Faculty of Medicine, Nursing and Health Sciences

Monash University

Postgraduate - Unit

This unit entry is for students who completed this unit in 2015 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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12 points, SCA Band 2, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.

FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Occupational Therapy
OfferedPeninsula Term 4 2015 (Day)
Coordinator(s)Associate Professor Louise Farnworth


This unit focuses on the relationship between occupation health and well-being that supports occupational therapy practice from a lifespan perspective, and will explore experiences of engaging in occupation from psychological and occupational processes inherent in development. It will examine the progressive cognitive, behavioural, emotional, psychosocial and occupational changes occurring with age and when people's occupations are disrupted through disability, illness or occupational deprivation. Students will engage in experiential activities, self-reflection and interactive teaching and experiential learning and teaching to develop skills in occupational analysis, critical appraisal of literature and research, teamwork, client centered practice and culturally sensitive intentional communication. Case scenarios will be used throughout and students will undertake practice- based learning throughout the semester.


Upon successful completion of this unit, students should be able to:

  1. Describe and explain how human occupation is classified and how humans use time;
  2. Examine the influences of person-environment-occupation  interactions on peoples' health and wellbeing;
  3. Articulate and contrast contemporary developmental lifespan concepts, theories and research;
  4. Examine, compare and contrast the physical, cognitive, emotional, behavioural, social and occupational aspects of human development across the lifespan, and the influence on development of external factors;
  5. Source and appraise literature related to the physical, social, cultural, economic, political and institutional environments of individuals and groups and comment on the validity of this information for occupation-based practices;
  6. Describe observations and critique these in relationship to developmental theories about typical childhood occupations;
  7. Demonstrate effective communication and interview skills for practice and professional behaviour;
  8. Describe and apply the clinical reasoning process to the occupational therapy process in a practice situation;
  9. Identify data collection methods, collect and analyse data on the occupational performance of self and others that inform understanding about health and key occupational issues and concepts for practice;
  10. Identify and describe types of research frameworks and approaches to data analysis applied in contemporary developmental lifespan research.


In class presentations (2 x 10 minutes) (5%)

One group presentation on self-care occupations (20 minutes, 4-5 group members, 5%)

Essay on the relationship between development and functioning at specific life stages (1,500 words) (15%)

Report from observation of a child (1,000 words) (10%)

Reflective essay using time budgets to study human occupation (2,000 words) (15%)

Written examination (approximately 25 short answer questions) (2 hours) (25%)

Triple Jump Part 1 (written exam) and Part 2 (oral exam) (1.5 hours) (20%)

Oral peer examiner (10 minutes) (5%)

Attendance 80% of the scenario-based tutorials, practical skills sessions and seminars including class data collection exercises, unless documentary evidence (such as a medical certificate) is provided.

Self-evaluation and reflective group participation in scenario-based tutorials including class data collection exercise.

Successful completion of fieldwork including attendance at fieldwork briefing; submission of (i) a completed and signed Student Placement Evaluation Form - Revised (SPEF-R) (ii) signed timesheet and (iii) Student Review of Placement form; and (iv) reflective journal.

Workload requirements

9 weeks of academic/fieldwork (accelerated program). PBL tutorials (5 hours per week on campus), lectures (4-6 hours per week on-line), practicals (4-6 hours per week on campus), fieldwork placement weeks 1-9 (up to 14 hours per week).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Occupational therapy



Must be enrolled in course 4515.