive Schienen (1. Auflage 2019). Springer Berlin; Springer.
Diday-Nolle, A. P. & Waldner-Nilsson, B. (Hg.). (2013). Handrehabilitation: Für Ergotherapeuten und Physiotherapeuten. Band 1, Grundlagen, Erkrankungen (3. Auflage). Springer.
Koesling, C. & Bollinger Herzka, T. (Hg.). (2018). Ergotherapie. Ergotherapie in Orthopädie, Traumatologie und Rheumatologie (2. Aufl.). Thieme.
Waldner-Nilsson, B. (Hg.). (2019). Handrehabilitation: Für Ergotherapeuten und Physiotherapeuten, Band 3: Manuelle Therapie, Physikalische Maßnahmen, Schienen. Springer Berlin Heidelberg; Springer.
Waldner-Nilsson, B. & Breier, S. (Hg.). (2013). Handrehabilitation: ergo- und physiotherapeutische Konzepte / Brigitta Waldner-Nilsson ; Bd. 2. Verletzungen: Für Ergotherapeuten und Physiotherapeuten (2. Aufl.). Springer.
Teaching language
Deutsch
Advanced course: Occupational therapy in orthopaedics, rheumatology and traumatology – Elective course| ILV
2.5 SWS3.5 ECTS
Content
In-depth medical basics of selected orthopaedic, rheumatological and traumatological clinical pictures
selected occupational therapy diagnostic instruments
in-depth knowledge of joint protection, advice on aids and care
Production of selected hand splints (static splints, dynamic splints)
Mobilisation techniques
physical methods
In-depth knowledge of diagnostic findings and therapeutic measures for selected clinical pictures and indications in the fields of orthopaedics, rheumatology and traumatology (e.g. diseases and injuries of the hand, spinal diseases, diseases and injuries of large joints) including case work on selected tasks of the occupational therapy process
different institutional frameworks and settings (acute care, rehabilitation, extramural, intramural)
Teaching method
Lecture, group work, discussion, work orders, group exercises, case solutions, practical exercises
Examination
Continuous assessment: practical tasks, written work, case work and oral examination
Literature
Bureck, W., Kark, A., Gundelwein, I., Wendt, H. & Behrendt, M. (Hg.). (2019). Schienenversorgung in der Handtherapie: Bauanleitungen für statische, dynamische und statisch-progressive Schienen (1. Auflage 2019). Springer Berlin; Springer.
Diday-Nolle, A. P. & Waldner-Nilsson, B. (Hg.). (2013). Handrehabilitation: Für Ergotherapeuten und Physiotherapeuten. Band 1, Grundlagen, Erkrankungen (3. Auflage). Springer.
Koesling, C. & Bollinger Herzka, T. (Hg.). (2018). Ergotherapie. Ergotherapie in Orthopädie, Traumatologie und Rheumatologie (2. Aufl.). Thieme.
Waldner-Nilsson, B. (Hg.). (2019). Handrehabilitation: Für Ergotherapeuten und Physiotherapeuten, Band 3: Manuelle Therapie, Physikalische Maßnahmen, Schienen. Springer Berlin Heidelberg; Springer.
Waldner-Nilsson, B. & Breier, S. (Hg.). (2013). Handrehabilitation: ergo- und physiotherapeutische Konzepte / Brigitta Waldner-Nilsson ; Bd. 2. Verletzungen: Für Ergotherapeuten und Physiotherapeuten (2. Aufl.). Springer.
Teaching language
Deutsch
2.5 SWS
3.5 ECTS
Advanced course: Occupational therapy in mental health – Elective course| ILVAdvanced course: Occupational therapy in mental health – Elective course| ILV
2.5 SWS3.5 ECTS
Content
Gerontopsychiatric occupational therapy
Forensic occupational therapy
Selected fields of occupational therapy in the field of psychiatry (e.g. trauma-sensitive work, ZEPS, addictions, occupational therapy in the home environment; community-based occupational therapy etc.)
Teaching method
workshop, group work, (impulse) lecture
Examination
Continuous assessment: practical tasks, written work, case work and oral examination
Literature
Wilms, R (2011). Endlosschleife oder Ausstiegsmotivation? Ergotherapie mit suchtkranken Menschen. (2011). Praxis Ergotherapie, 24(3), 130–134.
Brueck, R. & Demmel, R. (2016). Praxisbuch Sucht: Therapie der Suchterkrankungen im Jugend- und Erwachsenenalter (2., überarbeitete Auflage). Georg Thieme Verlag.
Bryant, W., Fieldhouse, J. & Bannigan, K. (Hg.). (2014). Creek's Occupational Therapy and Mental Health (5th ed.). Elsevier Health Sciences UK.
Duncan, E. A., Munro, K., Nicol, M. M. (2003). Research priorities in forensic occupational therapy. British Journal of Occupational Therapy,. British Journal of Occupational Therapy, 66(3), 55–64.
Harries, P. A. & Gilhooly, K. (2003). Generic and specialist occupational therapy casework in community mental health teams. British Journal of Occupational Therapy, 66(3), 101–109.
Jegodtka, R., Luitjens, P., Pleyer, K. H., Weiß, W. & Sriram, R. (2016). Systemische Traumapädagogik: Traumasensible Begleitung und Beratung in psychosozialen Arbeitsfeldern (1. Aufl.). Vandenhoeck & Ruprecht. doi.org/10.13109/9783666451355
Parker, H. (2001). The role of occupational therapists in community mental health teams: Generic or specialist? British Journal of Occupational Therapy,, 64(12), 609–611.
Snedden, D. (2012). Changing directions, changing lives: The mental health strategy for Canada: Trauma-informed practice: An emerging role of occupational therapy. (14 Nr.6).
Steidl, S. & Nigg, B. (2014). Gerontologie, Geriatrie und Gerontopsychiatrie: Ein Lehrbuch für Gesundheits- und Pflegeberufe (4., akt. u. überarb). facultas.wuv - Maudrich.
Teaching language
Deutsch
Advanced course: Occupational therapy in mental health – Elective course| ILV
2.5 SWS3.5 ECTS
Content
Gerontopsychiatric occupational therapy
Forensic occupational therapy
Selected fields of occupational therapy in the field of psychiatry (e.g. trauma-sensitive work, ZEPS, addictions, occupational therapy in the home environment; community-based occupational therapy etc.)
Teaching method
workshop, group work, (impulse) lecture
Examination
Continuous assessment: practical tasks, written work, case work and oral examination
Literature
Wilms, R (2011). Endlosschleife oder Ausstiegsmotivation? Ergotherapie mit suchtkranken Menschen. (2011). Praxis Ergotherapie, 24(3), 130–134.
Brueck, R. & Demmel, R. (2016). Praxisbuch Sucht: Therapie der Suchterkrankungen im Jugend- und Erwachsenenalter (2., überarbeitete Auflage). Georg Thieme Verlag.
Bryant, W., Fieldhouse, J. & Bannigan, K. (Hg.). (2014). Creek's Occupational Therapy and Mental Health (5th ed.). Elsevier Health Sciences UK.
Duncan, E. A., Munro, K., Nicol, M. M. (2003). Research priorities in forensic occupational therapy. British Journal of Occupational Therapy,. British Journal of Occupational Therapy, 66(3), 55–64.
Harries, P. A. & Gilhooly, K. (2003). Generic and specialist occupational therapy casework in community mental health teams. British Journal of Occupational Therapy, 66(3), 101–109.
Jegodtka, R., Luitjens, P., Pleyer, K. H., Weiß, W. & Sriram, R. (2016). Systemische Traumapädagogik: Traumasensible Begleitung und Beratung in psychosozialen Arbeitsfeldern (1. Aufl.). Vandenhoeck & Ruprecht. doi.org/10.13109/9783666451355
Parker, H. (2001). The role of occupational therapists in community mental health teams: Generic or specialist? British Journal of Occupational Therapy,, 64(12), 609–611.
Snedden, D. (2012). Changing directions, changing lives: The mental health strategy for Canada: Trauma-informed practice: An emerging role of occupational therapy. (14 Nr.6).
Steidl, S. & Nigg, B. (2014). Gerontologie, Geriatrie und Gerontopsychiatrie: Ein Lehrbuch für Gesundheits- und Pflegeberufe (4., akt. u. überarb). facultas.wuv - Maudrich.
