Occupational Therapy Vi

A.Y. 2022/2023
Overall hours
Learning objectives
The aim of the course is to provide knowledge in identifying the needs of the patient, to use tools and techniques, such as orthoses, assistive technology, prostheses and interventions that are part of occupational therapy, such as environmental adaptations and home interventions; to be able to apply this knowledge to the needs of the individual, looking into the social, motor and psychorelational aspects of the disabled person.
Expected learning outcomes
At the end of the course the student will be able to
·describe specific tools and techniques, in particular assistive technologies and home environmental adaptations, which are part of occupational therapy, to be able to apply them to patients' individual, social, motor, cognitive and psychorelational needs;
· apply the concepts of ergonomics to the problems of autonomy in the activities of daily living of patients with physical and / or mental disabilities;
· conceive, design, manufacture products individually or in groups;
· analyze the activity referring also to clinical cases.
· describe the rehabilitation process in persons suffering from peripheral lesions of the upper limb;
· construct and apply orthosis for the upper limb in peripheral or central lesions;
Course syllabus and organization

Single session

Course syllabus
The science of occupational therapy (dottssa Penna)
Programme: Establish and correctly formulate the objectives of the following evaluations: SMART (Specific, Measurable, Achievable, Realistic, Time Related), AMPS (Assessment Motor Process Skills), ESI (Evaluation of Social Interaction)

Principles for splinting of the upper extremity (dottssa Johnson):
splinting theory of the arm and hand: the anatomical and mechanical principles; the use of three types of hand orthoses; realization of three basic models of hand orthoses (laboratory).

Occupational therapy intervention at home and in the community / handwriting (dott Lodi Pasini):
: occupational therapy intervention at home; environmental modifications; roles and competences of other professionals who work at home with the patient; the patient's home as occupational therapy setting; care-giver training; International Classification of Functioning Disability and Health (ICF): how the environment may influence the health status and well being.
Handwriting: preconditions, "the slipped tracks", handwriting exercises, handwriting outcome measures: BHK e BVSCO-2

Cooking workshop (De Sena Gibertoni)
Through group work, experiment the implicit and explicit therapeutic aspects of cooking.
Sensory aspects of cooking (theory and individual laboratory); The creation of a dish in teamwork; Analysis of the activity through lived experience;
Prerequisites for admission
Be enrolled in the 3rd year of the program
Teaching methods
Frontal lessons for the presentation and study of the outcome measures and their application in group activities. Case studies. Videos for observation of neurological patients engaged in occupational performance. Observation of real situations where persons are performing an activity in order to define the level of social interaction (Penna)
Frontal lessons and laboratory for splinting of the upper extremity in adult persons (Johnson)
Frontal lessons, case studies, group discussions, working groups, simulations (Lodi Pasini)
Therapeutic activities in kitchen, laboratory (De Sena Gibertoni;)
Teaching Resources
Dottssa Johnson
Di Bartolo, S. 2001. Mano e polso, ortesi statiche e dinamiche, Edi Ermes, Milano

Dott Lodi Pasini
R.Murphy, Il Silenzio del corpo, Erickson, 2017
T. Shakespeare, Disabilità e società , Erickson, 2017
Stella G., Diversi- La lunga battaglia dei disabili epr cambiare la storia, ed Solferino, 2019
Del Zanna G. ,Uomo disabilità e ambiente, Ed Segesta, 1996
ICF Classificazione Internazionale del Funzionamento della Saluta e della Disabilità, Erickson
ICF-CY Classificazione Internazionale del Funzionamento della Saluta e della Disabilità (Versione per bambini e adolescenti
AAVV, ICF e Convenzione ONU sui diritti delle persone con disabilità, Ed.Erickson
Bickenbach, Cieza, Rauch, Stucki, Core Set ICF, Giunti Edu, 2014
PerrisA. I tracciati scivolati. Quando a me non piace scrivere, Ed. Pioda Imaging, 2012
Pellegrini R, Dongilli L., Insegnare a scrivere. Pregrafismo, stampato e corsivo. Ed. Erickson, 2010
AAVV, Disortografia, disgrafia e altre difficoltà di scrittura, Ed. Erickson, 2017
Cornoldi, Disturbi e difficoltà della scrittura, Giunti Edu, 2018

Dottssa Penna
Fisher, A. G. Occupational Therapy Intervention Process Model
Di Bartolo, S., 2001. Mano e polso: ortesi statiche e dinamiche, Edi Ermes, Milano
International Handbook of Occupational Therapy Interventions, 2009, I. Soderback, Ed. Springer, capitol 11, 12, 13.
Creek, Jennifer, " Innovations in occupational therapy practice" Seminar Milano 2013.
Cunningham Piergrossi, J (2006) Essere nel fare, Introduzione alla terapia occupazionale, Capitoli 1-3.
Kristeva, J e Vanier, J. (2011) Il loro sguardo buca le nostre ombre, Ed.Saggine
Assessment methods and Criteria
Written: Presentation of a video (interview and activity) of a person with neurological impairment. The student ha sto present a treatment program with and define the main treatment goals (Penna).
Orale (Johnson)
Written with open questions (Lodi Pasini)
Practicals: 75 hours
Lessons: 20 hours