Bachelor's Degree Program

Occupational Therapy

full-time

 
 

Occupational Therapy

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

Department
Health Sciences
Topic
Mobility
Networking
Quality of life

Highlights

  • Highly student-centered

  • Individual support in further developing your personal and professional skills

  • Extensive practical learning phases

  • International activities

     

    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

    Application winter semester 2025/26

    16. February 2025 - 16. March 2025

    Study places

    36

    1 Tuition fees for students from third countries € 727,- per semester. Details on tuition fees can be found in the general fee regulations.

    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)

    Relevant admission requirement

    You need a general university entrance qualification, proven by

    • Austrian secondary school leaving certificate (AHS, BHS, vocational higher education entrance qualification) or
    • Austrian certificate of a limited higher education entrance qualification for the respective group of studies or
    • equivalent foreign certificate or
    • certificate of completion of at least three years of study with 180 ECTS credits at a recognized domestic or foreign post-secondary educational institution,

    or a relevant professional qualification with additional examinations.

    Further details

    Limited higher education entrance qualification

    Limited higher education entrance qualifications for all higher education subjects are recognized (no specific compulsory subject). If the limited higher education entrance qualification does not include proof of English B2 or higher, English language proficiency must be proven by an examination at a recognized educational institution at the latest at the start of your studies.

    Further information on the limited higher education entrance qualification can be found on the website Erwachsenenbildung.at of the Federal Ministry of Education, Science and Research.

    Relevant professional qualification with additional examination

    The following qualifications are defined as relevant professional qualifications:

    • healthcare professions
      • diploma in health care and nursing
      • diploma in medical-technical specialist service
    • additional exam: English B2
    • apprenticeship
      • orthopedic technician
    • additional exams: Biology and Environmental Studies, English B2
    • schools for intermediate vocational education with additional examinations
      • Qualifications from the area of schools for intermediate vocational education (duration of training at least 3 years) are recognized on a case-by-case basis by the head of the degree programme if a focus on health, human or social issues is given.
    • additional examinations: The required additional examinations are determined by the head of degree program.

    Language requirements for admission

    The required language level according to the Common European Framework of Reference for Languages (CEFR) is at least

    • German - level C2 and
    • English - level B2.

    Other admission requirements

    Once you have been offered a place, additional proof of suitability is required:

    • first aid course (at least 16 hours, within the last year)
    • proof of no crimina record
    • proof of medical suitability
    Vaccination recommendations
    pdf, 78 KB
    download

    Legalization of foreign documents

    Applicants may require legalization of documents from countries other than Austria in order for them to have the evidential value of domestic public documents. Information on the required legalizations can be found here in PDF format.

    Translation of your documents

    For documents that are neither in German nor English, a translation by a sworn and court-certified interpreter is required. Your original documents should have all the necessary legalization stamps before translation so that the stamps are also translated. The translation must be firmly attached to the original document or a legalized copy.

    Online application - uploading documents

    As part of your online application, upload scans of your original documents including all required legalization stamps. For documents not issued in German or English, scans of the corresponding translations must also be uploaded. The head of the study program decides on the equivalence of international (higher) education qualifications. Therefore, your documents can only be checked as part of the ongoing application process.

    Your path to studying at FH Campus Wien begins with your registration on our application platform. In your online account, you can start your application directly or activate a reminder if the application phase has not yet started.

    There are 36 places available each year in the Bachelor's degree program in Occupational Therapy. The ratio of study places to applicants is currently approx. 1:10.5.