Teaching language
Deutsch
2.5 SWS
3.5 ECTS
Advanced course: Occupational therapy for elderly people – Elective course| ILVAdvanced course: Occupational therapy for elderly people – Elective course| ILV
2.5 SWS3.5 ECTS
Content
mobile occupational therapy for elderly people and their relatives/professional assistants* (e.g. " home occupational therapy for dementia ", Reablement, AAL/AT)
Occupational therapy approaches for occupational justice in the institutional setting
Deepening: Work/counselling for relatives and multi-professional cooperation in the work with older people, multi-professional (network) work
Consolidation: occupational therapy in a palliative context (incl. dealing with serious fates/death)
Deepening in diagnosis/evaluation and occupational therapy measures for selected problems in old age
Individual consolidation in selected fields of occupational therapy with older people
Teaching method
Lecture, group work, discussion, work orders, group exercises, case solutions, practical exercises
Examination
Continuous assessment: Case study work, lecture, practical exercises with feedback, peer reflection, group work, discussions
Literature
Barney, K. F. & Perkinson, M. A. (Hg.). (2016). Occupational therapy with aging adults: Promoting quality of life through collaborative practice. Elsevier. www.sciencedirect.com/science/book/9780323067768
Berge, E. von dem, Förster, A. & Kirsch, G. (Hg.). (2018). Spektrum Ergotherapie. Ergotherapie in der Palliative Care: Selbstbestimmt handeln bis zuletzt (1. Aufl.). Schulz-Kirchner Verlag.
Bortnick, K. (2016). Occupational Therapy Assessment for Older Adults: 100 Instruments for Measuring Occupational Performance. SLACK Incorporated. ebookcentral.proquest.com/lib/gbv/detail.action
Christiansen, C. & Townsend, E. A. (Hg.). (2011). Introduction to occupation: The art and science of living ; new multidisciplinary perspectives for understanding human occupation as a central feature of individual experience and social organization (2nd ed., int. ed.).
Ebrahimi, V., Chapman, H. & Mann, T. (2017). Reablement Services in Health and Social Care: A guide to practice for students and support workers (1st edition 2016).
Gitlin, L. N., Corcoran, M. A. & Chee, Y. K. (2005). Occupational therapy and dementia care: The Home Environmental Skill-Building Program for individuals and families. American Occupational Therapy Association.
Le Granse, M., Piersol, C. V. & Jensen, L. (Hg.). (2018). Leitlinien der Ergotherapie: Band 6. Menschen mit Alzheimer-Erkrankung (1. Aufl.). Hogrefe.
Le Granse, M., Siebert, C., Smallfield, S. & Stark, S. (Hg.). (2018). Leitlinien der Ergotherapie: Band 2. Wohnraumanpassung (1. Aufl.). Hogrefe.
Pool, J. & Downs, M. (2011). The Pool Activity Level (PAL) Instrument for Occupational Profiling: A Practical Resource for Carers of People with Cognitive Impairment (4. Aufl.). Bradford Dementia Group. Jessica Kingsley Publishers. gbv.eblib.com/patron/FullRecord.aspx
Pozzi, C., Lanzoni, A., Graff, M. J. L. & Morandi, A. (Hg.). (2020). Occupational therapy for older people. Springer Nature.
Teaching language
Deutsch
Advanced course: Occupational therapy for elderly people – Elective course| ILV
2.5 SWS3.5 ECTS
Content
mobile occupational therapy for elderly people and their relatives/professional assistants* (e.g. " home occupational therapy for dementia ", Reablement, AAL/AT)
Occupational therapy approaches for occupational justice in the institutional setting
Deepening: Work/counselling for relatives and multi-professional cooperation in the work with older people, multi-professional (network) work
Consolidation: occupational therapy in a palliative context (incl. dealing with serious fates/death)
Deepening in diagnosis/evaluation and occupational therapy measures for selected problems in old age
Individual consolidation in selected fields of occupational therapy with older people
Teaching method
Lecture, group work, discussion, work orders, group exercises, case solutions, practical exercises
Examination
Continuous assessment: Case study work, lecture, practical exercises with feedback, peer reflection, group work, discussions
Literature
Barney, K. F. & Perkinson, M. A. (Hg.). (2016). Occupational therapy with aging adults: Promoting quality of life through collaborative practice. Elsevier. www.sciencedirect.com/science/book/9780323067768
Berge, E. von dem, Förster, A. & Kirsch, G. (Hg.). (2018). Spektrum Ergotherapie. Ergotherapie in der Palliative Care: Selbstbestimmt handeln bis zuletzt (1. Aufl.). Schulz-Kirchner Verlag.
Bortnick, K. (2016). Occupational Therapy Assessment for Older Adults: 100 Instruments for Measuring Occupational Performance. SLACK Incorporated. ebookcentral.proquest.com/lib/gbv/detail.action
Christiansen, C. & Townsend, E. A. (Hg.). (2011). Introduction to occupation: The art and science of living ; new multidisciplinary perspectives for understanding human occupation as a central feature of individual experience and social organization (2nd ed., int. ed.).
Ebrahimi, V., Chapman, H. & Mann, T. (2017). Reablement Services in Health and Social Care: A guide to practice for students and support workers (1st edition 2016).
Gitlin, L. N., Corcoran, M. A. & Chee, Y. K. (2005). Occupational therapy and dementia care: The Home Environmental Skill-Building Program for individuals and families. American Occupational Therapy Association.
Le Granse, M., Piersol, C. V. & Jensen, L. (Hg.). (2018). Leitlinien der Ergotherapie: Band 6. Menschen mit Alzheimer-Erkrankung (1. Aufl.). Hogrefe.
Le Granse, M., Siebert, C., Smallfield, S. & Stark, S. (Hg.). (2018). Leitlinien der Ergotherapie: Band 2. Wohnraumanpassung (1. Aufl.). Hogrefe.
Pool, J. & Downs, M. (2011). The Pool Activity Level (PAL) Instrument for Occupational Profiling: A Practical Resource for Carers of People with Cognitive Impairment (4. Aufl.). Bradford Dementia Group. Jessica Kingsley Publishers. gbv.eblib.com/patron/FullRecord.aspx
Pozzi, C., Lanzoni, A., Graff, M. J. L. & Morandi, A. (Hg.). (2020). Occupational therapy for older people. Springer Nature.
Teaching language
Deutsch
2.5 SWS
3.5 ECTS
Advanced course: Occupational therapy for children and adolescents – Elective course| ILVAdvanced course: Occupational therapy for children and adolescents – Elective course| ILV
2.5 SWS3.5 ECTS
Content
the occupational therapy process within the framework of health promotion, prevention, therapy and rehabilitation with children and adolescents in complex situations and new fields of activity
inter-professional cooperation as well as financial, socio-political and institutional framework conditions of occupational therapy with children
ethical issues and diversity in working with children and young people
In-depth knowledge of findings and therapeutic measures for selected developmental disorders and clinical pictures of childhood and adolescence (e.g. attention deficit and hyperactivity syndrome, circ*mscribed developmental disorder of motor functions, autism spectrum disorder, infantile cerebral palsy, cognitive impairment, acquired brain damage, oncology)
Practical training of elements of different therapeutic methods and approaches: e.g. CO-OP approach, sensory integration therapy (ASI), TEACCH,
kindergarten- and school-based occupational therapy: field of activity, models and interventions
Guidelines and evidence relevant to occupational therapy
Case work on selected tasks of the occupational therapy process
Consolidation: Parental work, counselling and coaching of parents and teachers
Teaching method
Lecture, group work, discussion, work orders, group exercises, case solutions, practical exercises
Examination
Continuous assessment: practical tasks, written work, case work and oral examination
Literature
Baumgarten, A. & Strebel, H. (Hrsg.). (2016). Ergotherapie in der Pädiatrie. Klientenzentriert - betätigungsorientiert - evidenzbasiert (Spektrum Ergotherapie). Idstein: Schulz-Kirchner.
Bundy,A.C., & Lane,S.J. (op. 2020). Sensory integration: Theory and practice (3rd ed.). Philadelphia: F. A. Davis.
Novak, I., & Honan, I. (2019). Effectiveness of paediatric occupational therapy for children with disabilities: A systematic review. Australian Occupational Therapy Journal, 66(3), 258–273. doi.org/10.1111/1440-1630.12573
O'Brien, J. C., & Miller-Kuhaneck, H. (Eds.) (2020). Case-Smith's occupational therapy for children and adolescents (Eighth edition). St. Louis, Missouri: Elsevier.
Polatajko,H.J., & Mandich,A. (2008). Ergotherapie bei Kindern mit Koordinationsstörungen: Der CO-OP Ansatz ; [inklusive CD mit Kopiervorlagen. Ergotherapie Praxis. Stuttgart: Thieme.
Rodger, S. & Kennedy-Behr, A. (Eds.). (2017). Occupation-Centred Practice with Children. A Practical Guide for Occupational Therapists. Hoboken: John Wiley & Sons Incorporated.
Walkenhorst, U. & Becker, H. (Hrsg.). (2009). Fallbuch Ergotherapie in der Pädiatrie. Stuttgart: Thieme.
