Occupational Therapy V
A.Y. 2024/2025
Learning objectives
The aim of the course is to provide knowledge and methodologies in elaborating the definition of the rehabilitation program in a multidisciplinary team, aimed at identifying and overcoming the needs of the disabled person towards participation in the personal environment and in social life.
Provide indications for the application of the methods of role-playing and group work (group dynamics, verbal and non-verbal communications during activities).
The course will also discuss the values of the therapeutic relationship between the therapist and the patients and their families such as: listening, the role of the interviewer, information exchange, understanding the emotional aspects, creating a relationship, conducting interviews, understanding the role social interaction in activities.
Finally, the course will explain the rules and dynamics that characterize group work, with particular reference to interdisciplinary work.
During the course clinical cases will be presented as a tool for the application of the theoretical knowledge.
Finally, information will be provided about how to keep up with continuous training.
Provide indications for the application of the methods of role-playing and group work (group dynamics, verbal and non-verbal communications during activities).
The course will also discuss the values of the therapeutic relationship between the therapist and the patients and their families such as: listening, the role of the interviewer, information exchange, understanding the emotional aspects, creating a relationship, conducting interviews, understanding the role social interaction in activities.
Finally, the course will explain the rules and dynamics that characterize group work, with particular reference to interdisciplinary work.
During the course clinical cases will be presented as a tool for the application of the theoretical knowledge.
Finally, information will be provided about how to keep up with continuous training.
Expected learning outcomes
At the end of the course the student will be able to:
· define a rehabilitation program aimed at identifying and overcoming the needs of the disabled person towards their participation in the personal environment of everyday life activities and social life;
· critically analyze, through role-playing and group dynamics, verbal and non-verbal communications during activities (with case studies);
· explain the values of the therapeutic relationship between the therapist and the patients and their families: listening, the role of the interviewer, exchanging information, understanding the emotional aspects, creating a relationship, conducting interviews, understanding the role of activities during interpersonal interaction.
· explain the rules and dynamics that characterize group work, with particular reference to interdisciplinary work;
· explain the specific aspects of Italian culture that affect citizens' occupations; acquire the knowledge in the development of the multi-ethnic society, with specific reference to the variety and diversification of values, cultural and religious aspects and in particular the influence of immigration on the occupations in the family unit;
· plan and carry out a continuous training
· define a rehabilitation program aimed at identifying and overcoming the needs of the disabled person towards their participation in the personal environment of everyday life activities and social life;
· critically analyze, through role-playing and group dynamics, verbal and non-verbal communications during activities (with case studies);
· explain the values of the therapeutic relationship between the therapist and the patients and their families: listening, the role of the interviewer, exchanging information, understanding the emotional aspects, creating a relationship, conducting interviews, understanding the role of activities during interpersonal interaction.
· explain the rules and dynamics that characterize group work, with particular reference to interdisciplinary work;
· explain the specific aspects of Italian culture that affect citizens' occupations; acquire the knowledge in the development of the multi-ethnic society, with specific reference to the variety and diversification of values, cultural and religious aspects and in particular the influence of immigration on the occupations in the family unit;
· plan and carry out a continuous training
Lesson period: First semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Responsible
Course syllabus
Occupational Therapy Science (dottssa Penna):
Occupational Therapy Reference Model: OTIPM (Occupational Therapy Intervention and Process Model): Assessment of Motor and Process Skills (AMPS); Video observation of active patients for application of AMPS evaluation principles; Observation of video interviews with patients to identify the occupational performance profile and occupational performance problems; Organization of the Occupational Therapy program and the intervention strategies
Occupational therapy in childhood (dottssa Santinelli)
Through a case study of a child with Motor Coordination Disorder and dysgraphia, the whole rehabilitation process is presented and developed: evaluation, intervention with the child, changes in the environment and in the activity. The applications of the models and the use of the tools (PEO, the 4Q, COPM, WHAT, SCOPE-IT, Sensory integration, Co-OP, the RTI) will be presented which can be useful and finally a decision tree to facilitate the clinical reasoning.
Assistive technologies in childhood (FT Caterina Reina)
Definition of the concept of an assistive device as a tool to act on the impairment and reduce disability in children: which, when and how to propose the device as an integral part of the rehabilitation: the team that assesses the functions and the needs, the procedure for prescribing the technology, the posture. Examples of technologies for: sitting, posture, indoor and outdoor systems, strollers, walking aids, walkers, wheelchairs (manual, electronic, electrified); bathing equipment, postural equipment at school, the desk, the chair, postural systems for the car.