      Documents for your online application

      1. Proof of identity
        • passport or
        • identity card or
        • Austrian driving license (proof of citizenship required) or
        • residence permit (proof of citizenship required)
      2. Proof of change of name, if applicable (e.g. marriage certificate)
      3. Proof of fulfillment of the relevant admission requirement
        • Austrian secondary school leaving certificate (AHS, BHS, vocational higher education entrance qualification) or
        • Austrian certificate of a limited higher education entrance qualification for the respective group of studies or
        • equivalent foreign certificate or
        • certificate of completion of at least three years of study with 180 ECTS credits at a recognized domestic or foreign post-secondary educational institution or
        • proof of relevant professional qualification
        • If you do not currently have a certificate, please upload your complete certificate from the last completed school level.
      4. Proof of German level C2 according to the Common European Framework of Reference for Languages (CEFR). The following apply as proof:
        • secondary school leaving certificate from a German-speaking school
        • completion of at least three years of study in German
        • supplementary examination pre-study course - German C2
        • German certificate (not older than 3 years), e.g.:
          • Austrian German Language Diploma: ÖSD Certificate C2
          • Goethe Institute: Goethe Certificate C2 (Großes Deutsches Sprachdiplom GDS)
          • telc: German C2
          • German language test for university admission for foreign applicants: DSH-3
          • Test of German as a foreign language (Test DaF): Level TDN 5 in all parts
      5. Proof of English level B2 of the Common European Framework of Reference for Languages (CEFR). The following apply as proof:
        • secondary school leaving certificate with successfully passed secondary school leaving examination in English (level B2 must be evident)
        • secondary school leaving certificate from an English-speaking school
        • university entrance qualification certificate from an Austrian university with a successfully passed examination in the subject English
        • Transcript of Records/Diploma Supplement from a recognized post-secondary educational institution with proof of successfully completed English-language courses amounting to at least 6 ECTS credits or 150 hours
        • IB Diploma according to the regulations of the International Baccalaureate Organization with English as a school subject
        • supplementary examination pre-study course - English B2
        • English certificate (not older than 3 years), e.g.:
          • FH Campus Wien: Oxford Test of English level B2 (score range = 111-140)
          • TOEFL: 72-94 points
          • IELTS Academic: Overall Band Score = 5,5-6,5
          • Cambridge: B2 First (FCE) or C1 Advanced (Certificate in Advanced English CAE) – result level B2 (minimum scale score = 160)
          • proof of language competence from a university language center at level B2
          • Proof of a higher language level is also valid.
      6. Curriculum vitae in tabular form in German
      7. Letter of motivation in German
      8. Proof of internship(s) or voluntary activity(ies)
      9. Legalizations and translations, if applicable (see tab “Foreign documents and degrees”)

      Your application is valid once you have completely uploaded the required documents. If you do not have all the documents at the time of your online application, please submit them to the secretary's office by email as soon as you receive them.

      After completing your online application, you will receive an email confirmation with information on the next steps.

      Documents for the start of your studies

      Once you have been offered a place, additional proof of suitability is required:

      1. first aid course (at least 16 hours, within the last year)
      2. proof of no criminal record
      3. proof of medical suitability

      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)
        The admission committee (which comprises, among others, the head of the academic section and representatives of the teaching staff and student body) awards places to the applicants who score highest in the tests. The process as a whole and all test and assessment results from the admission procedure are documented in a transparent and verifiable manner.

      • 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, 29th March 2025.

      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 | ILV

      Activity and performance analysis | ILV

      1.5 SWS   2.5 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 | ILV

      Functional anatomy | ILV

      3.5 SWS   5 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 | ILV

      Foundations of anatomy and physiology | ILV

      2.5 SWS   2.5 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 | UE

      Enabling daily occupations in different stages of life | UE

      3 SWS   4 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 | ILV

      Elements of occupational performance: person, occupation, environment | ILV

      4 SWS   4.5 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 (Wilcock)

      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.

      Wilcock, 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  | ILV

      History and models of occupational therapy  | ILV

      1.5 SWS   1.5 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 | ILV

      Principles of evidence-based practice | ILV

      1.5 SWS   2 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 | SE

      Journal club | SE

      1.5 SWS   2 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 skills

      Professional identity: Basic skills

      5 SWS   6 ECTS

      Examination

      : Module examination with final examination character (portfolio work, practical examination, written test, presentations)

      5 SWS
      6 ECTS
      Foundations of self-reflection, communication and conversation techniques | ILV

      Foundations of self-reflection, communication and conversation techniques | ILV

      2.5 SWS   3 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 | ILV

      Developing professional attitude – Understanding change | ILV

      2.5 SWS   3 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 1
      3.5 SWS
      5 ECTS
      Assessment and evaluation methods | ILV