Teaching language
Deutsch
Advanced course: Occupational therapy for children and adolescents – Elective course| ILV
2.5 SWS3.5 ECTS
Content
the occupational therapy process within the framework of health promotion, prevention, therapy and rehabilitation with children and adolescents in complex situations and new fields of activity
inter-professional cooperation as well as financial, socio-political and institutional framework conditions of occupational therapy with children
ethical issues and diversity in working with children and young people
In-depth knowledge of findings and therapeutic measures for selected developmental disorders and clinical pictures of childhood and adolescence (e.g. attention deficit and hyperactivity syndrome, circ*mscribed developmental disorder of motor functions, autism spectrum disorder, infantile cerebral palsy, cognitive impairment, acquired brain damage, oncology)
Practical training of elements of different therapeutic methods and approaches: e.g. CO-OP approach, sensory integration therapy (ASI), TEACCH,
kindergarten- and school-based occupational therapy: field of activity, models and interventions
Guidelines and evidence relevant to occupational therapy
Case work on selected tasks of the occupational therapy process
Consolidation: Parental work, counselling and coaching of parents and teachers
Teaching method
Lecture, group work, discussion, work orders, group exercises, case solutions, practical exercises
Examination
Continuous assessment: practical tasks, written work, case work and oral examination
Literature
Baumgarten, A. & Strebel, H. (Hrsg.). (2016). Ergotherapie in der Pädiatrie. Klientenzentriert - betätigungsorientiert - evidenzbasiert (Spektrum Ergotherapie). Idstein: Schulz-Kirchner.
Bundy,A.C., & Lane,S.J. (op. 2020). Sensory integration: Theory and practice (3rd ed.). Philadelphia: F. A. Davis.
Novak, I., & Honan, I. (2019). Effectiveness of paediatric occupational therapy for children with disabilities: A systematic review. Australian Occupational Therapy Journal, 66(3), 258–273. doi.org/10.1111/1440-1630.12573
O'Brien, J. C., & Miller-Kuhaneck, H. (Eds.) (2020). Case-Smith's occupational therapy for children and adolescents (Eighth edition). St. Louis, Missouri: Elsevier.
Polatajko,H.J., & Mandich,A. (2008). Ergotherapie bei Kindern mit Koordinationsstörungen: Der CO-OP Ansatz ; [inklusive CD mit Kopiervorlagen. Ergotherapie Praxis. Stuttgart: Thieme.
Rodger, S. & Kennedy-Behr, A. (Eds.). (2017). Occupation-Centred Practice with Children. A Practical Guide for Occupational Therapists. Hoboken: John Wiley & Sons Incorporated.
Walkenhorst, U. & Becker, H. (Hrsg.). (2009). Fallbuch Ergotherapie in der Pädiatrie. Stuttgart: Thieme.
Teaching language
Deutsch
2.5 SWS
3.5 ECTS
FH Campus Wien
Module Professional development in occupational therapy
3.5 SWS
7 ECTS
Elective course 2| ILVElective course 2| ILV
0 SWS2 ECTS
Content
Students can individually collect the necessary credit points for this course during their studies by:
Participation in extracurricular-facultative courses of their own degree programme
Participation in extracurricular faculty courses offered by the department or university (open lectures)
Participation in selected congresses, conferences and further training
Teaching method
variable
Examination
Final exam: Certificate of participation or proof of examination
Literature
variabel
Teaching language
Deutsch
Elective course 2| ILV
0 SWS2 ECTS
Content
Students can individually collect the necessary credit points for this course during their studies by:
Participation in extracurricular-facultative courses of their own degree programme
Participation in extracurricular faculty courses offered by the department or university (open lectures)
Participation in selected congresses, conferences and further training
Teaching method
variable
Examination
Final exam: Certificate of participation or proof of examination
Literature
variabel
Teaching language
Deutsch
2 ECTS
Occupational science and gobal citizenship| ILVOccupational science and gobal citizenship| ILV
1.5 SWS2 ECTS
Content
occupational science
Sustainable development goals
Environmental sustainability and professional reasoining
policy strategic reasoning
Human rights and occupational therapy; promote Occupation as human rights
Occupation based social transformation
Social capital
Migration and health (care)
Effects on health e.g. vulnerable groups
Diversity, culturally sensitive action in the health sector.
Primary care
community adapting
Fundamentals of Innovation & Entrepreneurship
Tools for the development of innovative thinking
Teaching method
Discussion, feedback, lecture with activating methods, work assignments with feedback, peer feedback, practical exercises,
Examination
Continuous assessment: Case handling, presentation, reflection report
Literature
Cole, M. B. & Creek, J. (Hg.). (2016). Global perspectives in professional reasoning. SLACK Incorporated.
Fransen, H., Pollard, N., Kantartzis, S. & Viana-Moldes, I. (2015). Participatory citizenship: Critical perspectives on client-centred occupational therapy. Scandinavian journal of occupational therapy, 22(4), 260–266. doi.org/10.3109/11038128.2015.1020338
Hammell, K. R. W. (2013). Client-centred practice in occupational therapy: critical reflections. Scandinavian journal of occupational therapy, 20(3), 174–181. doi.org/10.3109/11038128.2012.752032
Hammell, K. W. (2015). Quality of life, participation and occupational rights: A capabilities perspective. Australian occupational therapy journal, 62(2), 78–85. doi.org/10.1111/1440-1630.12183
Hemphill, B. J. (2020). Occupational therapy and spirituality. Routledge advances in occupational science and occupational therapy. Routledge, Taylor & Francis Group.
Ikiugu, M. N. & Pollard, N. (2015). Meaningful living across the lifespan: Occupation-based intervention strategies for occupational therapists and scientists. Critical studies in occupational therapy & occupational science. Whiting & Birch.
INNOVATION (Hg.).
Le Granse, M. (Hg.). (2019). Grundlagen der Ergotherapie (1. Auflage). Thieme; Georg Thieme Verlag KG.
Pierce, D. E. (2014). Occupational science for occupational therapy. SLACK Incorporated.
Whiteford, G. & Hocking, C. (Hg.). (2012). Occupational science: Society, inclusion, participation. Wiley-Blackwell.
Teaching language
Deutsch-Englisch
Occupational science and gobal citizenship| ILV
1.5 SWS2 ECTS
Content
occupational science
Sustainable development goals
Environmental sustainability and professional reasoining
policy strategic reasoning
Human rights and occupational therapy; promote Occupation as human rights
Occupation based social transformation
Social capital
Migration and health (care)
Effects on health e.g. vulnerable groups
Diversity, culturally sensitive action in the health sector.
Primary care
community adapting
Fundamentals of Innovation & Entrepreneurship
Tools for the development of innovative thinking
Teaching method
Discussion, feedback, lecture with activating methods, work assignments with feedback, peer feedback, practical exercises,
Examination
Continuous assessment: Case handling, presentation, reflection report
Literature
Cole, M. B. & Creek, J. (Hg.). (2016). Global perspectives in professional reasoning. SLACK Incorporated.
Fransen, H., Pollard, N., Kantartzis, S. & Viana-Moldes, I. (2015). Participatory citizenship: Critical perspectives on client-centred occupational therapy. Scandinavian journal of occupational therapy, 22(4), 260–266. doi.org/10.3109/11038128.2015.1020338
Hammell, K. R. W. (2013). Client-centred practice in occupational therapy: critical reflections. Scandinavian journal of occupational therapy, 20(3), 174–181. doi.org/10.3109/11038128.2012.752032
Hammell, K. W. (2015). Quality of life, participation and occupational rights: A capabilities perspective. Australian occupational therapy journal, 62(2), 78–85. doi.org/10.1111/1440-1630.12183
Hemphill, B. J. (2020). Occupational therapy and spirituality. Routledge advances in occupational science and occupational therapy. Routledge, Taylor & Francis Group.
Ikiugu, M. N. & Pollard, N. (2015). Meaningful living across the lifespan: Occupation-based intervention strategies for occupational therapists and scientists. Critical studies in occupational therapy & occupational science. Whiting & Birch.
INNOVATION (Hg.).
Le Granse, M. (Hg.). (2019). Grundlagen der Ergotherapie (1. Auflage). Thieme; Georg Thieme Verlag KG.
Pierce, D. E. (2014). Occupational science for occupational therapy. SLACK Incorporated.
Whiteford, G. & Hocking, C. (Hg.). (2012). Occupational science: Society, inclusion, participation. Wiley-Blackwell.