Orthoses: definition, differences between assistive technologies and orthosis, fields of application. Examples of orthoses for the lower limb: supramalleolar orthotic braces (AFO, SpAFO, GRAFO, HAFO, KAFO). Positioning orthoses for the lower limb, knee orthoses, upper limb orthoses, hand orthoses. Trunk orthoses: BSE corset, fabric orthoses.
Assistive technologies for the autonomy of the disabled adult person (dottssa Crivelli)
Assistive technology for: overcoming architectural barriers; lifting and transferring; accessibility to external environments and means of transport; driving the vehicle; daily life activities; Prams; posture;
Evaluation and measurement of postural parameters and technical configuration of postural systems (laboratory); Assistive products for sport and leisure; Incontinence and products for its control; anti-decubitus products
Occupational Therapy Reference Model: OTIPM (Occupational Therapy Intervention and Process Model): Assessment of Motor and Process Skills (AMPS); Video observation of active patients for application of AMPS evaluation principles; Observation of video interviews with patients to identify the occupational performance profile and occupational performance problems; Organization of the Occupational Therapy program and the intervention strategies
Occupational therapy in childhood (dottssa Santinelli)
Through a case study of a child with Motor Coordination Disorder and dysgraphia, the whole rehabilitation process is presented and developed: evaluation, intervention with the child, changes in the environment and in the activity. The applications of the models and the use of the tools (PEO, the 4Q, COPM, WHAT, SCOPE-IT, Sensory integration, Co-OP, the RTI) will be presented which can be useful and finally a decision tree to facilitate the clinical reasoning.
Assistive technologies in childhood (FT Caterina Reina)
Definition of the concept of an assistive device as a tool to act on the impairment and reduce disability in children: which, when and how to propose the device as an integral part of the rehabilitation: the team that assesses the functions and the needs, the procedure for prescribing the technology, the posture. Examples of technologies for: sitting, posture, indoor and outdoor systems, strollers, walking aids, walkers, wheelchairs (manual, electronic, electrified); bathing equipment, postural equipment at school, the desk, the chair, postural systems for the car.
Orthoses: definition, differences between assistive technologies and orthosis, fields of application. Examples of orthoses for the lower limb: supramalleolar orthotic braces (AFO, SpAFO, GRAFO, HAFO, KAFO). Positioning orthoses for the lower limb, knee orthoses, upper limb orthoses, hand orthoses. Trunk orthoses: BSE corset, fabric orthoses.
Assistive technologies for the autonomy of the disabled adult person (dottssa Crivelli)
Assistive technology for: overcoming architectural barriers; lifting and transferring; accessibility to external environments and means of transport; driving the vehicle; daily life activities; Prams; posture;
Evaluation and measurement of postural parameters and technical configuration of postural systems (laboratory); Assistive products for sport and leisure; Incontinence and products for its control; anti-decubitus products
Prerequisites for admission
Be enrolled in the 3rd year of the course
Teaching methods
Classroom lessons for the presentation and study/application of outcome measures; group work. Case studies. Video registrations of real case studies for excercising the ability in observation and the analysis of persons with neurological impairment engaged in occupational performance (Penna).
Interactive seminar (dottssa Santinelli)
Classroom lessons, laboratory, seminars (Reina, Crivelli, Bentivegna)
Interactive seminar (dottssa Santinelli)
Classroom lessons, laboratory, seminars (Reina, Crivelli, Bentivegna)
Teaching Resources
L' arto inferiore nelle PCI, semeiotica e chirurgia funzionale. Ferrari, Reverberi, Benedetti Ed. Springer La fisioterapia nella paralisi cerebrale infantile, postura seduta. Borelli,Neviani, Sghedoni, Conti, Montanari, Ovi Ed. Springer Paralisi Cerebrale Infantile, cosa i genitori vogliono sapere. A cura di Setaro, Fedrizzi, Gipci Fondazione Mariani Ribelli personaggi e storie della paralimpiade Arrigoni , , Corriere della Sera Portale SIVA Milano, 17 Maggio 2022
Dottssa Penna:
Fisher, A. G., Occupational Therapy Intervention Process Model
Dottssa Santilli:
Case Smith., O'Brien., Occupational therapy for children
Kramer & Hijonosa. Frame of reference.