      Assessment and evaluation methods | ILV

      2 SWS   2.5 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

      Final 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 Practice Process 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 | ILV

      Identifying occupation-based needs | ILV

      1.5 SWS   2.5 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

      Final 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 2

      Occupational therapy process 2

      6.5 SWS   8 ECTS

      Examination

      : Module examination with final examination character

       

      Knowledge test

      Demonstrate interventions, create videos

      Work on case studies in a networked manner

      portfolio

      Peer feedback

       

      6.5 SWS
      8 ECTS
      Intervention techniques focusing on daily living | ILV

      Intervention techniques focusing on daily living | ILV

      2 SWS   2.5 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 | SE

      Applied professional reasoning: Intervention | SE

      0.5 SWS   1 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 | ILV

      Intervention techniques for improving occupational components and skills | ILV

      2.5 SWS   2.5 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 | ILV

      Arts and crafts in occupational therapy | ILV

      1.5 SWS   2 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 health

      Occupational therapy in mental health

      4.5 SWS   5 ECTS

      Examination

      : Module examination with final examination character

       

      Case study with portfolio presentation

      4.5 SWS
      5 ECTS
      Occupational therapy in mental health  | ILV

      Occupational therapy in mental health  | ILV

      3 SWS   3 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 | ILV

      Occupational therapy foundations in mental health | ILV

      1.5 SWS   2 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 2
      0.5 SWS
      7 ECTS
      Supervision: Fieldwork placement semester 2 | SE

      Supervision: Fieldwork placement semester 2 | SE

      0.5 SWS   1 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

      Continuous assessment

      Literature

      keine spezielle, abhängig von der jeweiligen Praxisstelle

      Teaching language

      Deutsch

      0.5 SWS
      1 ECTS
      Fieldwork placement semester 2 | PL

      Fieldwork placement semester 2 | PL

      0 SWS   6 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

      Continuous assessment

      Literature

      keine spezielle, abhängig von der jeweiligen Praxisstelle

      Teaching language

      Deutsch

      6 ECTS
      Module Professional conduct: Conversational competence and educational skills for practice

      Professional conduct: Conversational competence and educational skills for practice

      5 SWS   5 ECTS

      Examination

      : Module examination with final examination character

      5 SWS
      5 ECTS
      Conversation techniques and educational skills for practice | ILV

      Conversation techniques and educational skills for practice | ILV

      3 SWS   3 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 | ILV

      Using occupational therapy theory in practice: Preparation for fieldwork placement semester 2 | ILV

      2 SWS   2 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 | ILV

      Occupational therapy for clients with non-communicable chronic diseases | ILV

      2 SWS   3 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  | VO

      Non-communicable chronic diseases: Foundations  | VO

      1 SWS   1 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 SWS   5 ECTS

      Examination

      : Module examination with final examination character

       

      Oral examination, practical examination, group work, presentations, case studies, portfolio work

      4.5 SWS
      5 ECTS
      Occupational therapy for elderly people | ILV

      Occupational therapy for elderly people | ILV

      3.5 SWS   4 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  | ILV

      Different stages of life: Old age - Foundations  | ILV

      1 SWS   1 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 adolescents
      4.5 SWS
      5 ECTS
      Occupational therapy for children and adolescents | ILV

      Occupational therapy for children and adolescents | ILV

      3 SWS   3.5 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, circumscribed 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

      Final 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 | VO

      Medical foundations for occupational therapy practice with children and adolescents | VO

      1.5 SWS   1.5 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, circumscribed 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

      Final 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 | ILV

      Occupational therapy in different areas of practice: Neurology, traumatology, orthopaedics and rheumatology | ILV

      2.5 SWS   3 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 | ILV

      OT neurology: Case studies | ILV

      2.5 SWS   2.5 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 | ILV

      OT traumatology, orthopaedics and rheumatology: Case studies | ILV

      2.5 SWS   2.5 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 competence

      Professional attitude and ethical conduct: Self-efficacy and social competence

      3 SWS   4 ECTS

      Examination

      : Module examination with final examination character

       

      Portfolio work, active participation in self-awareness days, practical examination, presentation