Teaching language
Deutsch-Englisch
1.5 SWS
2 ECTS
Developing occupational therapy in different settings and roles| ILVDeveloping occupational therapy in different settings and roles| ILV
2 SWS3 ECTS
Content
Optional:
Practical project in new fields of work (possible implementation parallel to the current internship, e.g. 1x/week: school, hostel, company etc.
ECTS for preparation, support
or
Implementation of the project from the 4th semester (healthy ageing)
or
Project proposal on the topic of Health Promotion & Entrepreneurship: Submission for an (interdisciplinary) project ... for activity-based offer ... Cooperation with interdisciplinary players; project submission TIG Gesundes Grätzel, project objective: human health
Further topics:
New technologies (e.g. 3D printing)
Primary care
Domestic occupational therapy
Occupational therapy research
Teaching method
Discussion, lecture with activating methods, work assignments in the group with feedback, peer feedback, case solutions, practical exercises, problem-based learning
Examination
Continuous assessment: Case handling, presentation, reflection report, portfolio
Literature
Dancza, K. & Rodger, S. (Hg.). (2018). Implementing occupation-centred practice: A practical guide for occupational therapy practice learning. Routledge.
Feiler, M. (Hg.). (2019). Professionelles und klinisches Reasoning in der Ergotherapie: Ein Leitfaden für reflektiertes Denken und Handeln.
Kantartzis, S. (2019). The Dr Elizabeth Casson Memorial Lecture 2019: Shifting our focus. Fostering the potential of occupation and occupational therapy in a complex world. British Journal of Occupational Therapy, 82(9), 553–566. doi.org/10.1177/0308022619864893
Laliberte Rudman, D., Pollard, N., Craig, C., Kantartzis, S., Piškur, B., Algado Simó, S., van Bruggen, H. & Schiller, S. (2019). Contributing to social transformation through occupation: Experiences from a think tank. Journal of Occupational Science, 26(2), 316–322. doi.org/10.1080/14427591.2018.1538898
Thew, M. (2011). Role Emerging Occupational Therapy: Maximising Occupation Focussed Practice. Blackwell Pub.
van Brugge, H. (2016). Strategic thinking and Reasoning in Occupational Therapy. In M. B. Cole & J. Creek (Hg.), Global perspectives in professional reasoning (S.25–43). SLACK Incorporated.
Teaching language
Deutsch-Englisch
Developing occupational therapy in different settings and roles| ILV
2 SWS3 ECTS
Content
Optional:
Practical project in new fields of work (possible implementation parallel to the current internship, e.g. 1x/week: school, hostel, company etc.
ECTS for preparation, support
or
Implementation of the project from the 4th semester (healthy ageing)
or
Project proposal on the topic of Health Promotion & Entrepreneurship: Submission for an (interdisciplinary) project ... for activity-based offer ... Cooperation with interdisciplinary players; project submission TIG Gesundes Grätzel, project objective: human health
Further topics:
New technologies (e.g. 3D printing)
Primary care
Domestic occupational therapy
Occupational therapy research
Teaching method
Discussion, lecture with activating methods, work assignments in the group with feedback, peer feedback, case solutions, practical exercises, problem-based learning
Examination
Continuous assessment: Case handling, presentation, reflection report, portfolio
Literature
Dancza, K. & Rodger, S. (Hg.). (2018). Implementing occupation-centred practice: A practical guide for occupational therapy practice learning. Routledge.
Feiler, M. (Hg.). (2019). Professionelles und klinisches Reasoning in der Ergotherapie: Ein Leitfaden für reflektiertes Denken und Handeln.
Kantartzis, S. (2019). The Dr Elizabeth Casson Memorial Lecture 2019: Shifting our focus. Fostering the potential of occupation and occupational therapy in a complex world. British Journal of Occupational Therapy, 82(9), 553–566. doi.org/10.1177/0308022619864893
Laliberte Rudman, D., Pollard, N., Craig, C., Kantartzis, S., Piškur, B., Algado Simó, S., van Bruggen, H. & Schiller, S. (2019). Contributing to social transformation through occupation: Experiences from a think tank. Journal of Occupational Science, 26(2), 316–322. doi.org/10.1080/14427591.2018.1538898
Thew, M. (2011). Role Emerging Occupational Therapy: Maximising Occupation Focussed Practice. Blackwell Pub.
van Brugge, H. (2016). Strategic thinking and Reasoning in Occupational Therapy. In M. B. Cole & J. Creek (Hg.), Global perspectives in professional reasoning (S.25–43). SLACK Incorporated.
Teaching language
Deutsch-Englisch
2 SWS
3 ECTS
Module Fieldwork placement semester 6Fieldwork placement semester 6
0.5 SWS15 ECTS
Examination
: Assessment of practical performance during the internship, portfolio work, written work orders/internship documentation, sight-hour,
active participation in the technical supervision
Fieldwork placement semester 6
0.5 SWS15 ECTS
Examination
: Assessment of practical performance during the internship, portfolio work, written work orders/internship documentation, sight-hour,
active participation in the technical supervision
0.5 SWS
15 ECTS
Supervision: Fieldwork placement semester 6| SESupervision: Fieldwork placement semester 6| SE
0.5 SWS0.5 ECTS
Content
Reflection of individual internship experiences with special consideration of the theory-practice transfer and the forthcoming career entry
Presentation of a case study from the internship with focus on aspects of diversity and ethics
Free topics from the following areas: inter-professional cooperation (incl. ICF), evidence-based, documentation, professional identity
Teaching method
(Peer)feedback, portfolio, discussion, (case) presentations, (online if required) Peer group
Examination
Module exam
Literature
keine spezielle, abhängig von der jeweiligen Praxisstelle
Teaching language
Deutsch
Supervision: Fieldwork placement semester 6| SE
0.5 SWS0.5 ECTS
Content
Reflection of individual internship experiences with special consideration of the theory-practice transfer and the forthcoming career entry
Presentation of a case study from the internship with focus on aspects of diversity and ethics
Free topics from the following areas: inter-professional cooperation (incl. ICF), evidence-based, documentation, professional identity
Teaching method
(Peer)feedback, portfolio, discussion, (case) presentations, (online if required) Peer group
Examination
Module exam
Literature
keine spezielle, abhängig von der jeweiligen Praxisstelle
Teaching language
Deutsch
0.5 SWS
0.5 ECTS
Fieldwork placement semester 6| PLFieldwork placement semester 6| PL
0 SWS14.5 ECTS
Content
Independent/independent occupational therapy work under supervision with special emphasis on the following areas:
Work with clients: Planning, implementation and reflection of the occupational therapy process
Work in intra- and interprofessional teams
Work organisation
Establishing professional relationships with clients and colleagues
Documentation (especially ICF orientation)
Applied evidence-based practice including professional reasoning
Teaching method
Supervised internship, portfolio, (peer) feedback
Examination
Module exam
Literature
keine spezielle, abhängig von der jeweiligen Praxisstelle
Teaching language
Deutsch
Fieldwork placement semester 6| PL
0 SWS14.5 ECTS
Content
Independent/independent occupational therapy work under supervision with special emphasis on the following areas:
Work with clients: Planning, implementation and reflection of the occupational therapy process
Work in intra- and interprofessional teams
Work organisation
Establishing professional relationships with clients and colleagues
Documentation (especially ICF orientation)
Applied evidence-based practice including professional reasoning
Teaching method
Supervised internship, portfolio, (peer) feedback
Examination
Module exam
Literature
keine spezielle, abhängig von der jeweiligen Praxisstelle
Teaching language
Deutsch
14.5 ECTS
Module Professional identity in challenging situations
2.5 SWS
3 ECTS
Using occupational therapy theory in practice: Preparation for fieldwork placement semester 6| ILVUsing occupational therapy theory in practice: Preparation for fieldwork placement semester 6| ILV
1 SWS1.5 ECTS
Content
Interdisciplinary tasks such as: professional identity with focus on transition process "from students to job starters", free topics
Feedback on PLP 6 documentation and tasks
Teaching method
Portfolio, practical exercises, discussions
Examination
Continuous assessment: Active participation in exercises as part of the course.
Literature
Krause, F. & Storch, M. (2018). Ressourcen aktivieren mit dem Unbewussten: Manual und ZRM-Bildkartei Bildformat DIN A4 : Manual (2., erweiterte Auflage). Hogrefe.
Lemke, B. (2019). Entdecke dein Ikigai: Mit japanischer Weisheit den Sinn des Lebens finden : das Praxisbuch. dtv: Bd. 34954. dtv.
Townsend, E. A. & Polatajko, H. J. (2007). Enabling occupation II: Advancing an occupational therapy vision for health, well-being & justice through occupation. Canadian Association of Occupational Therapists.