Greber,C., Ziviani, J., Rodger, S.,The Four-Quadrant Model of Facilitated Learning., (Part 1 & 2): Using teaching-learning approaches in occupational therapy, Australian Occupational Therapy Journal (2007) 54, S31-S39
Schwellnus., H., Carnahan., H., Kushki., A., Polatajko., H., Missiuna., C., Chau., T. Effect of pencil grasp on the speed and legibility of handwriting after a 10-minute copy task in Grade 4 children, Australian Occupational Therapy Journal (2012) 59, 180-187
Dottssa Reina:
Ferrari, Reverberi, Benedetti. L' arto inferiore nelle PCI, semeiotica e chirurgia funzionale. Ed. Springer
Borelli,Neviani, Sghedoni, Conti, Montanari, Ovi. La fisioterapia nella paralisi cerebrale infantile, postura seduta. Ed. Springer
Setaro, Fedrizzi, Gipci. Paralisi Cerebrale Infantile, cosa i genitori vogliono sapere. Fondazione Mariani
Arrigoni.. Ribelli, personaggi e storie della paralimpiade , Corriere della Sera,
Portale SIVA Milano (portale.siva.it)
Dottssa Bentivegna:
Colombo, E., La società multiculturale, Carocci Editore
Quaranta, I., Ricca, M., Malati fuori luogo, Cortina
Goussot, A., L'approccio transculturale nella relazione d'aiuto, ARAS edizioni
Mazzetti, M., Il dialogo transculturale, Carocci faber
Mantovani, G., L'elefante invisibile, Giunti
Pasini, N., Picozzi, M., Salute e immigrazione, F.Angeli
Margalit Cohen-Emerique, Per un approccio interculturale nelle professioni sociali ed educative, Erickson
Dottssa Penna:
Fisher, A. G., Occupational Therapy Intervention Process Model
Dottssa Santilli:
Case Smith., O'Brien., Occupational therapy for children
Kramer & Hijonosa. Frame of reference.
Greber,C., Ziviani, J., Rodger, S.,The Four-Quadrant Model of Facilitated Learning., (Part 1 & 2): Using teaching-learning approaches in occupational therapy, Australian Occupational Therapy Journal (2007) 54, S31-S39
Schwellnus., H., Carnahan., H., Kushki., A., Polatajko., H., Missiuna., C., Chau., T. Effect of pencil grasp on the speed and legibility of handwriting after a 10-minute copy task in Grade 4 children, Australian Occupational Therapy Journal (2012) 59, 180-187
Dottssa Reina:
Ferrari, Reverberi, Benedetti. L' arto inferiore nelle PCI, semeiotica e chirurgia funzionale. Ed. Springer
Borelli,Neviani, Sghedoni, Conti, Montanari, Ovi. La fisioterapia nella paralisi cerebrale infantile, postura seduta. Ed. Springer
Setaro, Fedrizzi, Gipci. Paralisi Cerebrale Infantile, cosa i genitori vogliono sapere. Fondazione Mariani
Arrigoni.. Ribelli, personaggi e storie della paralimpiade , Corriere della Sera,
Portale SIVA Milano (portale.siva.it)
Dottssa Bentivegna:
Colombo, E., La società multiculturale, Carocci Editore
Quaranta, I., Ricca, M., Malati fuori luogo, Cortina
Goussot, A., L'approccio transculturale nella relazione d'aiuto, ARAS edizioni
Mazzetti, M., Il dialogo transculturale, Carocci faber
Mantovani, G., L'elefante invisibile, Giunti
Pasini, N., Picozzi, M., Salute e immigrazione, F.Angeli
Margalit Cohen-Emerique, Per un approccio interculturale nelle professioni sociali ed educative, Erickson
Assessment methods and Criteria
Written: presentation of a case study, the student has to define and describe the main goals of intervention (Penna)
Written exam Crivelli, Bentivegna, Reina)
Written exam Crivelli, Bentivegna, Reina)
MED/48 - NURSING IN NEUROPSYCHIATRY AND REHABILITATION - University credits: 6
Practicals: 45 hours
Lessons: 30 hours
Lessons: 30 hours