      3 SWS
      4 ECTS
      Improving professional attitude and professional conduct | ILV

      Improving professional attitude and professional conduct | ILV

      2 SWS   3 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 | ILV

      Using occupational therapy theory in practice: Self-confrontation and self-care strategies | ILV

      1 SWS   1 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 review

      Scientific literature review

      2 SWS   4 ECTS

      Examination

      : Module examination with final examination character

       

      Writing and presenting a literature review

      2 SWS
      4 ECTS
      Literature review | SE

      Literature review | SE

      1 SWS   3 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 | ILV

      Literature review: Introduction | ILV

      1 SWS   1 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 therapy
      3.5 SWS
      4 ECTS
      Groups and team work in occupational therapy: Reflective seminar | SE

      Groups and team work in occupational therapy: Reflective seminar | SE

      2 SWS   2 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

      Continuous assessment

      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 | ILV

      Planning and guiding groups in occupational therapy: Foundations and practice | ILV

      1.5 SWS   2 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, graphomotor skills, ZEPS, Ernergy conservation programs (Fatique....) and others

       

       

      Teaching method

      Lecture, group work and practical work with client groups

      Examination

      Continuous assessment

      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 | ILV

      Community innovation LAB: Healthy aging | ILV

      2.5 SWS   4 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 | ILV

      Healthy work environments | ILV

      4 SWS   4 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 4
      0.5 SWS
      13 ECTS
      Supervision: Fieldwork placement semester 4 | SE

      Supervision: Fieldwork placement semester 4 | SE

      0.5 SWS   0.5 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

      Continuous assessment

      Literature

      keine spezielle, abhängig von der jeweiligen Praxisstelle

      Teaching language

      Deutsch

      0.5 SWS
      0.5 ECTS
      Fieldwork placement semester 4 | PL

      Fieldwork placement semester 4 | PL

      0 SWS   12.5 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

      Continuous assessment

      Literature

      keine spezielle, abhängig von der jeweiligen Praxisstelle

      Teaching language

      Deutsch

      12.5 ECTS
      Module Professional conduct: Consultation and leadership skills

      Professional conduct: Consultation and leadership skills

      2.5 SWS   5 ECTS

      Examination

      : Module examination with final examination character

       

      Portfolio work, practical examination

      2.5 SWS
      5 ECTS
      Professional conduct – Elective course | SE

      Professional conduct – Elective course | SE

      0 SWS   1 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  | ILV

      Improving professional conduct: Understanding and guiding change  | ILV

      1.5 SWS   2.5 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 | ILV

      Using occupational therapy theory in practice: Preparation for fieldwork placement semester 4 | ILV

      1 SWS   1.5 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 | ILV

      Political dimensions and marketing | ILV

      1 SWS   1 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 | SE

      Coping strategies for challenging situations: Interprofessional and international contexts | SE

      1.5 SWS   2 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 | ILV

      Private practice - Foundations of business administration | ILV

      1 SWS   1 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 | VO

      Health care and foundations of law | VO

      1 SWS   1 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 5

      Fieldwork placement semester 5

      0.5 SWS   10 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 | SE

      Supervision: Fieldwork placement semester 5 | SE

      0.5 SWS   0.5 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 | PL

      Fieldwork placement semester 5 | PL

      0 SWS   9.5 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  | ILV

      Using occupational therapy theory in practice: Preparation for fieldwork placement semester 5  | ILV

      1 SWS   1.5 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  | ILV

      Guiding occupational transition - Innovation  | ILV

      1.5 SWS   1.5 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 | AP

      Final exams: preparation | AP

      0 SWS   1 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 | SE

      Bachelor paper seminar 1: Writing research proposals | SE

      0.5 SWS   2 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 | ILV

      Scientific research process | ILV

      2 SWS   2 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 | ILV

      Elective course 1 | ILV

      0 SWS   3.5 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 | ILV

      Advanced course: Occupational therapy for children and adolescents in mental health – Elective course | ILV