Teaching language
Deutsch
Using occupational therapy theory in practice: Preparation for fieldwork placement semester 6| ILV
1 SWS1.5 ECTS
Content
Interdisciplinary tasks such as: professional identity with focus on transition process "from students to job starters", free topics
Feedback on PLP 6 documentation and tasks
Teaching method
Portfolio, practical exercises, discussions
Examination
Continuous assessment: Active participation in exercises as part of the course.
Literature
Krause, F. & Storch, M. (2018). Ressourcen aktivieren mit dem Unbewussten: Manual und ZRM-Bildkartei Bildformat DIN A4 : Manual (2., erweiterte Auflage). Hogrefe.
Lemke, B. (2019). Entdecke dein Ikigai: Mit japanischer Weisheit den Sinn des Lebens finden : das Praxisbuch. dtv: Bd. 34954. dtv.
Townsend, E. A. & Polatajko, H. J. (2007). Enabling occupation II: Advancing an occupational therapy vision for health, well-being & justice through occupation. Canadian Association of Occupational Therapists.
Teaching language
Deutsch
1 SWS
1.5 ECTS
Guiding occupational transition - Entrepreneurship| ILVGuiding occupational transition - Entrepreneurship| ILV
1.5 SWS1.5 ECTS
Content
Key competences for entrepreneurship
Ethical considerations in the context of innovation and entrepreneurship
Future Workshop 2 (incl. free topics)
Forms of supervision (supervision, intervision, collegial counselling)
Teaching method
individual mentoring (competence development talks), practical exercises, discussions, group work, portfolio
Examination
Continuous assessment: Portfolio work, active participation in exercises as part of the course.
Literature
Meyer, E., Schieberle, A. & Ferber, M. (2018). Die Culture Map - Ihr Kompass Für das Internationale Business. John Wiley & Sons Incorporated.
Pühl, H., Baer, G., Berker, P., Buer, F., Conrad, B., Drexler, A. & Fengler, J. (Hg.). (2017). Therapie & Beratung. Das aktuelle Handbuch der Supervision: Grundlagen -Praxis - Perspektiven (3. Aufl.). Psychosozial-Verlag.
Teaching language
Deutsch
Guiding occupational transition - Entrepreneurship| ILV
1.5 SWS1.5 ECTS
Content
Key competences for entrepreneurship
Ethical considerations in the context of innovation and entrepreneurship
Future Workshop 2 (incl. free topics)
Forms of supervision (supervision, intervision, collegial counselling)
Teaching method
individual mentoring (competence development talks), practical exercises, discussions, group work, portfolio
Examination
Continuous assessment: Portfolio work, active participation in exercises as part of the course.
Literature
Meyer, E., Schieberle, A. & Ferber, M. (2018). Die Culture Map - Ihr Kompass Für das Internationale Business. John Wiley & Sons Incorporated.
Pühl, H., Baer, G., Berker, P., Buer, F., Conrad, B., Drexler, A. & Fengler, J. (Hg.). (2017). Therapie & Beratung. Das aktuelle Handbuch der Supervision: Grundlagen -Praxis - Perspektiven (3. Aufl.). Psychosozial-Verlag.
Teaching language
Deutsch
1.5 SWS
1.5 ECTS
Module Scientific research process
0.5 SWS
5 ECTS
Bachelor paper seminar 2: Applied research methods | SEBachelor paper seminar 2: Applied research methods | SE
0.5 SWS5 ECTS
Content
Implementation of the planned work steps
Presentation and reflection of the individual work steps of the creation process in support interviews
Writing the Bachelor thesis 2
Teaching method
Presentation of the respective work results, discussion, feedback
Examination
Final exam: Bachelor thesis
Literature
Esselborn-Krumbiegel,H. (2017). Von der Idee zum Text: Eine Anleitung zum wissenschaftlichen Schreiben (5., aktualisierte Auflage). UTB: 2334 Schlüsselkompetenzen, Kernkompetenzen. Paderborn: Ferdinand Schöningh. Retrieved from www.utb-studi-e-book.de/9783838547336
Karmasin,M., & Ribing,R. (2017). Die Gestaltung wissenschaftlicher Arbeiten: Ein Leitfaden für Facharbeit/VWA, Seminararbeiten, Bachelor-, Master-, Magister- und Diplomarbeiten sowie Dissertationen (9., überarbeitete und aktualisierte Auflage). UTB Schlüsselkompetenzen: Vol. 2774. Wien, Stuttgart: facultas; UTB GmbH. Retrieved from www.utb-studi-e-book.de/9783838548227
Ritschl,V., Weigl,R., & Stamm,T.A. (Eds.) (2016). Studium Pflege, Therapie, Gesundheit. Wissenschaftliches Arbeiten und Schreiben: Verstehen, Anwenden, Nutzen für die Praxis. Berlin, Heidelberg, s.l.: Springer Berlin Heidelberg. doi.org/10.1007/978-3-662-49908-5
Wolfsberger,J. (2007). Frei geschrieben: Mut, Freiheit & Strategie für wissenschaftliche Abschlussarbeiten. Wien: Böhlau. Retrieved from deposit.d-nb.de/cgi-bin/dokserv;
Teaching language
Deutsch
Bachelor paper seminar 2: Applied research methods | SE
0.5 SWS5 ECTS
Content
Implementation of the planned work steps
Presentation and reflection of the individual work steps of the creation process in support interviews
Writing the Bachelor thesis 2
Teaching method
Presentation of the respective work results, discussion, feedback
Examination
Final exam: Bachelor thesis
Literature
Esselborn-Krumbiegel,H. (2017). Von der Idee zum Text: Eine Anleitung zum wissenschaftlichen Schreiben (5., aktualisierte Auflage). UTB: 2334 Schlüsselkompetenzen, Kernkompetenzen. Paderborn: Ferdinand Schöningh. Retrieved from www.utb-studi-e-book.de/9783838547336
Karmasin,M., & Ribing,R. (2017). Die Gestaltung wissenschaftlicher Arbeiten: Ein Leitfaden für Facharbeit/VWA, Seminararbeiten, Bachelor-, Master-, Magister- und Diplomarbeiten sowie Dissertationen (9., überarbeitete und aktualisierte Auflage). UTB Schlüsselkompetenzen: Vol. 2774. Wien, Stuttgart: facultas; UTB GmbH. Retrieved from www.utb-studi-e-book.de/9783838548227
Ritschl,V., Weigl,R., & Stamm,T.A. (Eds.) (2016). Studium Pflege, Therapie, Gesundheit. Wissenschaftliches Arbeiten und Schreiben: Verstehen, Anwenden, Nutzen für die Praxis. Berlin, Heidelberg, s.l.: Springer Berlin Heidelberg. doi.org/10.1007/978-3-662-49908-5
Wolfsberger,J. (2007). Frei geschrieben: Mut, Freiheit & Strategie für wissenschaftliche Abschlussarbeiten. Wien: Böhlau. Retrieved from deposit.d-nb.de/cgi-bin/dokserv;
Teaching language
Deutsch
0.5 SWS
5 ECTS
FAB Semester
Module FAB 1/6 Occupational Therapy and SocialTransformationFAB 1/6 Occupational Therapy and SocialTransformation
2 SWS4 ECTS
Examination
: Presentation of the project plan
FAB 1/6 Occupational Therapy and SocialTransformation
2 SWS4 ECTS
Examination
: Presentation of the project plan
2 SWS
4 ECTS
Occupational Therapy and Social Transformation - Integration| ILVOccupational Therapy and Social Transformation - Integration| ILV
1.5 SWS1 ECTS
Content
Development and presentation of a project plan for occupational therapy interventions in the context of urban transformations including all knowledge and skills acquired during the FAB semester.
In-depth reflection of the personal learning and development process
Teaching method
lecture, group work, group discussion, excursion, project work, presentations
Examination
Module exam
Literature
Durocher, E., Gibson, B. E., & Rappolt, S. (2014). Occupational justice: A conceptual review. Journal of Occupational Science, 21(4), 418-430.
Galheigo, S.M.(2011). What needs to be done? Occupational therapy responsibilities and challenges regarding human rights. Australian Occupational Therapy Journal, 58(2), 60-66.
Görgöz, R., Claeys, T., & Hozee, J. (2010). Confronting interculturality using city exploration. In Building intercultural competences: a handbook for professionals in education, social work and health care (pp. 129-138). University of Val d'Aosta.
Kronenberg, F., Algado, S. S., Pollard, N., Werner, D., & Sinclair, K. (2005). Occupational therapy without borders: Learning from the spirit of survivors (pp. 58-86). Oxford: Elsevier/Churchill Livingstone.
Leclair, L. L. (2010). Re-examining concepts of occupation and occupation-based models: Occupational therapy and community development. Canadian Journal of Occupational Therapy, 77(1), 15-21.
Pollard, N., & Kronenberg, F. (2008). A political practice of occupational therapy. Elsevier Health Sciences.
Townsend, E. A., & Polatajko, H. J. (2007). Advancing an occupational therapy vision for health, well-being, and justice through occupation. Ottawa, ON: CAOT Publications ACE.«Enabling Occupation II présente une vue en coupe tranversale du MCRO-P pour définir et délimiter le domaine de préoccupation des ergothérapeutes, c’est-àdire l’occupation humaine.
Whiteford, G., & Townsend, E. (2011). Participatory occupational justice framework (POJF) 2010: Enabling occupational participation and inclusion. Occupational therapies without borders, 2, 65-84.
Wolf, L., Ripat, J., Davis, E., Becker, P., & MacSwiggan, J. (2010). Applying an occupational justice framework. Occupational therapy now, 12(1), 15-18.
Teaching language
Englisch
Occupational Therapy and Social Transformation - Integration| ILV
1.5 SWS1 ECTS
Content
Development and presentation of a project plan for occupational therapy interventions in the context of urban transformations including all knowledge and skills acquired during the FAB semester.
In-depth reflection of the personal learning and development process
Teaching method
lecture, group work, group discussion, excursion, project work, presentations
Examination
Module exam
Literature
Durocher, E., Gibson, B. E., & Rappolt, S. (2014). Occupational justice: A conceptual review. Journal of Occupational Science, 21(4), 418-430.
Galheigo, S.M.(2011). What needs to be done? Occupational therapy responsibilities and challenges regarding human rights. Australian Occupational Therapy Journal, 58(2), 60-66.
Görgöz, R., Claeys, T., & Hozee, J. (2010). Confronting interculturality using city exploration. In Building intercultural competences: a handbook for professionals in education, social work and health care (pp. 129-138). University of Val d'Aosta.
Kronenberg, F., Algado, S. S., Pollard, N., Werner, D., & Sinclair, K. (2005). Occupational therapy without borders: Learning from the spirit of survivors (pp. 58-86). Oxford: Elsevier/Churchill Livingstone.
Leclair, L. L. (2010). Re-examining concepts of occupation and occupation-based models: Occupational therapy and community development. Canadian Journal of Occupational Therapy, 77(1), 15-21.
Pollard, N., & Kronenberg, F. (2008). A political practice of occupational therapy. Elsevier Health Sciences.
Townsend, E. A., & Polatajko, H. J. (2007). Advancing an occupational therapy vision for health, well-being, and justice through occupation. Ottawa, ON: CAOT Publications ACE.«Enabling Occupation II présente une vue en coupe tranversale du MCRO-P pour définir et délimiter le domaine de préoccupation des ergothérapeutes, c’est-àdire l’occupation humaine.
Whiteford, G., & Townsend, E. (2011). Participatory occupational justice framework (POJF) 2010: Enabling occupational participation and inclusion. Occupational therapies without borders, 2, 65-84.
Wolf, L., Ripat, J., Davis, E., Becker, P., & MacSwiggan, J. (2010). Applying an occupational justice framework. Occupational therapy now, 12(1), 15-18.
Teaching language
Englisch
1.5 SWS
1 ECTS
Occupational Therapy and Social Transformation - Introduction| ILVOccupational Therapy and Social Transformation - Introduction| ILV
0.5 SWS3 ECTS
Content
Getting to know the FAB group: forming a student community.
Comparison of the different cultural settings in the participating countries.
Urban transformation and its impact on social change, community development and participation.
Reflection of the learning process
Teaching method
lecture, group work, group discussion, urban exploration
Examination
Module exam
Literature
Durocher, E., Gibson, B. E., & Rappolt, S. (2014). Occupational justice: A conceptual review. Journal of Occupational Science, 21(4), 418-430.
Galheigo, S.M.(2011). What needs to be done? Occupational therapy responsibilities and challenges regarding human rights. Australian Occupational Therapy Journal, 58(2), 60-66.
Görgöz, R., Claeys, T., & Hozee, J. (2010). Confronting interculturality using city exploration. In Building intercultural competences: a handbook for professionals in education, social work and health care (pp. 129-138). University of Val d'Aosta.
Kronenberg, F., Algado, S. S., Pollard, N., Werner, D., & Sinclair, K. (2005). Occupational therapy without borders: Learning from the spirit of survivors (pp. 58-86). Oxford: Elsevier/Churchill Livingstone.
Leclair, L. L. (2010). Re-examining concepts of occupation and occupation-based models: Occupational therapy and community development. Canadian Journal of Occupational Therapy, 77(1), 15-21.
Pollard, N., & Kronenberg, F. (2008). A political practice of occupational therapy. Elsevier Health Sciences.
Townsend, E. A., & Polatajko, H. J. (2007). Advancing an occupational therapy vision for health, well-being, and justice through occupation. Ottawa, ON: CAOT Publications ACE.«Enabling Occupation II présente une vue en coupe tranversale du MCRO-P pour définir et délimiter le domaine de préoccupation des ergothérapeutes, c’est-àdire l’occupation humaine.
Whiteford, G., & Townsend, E. (2011). Participatory occupational justice framework (POJF) 2010: Enabling occupational participation and inclusion. Occupational therapies without borders, 2, 65-84.
Wolf, L., Ripat, J., Davis, E., Becker, P., & MacSwiggan, J. (2010). Applying an occupational justice framework. Occupational therapy now, 12(1), 15-18.
Teaching language
Englisch
Occupational Therapy and Social Transformation - Introduction| ILV
0.5 SWS3 ECTS
Content
Getting to know the FAB group: forming a student community.
Comparison of the different cultural settings in the participating countries.
Urban transformation and its impact on social change, community development and participation.
Reflection of the learning process
Teaching method
lecture, group work, group discussion, urban exploration
Examination
Module exam
Literature
Durocher, E., Gibson, B. E., & Rappolt, S. (2014). Occupational justice: A conceptual review. Journal of Occupational Science, 21(4), 418-430.
Galheigo, S.M.(2011). What needs to be done? Occupational therapy responsibilities and challenges regarding human rights. Australian Occupational Therapy Journal, 58(2), 60-66.
Görgöz, R., Claeys, T., & Hozee, J. (2010). Confronting interculturality using city exploration. In Building intercultural competences: a handbook for professionals in education, social work and health care (pp. 129-138). University of Val d'Aosta.
Kronenberg, F., Algado, S. S., Pollard, N., Werner, D., & Sinclair, K. (2005). Occupational therapy without borders: Learning from the spirit of survivors (pp. 58-86). Oxford: Elsevier/Churchill Livingstone.
Leclair, L. L. (2010). Re-examining concepts of occupation and occupation-based models: Occupational therapy and community development. Canadian Journal of Occupational Therapy, 77(1), 15-21.
Pollard, N., & Kronenberg, F. (2008). A political practice of occupational therapy. Elsevier Health Sciences.
Townsend, E. A., & Polatajko, H. J. (2007). Advancing an occupational therapy vision for health, well-being, and justice through occupation. Ottawa, ON: CAOT Publications ACE.«Enabling Occupation II présente une vue en coupe tranversale du MCRO-P pour définir et délimiter le domaine de préoccupation des ergothérapeutes, c’est-àdire l’occupation humaine.
Whiteford, G., & Townsend, E. (2011). Participatory occupational justice framework (POJF) 2010: Enabling occupational participation and inclusion. Occupational therapies without borders, 2, 65-84.
Wolf, L., Ripat, J., Davis, E., Becker, P., & MacSwiggan, J. (2010). Applying an occupational justice framework. Occupational therapy now, 12(1), 15-18.
Teaching language
Englisch
0.5 SWS
3 ECTS
Module FAB 2 Emerging Roles and Future of Occupational TherapyFAB 2 Emerging Roles and Future of Occupational Therapy
1.5 SWS3 ECTS
Examination
: Presentation of results
FAB 2 Emerging Roles and Future of Occupational Therapy
1.5 SWS3 ECTS
Examination
: Presentation of results
1.5 SWS
3 ECTS
Emerging Roles and Future of Occupational Therapy| ILVEmerging Roles and Future of Occupational Therapy| ILV
1.5 SWS3 ECTS
Content
New challenges in health care in the 3 participating countries, current professional developments, development of new professional fields
Innovative set of methods: coaching, educating, consulting, advocating,
The occupational therapist as entrepreneur
Basics of marketing and public relations
Reflection of the own learning process
Teaching method
lecture, group work, group discussion, excursion, presentations
Examination
Module exam
Literature
Black, R. – Wells, S. 2007. Culture & occupation: a model of empowerment in occupational therapy.
Brown, G. - Esdale, S.A. - Ryan, S.E. 2003. Becoming advanced healthcare practitioner. Edinburgh: Butterworth Heinemann.