      2.5 SWS   3.5 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 | ILV

      Advanced course: Occupational therapy in neurology – Elective course | ILV

      2.5 SWS   3.5 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

      Final exam: 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 | ILV

      Advanced course: Occupational therapy in orthopaedics, rheumatology and traumatology – Elective course | ILV

      2.5 SWS   3.5 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 | ILV

      Advanced course: Occupational therapy in mental health – Elective course | ILV

      2.5 SWS   3.5 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 | ILV

      Advanced course: Occupational therapy for elderly people – Elective course | ILV

      2.5 SWS   3.5 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

      Final exam: 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 | ILV

      Advanced course: Occupational therapy for children and adolescents – Elective course | ILV

      2.5 SWS   3.5 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, circumscribed 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 | ILV

      Elective course 2 | ILV

      0 SWS   2 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 | ILV

      Occupational science and gobal citizenship | ILV

      1.5 SWS   2 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 | ILV

      Developing occupational therapy in different settings and roles | ILV

      2 SWS   3 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 6
      0.5 SWS
      15 ECTS
      Supervision: Fieldwork placement semester 6 | SE

      Supervision: Fieldwork placement semester 6 | SE

      0.5 SWS   0.5 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

      Continuous assessment

      Literature

      keine spezielle, abhängig von der jeweiligen Praxisstelle

      Teaching language

      Deutsch

      0.5 SWS
      0.5 ECTS
      Fieldwork placement semester 6 | PL

      Fieldwork placement semester 6 | PL

      0 SWS   14.5 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

      Continuous assessment

      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 | ILV

      Using occupational therapy theory in practice: Preparation for fieldwork placement semester 6 | ILV

      1 SWS   1.5 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 | ILV

      Guiding occupational transition - Entrepreneurship | ILV

      1.5 SWS   1.5 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  | SE

      Bachelor paper seminar 2: Applied research methods  | SE

      0.5 SWS   5 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 SocialTransformation

      FAB 1/6 Occupational Therapy and SocialTransformation

      2 SWS   4 ECTS

      Examination

      : Presentation of the project plan

      2 SWS
      4 ECTS
      Occupational Therapy and Social Transformation - Integration | ILV

      Occupational Therapy and Social Transformation - Integration | ILV

      1.5 SWS   1 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 | ILV

      Occupational Therapy and Social Transformation - Introduction | ILV

      0.5 SWS   3 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 Therapy

      FAB 2 Emerging Roles and Future of Occupational Therapy

      1.5 SWS   3 ECTS

      Examination

      : Presentation of results

      1.5 SWS
      3 ECTS
      Emerging Roles and Future of Occupational Therapy | ILV

      Emerging Roles and Future of Occupational Therapy | ILV

      1.5 SWS   3 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 Thesis

      FAB 3 Thesis

      0.5 SWS   5 ECTS

      Examination

      : Bachelor thesis

      0.5 SWS
      5 ECTS
      Applied Research Methology | SE

      Applied Research Methology | SE

      0.5 SWS   5 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 Placement

      FAB 4 Fieldwork Placement

      0 SWS   15 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 | PR

      Fieldwork Placement | PR

      0 SWS   15 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 Justice

      FAB 5 Advancing Occupational Justice

      1.5 SWS   3 ECTS

      Examination

      : Presentation of a project plan for a health promotion project

      1.5 SWS
      3 ECTS
      Advancing Occupational Justice | ILV

      Advancing Occupational Justice | ILV

      1.5 SWS   3 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

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          Logo of the Vienna Health Association. Green W artistically drawn as a bow and the word Wiener Gesundheitsverbund, next to it a vertical line and the red and white Vienna coat of arms, as well as the black lettering Stadt Wien.

          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!

          Contact

          Head of Degree Program

          Administration

          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

          Map main campus Favoriten (Google Maps)

          Office hours during the semester: 
          Mon to Fri, 7.30 a.m.-13.00 a.m. and Thur 7.30 a.m- 15:00 pm

          Teaching staff and Research staff

          Susanne Mulzheim, MSc

          Occupational Therapist; Academic Staff; Team Leader Workplace Health Management Campus Vital

          Petra Schwab, MSc

          Deputy Head of Degree Program Occupational Therapy; Occupational Therapist

           

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