Cole, M.B. - Creek, J. 2016. Global perspectives in professional reasoning. Slack inc.
Kronenberg, F. - Pollard, N. - Sakellariou, D. (ed.) 2011 Vol. 2. Occupational Therapy Without Borders.
Weiterführend:
Paton, R.A., MacCalman, J (2000). Change management: a guide to effective implementation.London: Sage.
Pollard, N. - Sakellariou, D. - Kronenberg, F. 2008. A Political practice of occupational therapy. Elsevier.
Sakellariou, D. - Pollard, N. (ed.) Second edition. 2017. Occupational therapy without borders. Integrating justice with practice. Elsevier
Schell, B.A. - Gillen, G. - Scaffa, M.E. - Cohn, E.S. (eds.) 12th edition. 2014. Willard & Spackman’s Occupational Therapy. Lippincott Williams and Wilkins.
Silvester, D. - Frampton S. 2014. Dance and movement. Sessions for older people A handbook for activity coordinators and carers. London: Jessican Kingley Publishers.
Thew, M. (ed.) 2011. Role emerging occupational therapy: maximising occupational focused practice. Chichester, West Sussex: Ames, Iowa: Blackwell.
Tonkin, A. - Whitaker, J.(ed.) 2016. Play in healthcare for adults. Using play to promote health and wellbeing across the adult lifespan. London: Routledge.
Whiteford, G.E. - Hocking, C. (ed.) 2012. Occupational Science. Society, inclusion, participation. Wiley-Blackwell.
Wright, R. - Sugarman L. 2009. Occupational therapy and life course development: a workbook for professional practice. Wiley-Blackwell.
Teaching language
Englisch
Emerging Roles and Future of Occupational Therapy| ILV
1.5 SWS3 ECTS
Content
New challenges in health care in the 3 participating countries, current professional developments, development of new professional fields
Innovative set of methods: coaching, educating, consulting, advocating,
The occupational therapist as entrepreneur
Basics of marketing and public relations
Reflection of the own learning process
Teaching method
lecture, group work, group discussion, excursion, presentations
Examination
Module exam
Literature
Black, R. – Wells, S. 2007. Culture & occupation: a model of empowerment in occupational therapy.
Brown, G. - Esdale, S.A. - Ryan, S.E. 2003. Becoming advanced healthcare practitioner. Edinburgh: Butterworth Heinemann.
Cole, M.B. - Creek, J. 2016. Global perspectives in professional reasoning. Slack inc.
Kronenberg, F. - Pollard, N. - Sakellariou, D. (ed.) 2011 Vol. 2. Occupational Therapy Without Borders.
Weiterführend:
Paton, R.A., MacCalman, J (2000). Change management: a guide to effective implementation.London: Sage.
Pollard, N. - Sakellariou, D. - Kronenberg, F. 2008. A Political practice of occupational therapy. Elsevier.
Sakellariou, D. - Pollard, N. (ed.) Second edition. 2017. Occupational therapy without borders. Integrating justice with practice. Elsevier
Schell, B.A. - Gillen, G. - Scaffa, M.E. - Cohn, E.S. (eds.) 12th edition. 2014. Willard & Spackman’s Occupational Therapy. Lippincott Williams and Wilkins.
Silvester, D. - Frampton S. 2014. Dance and movement. Sessions for older people A handbook for activity coordinators and carers. London: Jessican Kingley Publishers.
Thew, M. (ed.) 2011. Role emerging occupational therapy: maximising occupational focused practice. Chichester, West Sussex: Ames, Iowa: Blackwell.
Tonkin, A. - Whitaker, J.(ed.) 2016. Play in healthcare for adults. Using play to promote health and wellbeing across the adult lifespan. London: Routledge.
Whiteford, G.E. - Hocking, C. (ed.) 2012. Occupational Science. Society, inclusion, participation. Wiley-Blackwell.
Wright, R. - Sugarman L. 2009. Occupational therapy and life course development: a workbook for professional practice. Wiley-Blackwell.
Teaching language
Englisch
1.5 SWS
3 ECTS
Module FAB 3 ThesisFAB 3 Thesis
0.5 SWS5 ECTS
Examination
: Bachelor thesis
FAB 3 Thesis
0.5 SWS5 ECTS
Examination
: Bachelor thesis
0.5 SWS
5 ECTS
Applied Research Methology| SEApplied Research Methology| SE
0.5 SWS5 ECTS
Content
Implementation of the planned work steps
Presentation and reflection of the individual work steps of the creation process in support interviews
Writing the Bachelor thesis
Presentation of the Bachelor thesis
Teaching method
Presentation of the respective work results, discussion, feedback
Examination
Module exam
Literature
Esselborn-Krumbiegel,H. (2017). Von der Idee zum Text: Eine Anleitung zum wissenschaftlichen Schreiben (5., aktualisierte Auflage). UTB: 2334 Schlüsselkompetenzen, Kernkompetenzen. Paderborn: Ferdinand Schöningh. Retrieved from www.utb-studi-e-book.de/9783838547336
Karmasin,M., & Ribing,R. (2017). Die Gestaltung wissenschaftlicher Arbeiten: Ein Leitfaden für Facharbeit/VWA, Seminararbeiten, Bachelor-, Master-, Magister- und Diplomarbeiten sowie Dissertationen (9., überarbeitete und aktualisierte Auflage). UTB Schlüsselkompetenzen: Vol. 2774. Wien, Stuttgart: facultas; UTB GmbH. Retrieved from www.utb-studi-e-book.de/9783838548227
Ritschl,V., Weigl,R., & Stamm,T.A. (Eds.) (2016). Studium Pflege, Therapie, Gesundheit. Wissenschaftliches Arbeiten und Schreiben: Verstehen, Anwenden, Nutzen für die Praxis. Berlin, Heidelberg, s.l.: Springer Berlin Heidelberg. doi.org/10.1007/978-3-662-49908-5
Wolfsberger,J. (2007). Frei geschrieben: Mut, Freiheit & Strategie für wissenschaftliche Abschlussarbeiten. Wien: Böhlau. Retrieved from deposit.d-nb.de/cgi-bin/dokserv;
Teaching language
Deutsch-Englisch
Applied Research Methology| SE
0.5 SWS5 ECTS
Content
Implementation of the planned work steps
Presentation and reflection of the individual work steps of the creation process in support interviews
Writing the Bachelor thesis
Presentation of the Bachelor thesis
Teaching method
Presentation of the respective work results, discussion, feedback
Examination
Module exam
Literature
Esselborn-Krumbiegel,H. (2017). Von der Idee zum Text: Eine Anleitung zum wissenschaftlichen Schreiben (5., aktualisierte Auflage). UTB: 2334 Schlüsselkompetenzen, Kernkompetenzen. Paderborn: Ferdinand Schöningh. Retrieved from www.utb-studi-e-book.de/9783838547336
Karmasin,M., & Ribing,R. (2017). Die Gestaltung wissenschaftlicher Arbeiten: Ein Leitfaden für Facharbeit/VWA, Seminararbeiten, Bachelor-, Master-, Magister- und Diplomarbeiten sowie Dissertationen (9., überarbeitete und aktualisierte Auflage). UTB Schlüsselkompetenzen: Vol. 2774. Wien, Stuttgart: facultas; UTB GmbH. Retrieved from www.utb-studi-e-book.de/9783838548227
Ritschl,V., Weigl,R., & Stamm,T.A. (Eds.) (2016). Studium Pflege, Therapie, Gesundheit. Wissenschaftliches Arbeiten und Schreiben: Verstehen, Anwenden, Nutzen für die Praxis. Berlin, Heidelberg, s.l.: Springer Berlin Heidelberg. doi.org/10.1007/978-3-662-49908-5
Wolfsberger,J. (2007). Frei geschrieben: Mut, Freiheit & Strategie für wissenschaftliche Abschlussarbeiten. Wien: Böhlau. Retrieved from deposit.d-nb.de/cgi-bin/dokserv;
Teaching language
Deutsch-Englisch
0.5 SWS
5 ECTS
Module FAB 4 Fieldwork PlacementFAB 4 Fieldwork Placement
0 SWS15 ECTS
Examination
: Assessment of practical performance during the internship, portfolio work, written work orders/internship documentation, sight-hour,
active participation in the technical supervision
FAB 4 Fieldwork Placement
0 SWS15 ECTS
Examination
: Assessment of practical performance during the internship, portfolio work, written work orders/internship documentation, sight-hour,
active participation in the technical supervision
15 ECTS
Fieldwork Placement| PRFieldwork Placement| PR
0 SWS15 ECTS
Content
Independent/independent occupational therapy work under supervision at an internship position at the host university with special emphasis on the following areas:
Work with clients: Planning, implementation and reflection of the occupational therapy process with special consideration of cultural country-specific aspects
Work in intra- and interprofessional teams
Work organisation
Establishing professional relationships with clients and colleagues
Documentation (especially ICF orientation)
Applied evidence-based practice including professional reasoning
Teaching method
Supervised internship, portfolio, (peer) feedback
Examination
Module exam
Literature
keine spezielle, abhängig von der jeweiligen Praxisstelle
Teaching language
Englisch
Fieldwork Placement| PR
0 SWS15 ECTS
Content
Independent/independent occupational therapy work under supervision at an internship position at the host university with special emphasis on the following areas:
Work with clients: Planning, implementation and reflection of the occupational therapy process with special consideration of cultural country-specific aspects
Work in intra- and interprofessional teams
Work organisation
Establishing professional relationships with clients and colleagues
Documentation (especially ICF orientation)
Applied evidence-based practice including professional reasoning
Teaching method
Supervised internship, portfolio, (peer) feedback
Examination
Module exam
Literature
keine spezielle, abhängig von der jeweiligen Praxisstelle
Teaching language
Englisch
15 ECTS
Module FAB 5 Advancing Occupational JusticeFAB 5 Advancing Occupational Justice
1.5 SWS3 ECTS
Examination
: Presentation of a project plan for a health promotion project
FAB 5 Advancing Occupational Justice
1.5 SWS3 ECTS
Examination
: Presentation of a project plan for a health promotion project
1.5 SWS
3 ECTS
Advancing Occupational Justice| ILVAdvancing Occupational Justice| ILV
1.5 SWS3 ECTS
Content
Definition of Public Health and Health Promotion
Development and presentation of a health promotion project: contacting stakeholders, writing a project manual, writing and presenting a project portfolio.
Reflection of the own health awareness as well as the own learning process
Teaching method
lecture, group work, group discussion, excursion, project work, presentations
Examination
Module exam
Literature
Hocking C. (2011). Public health and health promotion. In L. Mackenzie & G. O`Toole (Ed.). Occupation Analysis in Practice (246-263). Oxford: Blackwell Publishing
Kugel J.D. & Javherian-Dysinger H. (2017). The Role of Occupational Therapy in Community-Based Programming: Adressing Childhood Health Promotion. The Open Journal of Occupational Therapy. Vol.5 (1) 2
Moll E., Gewurtz R.E., Krupa T.M., Law M.C., Larivière N. & Levasseur M. (2015). “Do-Live-Well”: A Canadian framework for promoting occupation, health and well-being. Canadian Journal of Occupational Therapy. Vol. 82 (1), 9-23
Thapa-Görder N. & Voigt-Radloff S. (Ed) (2010). Prävention und Gesundheitsförderung – Aufgaben der Ergotherapie. Stuttgart: Thieme
World Health Organisation (1986). Ottawa Charter for Health Promotion. www.euro.who.int/de/publications/policy-documents/ottawa-charter-for-health-promotion,-1986
Wright M.T., Block M. & von Unger H. (2016). Participatory Quality Development – Introduction and Overview. Quality Action Conference Berlin, 3-17
Teaching language
Englisch
Advancing Occupational Justice| ILV
1.5 SWS3 ECTS
Content
Definition of Public Health and Health Promotion
Development and presentation of a health promotion project: contacting stakeholders, writing a project manual, writing and presenting a project portfolio.
Reflection of the own health awareness as well as the own learning process
Teaching method
lecture, group work, group discussion, excursion, project work, presentations
Examination
Module exam
Literature
Hocking C. (2011). Public health and health promotion. In L. Mackenzie & G. O`Toole (Ed.). Occupation Analysis in Practice (246-263). Oxford: Blackwell Publishing
Kugel J.D. & Javherian-Dysinger H. (2017). The Role of Occupational Therapy in Community-Based Programming: Adressing Childhood Health Promotion. The Open Journal of Occupational Therapy. Vol.5 (1) 2
Moll E., Gewurtz R.E., Krupa T.M., Law M.C., Larivière N. & Levasseur M. (2015). “Do-Live-Well”: A Canadian framework for promoting occupation, health and well-being. Canadian Journal of Occupational Therapy. Vol. 82 (1), 9-23
Thapa-Görder N. & Voigt-Radloff S. (Ed) (2010). Prävention und Gesundheitsförderung – Aufgaben der Ergotherapie. Stuttgart: Thieme
World Health Organisation (1986). Ottawa Charter for Health Promotion. www.euro.who.int/de/publications/policy-documents/ottawa-charter-for-health-promotion,-1986
Wright M.T., Block M. & von Unger H. (2016). Participatory Quality Development – Introduction and Overview. Quality Action Conference Berlin, 3-17
Teaching language
Englisch
1.5 SWS
3 ECTS
Times
Mon to Fri, in exceptional cases on Saturdays
Electives
Selection and participation according to available places. There may be separate selection procedures.
After graduation
As a graduate of this program, a wide range of occupational fields and career opportunities are open to you. Find out here where your path can take you.
Only with this degree program is it possible to practice the profession of occupational therapist. The MTD Act is the basis for this degree program. Occupational therapy is applied in all areas of health and social services. As part of the therapy you will analyze everyday actions and modify processes individually according to the existing functions and impairments. You will train the skills that are required to execute the actions. In addition, it may be necessary to use tools and adjust the environment to the client's needs. Many occupational therapists also work in prevention. A classic example is the ergonomically designed workplace. In rehabilitation, you will play a significant role in helping clients, who for example have had an accident or stroke, to cope with life as well as possible on their own. Health promotion begins in kindergarten: You will work with development screenings and offer appropriate therapy measures, you will work with offers for healthy behavior in daily life or you will already be involved in the spatial planning to help design child-friendly kindergartens and schools that promote development. In health promotion you will also speak to senior citizens to raise awareness for example of fall and barrier-free living in old age. Outpatient activities are becoming more and more important in occupational therapy. The degree program provides a strong foundation together with practical work experience and continuing training to manage teams or work independently. You can also choose to pursue a career in research.
Hospitals and specialist clinics
Rehabilitation and therapy centers
Nursing homes, outpatient clinics, convalescent homes
Information centers
Foster homes and retirement homes
Day centers for the elderly and mentally impaired
Educational facilities
Disabled facilities
Forensic facilities
Facilities for the preparation to enter the employment world
Work training centers
Businesses/workplaces of clients
Medical practices
Mobile care facilities
Research institutions
Master's degree programs
Master
Health Assisting Engineering
part-time
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Time abroad
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Networking with graduates and organizations
We work closely with the Vienna Healthcare Group, universities like the Medical University of Vienna, the professional association Ergotherapie Austria and other health care facilities. This guarantees you strong contacts for internships, employment or participation in research and development activities. You will complete the extensive internships at, among others, the hospitals of the Vienna Healthcare Group. You can find information about our cooperation activities and much more at Campusnetzwerk. It's well worth visiting the site as it may direct you to a new job or interesting event held by our cooperation partners!
Welcome to our Campusnetzwerk
Find job offers, build valuable mentoring relationships and expand your professional network - become part of our community!
Contact
Head of Degree Program
Michaela Stoffer-Marx, PhD MSc LLM
Head of Degree Program Occupational Therapy; Occupational Therapist
+43 1 606 68 77-4301
michaela.stoffer-marx@fh-campuswien.ac.at
Secretary's office
Nergiz Yilmaz-Khan
Favoritenstraße 226, D.1.33
1100 Wien
+43 1 606 68 77-4311
Peter Hromek
(Karenz)
Favoritenstraße 226, D.1.33
1100 Wien
Yvonne Salvatore
Favoritenstraße 226, D.1.32
1100 Wien
+43 1 606 68 77-4313
ergotherapie@fh-campuswien.ac.at
Veronika Traunfellner-Ambrosch
Favoritenstraße 226, D.1.32
1100 Wien
+43 1 606 68 77-4300
+43 1 606 68 77-4309
ergotherapie@fh-campuswien.ac.at
Office hours during the semester:
Mon to Fri, 7.45 a.m.-11.30 a.m. and 12.45 p.m- 14:45 pm
(Excepted Wed,8.45 a.m -10.15 a.m)
We recommended you make an appointment.
Teaching staff and Research staff
Mag. Ulrike Holy-Padevit
Occupational Therapist; Academic Staff
Susanne Mulzheim, MSc
Occupational Therapist; Academic Staff; Team Leader Workplace Health Management Campus Vital
Petra Paukowitsch, BSc MA
Occupational Therapist; Academic Staff
Dipl.-Päd. Mag. Erna Schönthaler
Occupational Therapist; Academic Staff
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