PT5522 Understanding Occupational Therapy’s Unique Contribution Context For PT5522 Assignment This assignment requires you to adopt the professional perspective of an Occupational Therapist working within a Community Learning Disability Team (CLDT). Generally, CLDT’s provide a specialist service to adults 18 and over who have a learning disability and complex health needs. They focus on supporting individuals whose needs cannot be met in mainstream health services due to their learning disability. The role of the OT in CLDT’s includes but is not limited to: o Assessing what difficulties, they may have in carrying out everyday activities. o Providing advice and planning care for people with these difficulties. o Supporting them to do the things they want/need to do o Working with their carers/support team to enable them to meet their goals. Case Study 1 – Jason Name: Jason
Age: 42
PMHx: Down’s Syndrome, Depression, BMI – 33 Reason for Referral:
Jason has been known to the Community LD team for 3 months, where he has had input from the nurse following concerns about his skin integrity around his groin and buttocks. Jason often scratches these areas but historically refused to let the nurse or his mum check it. The nurse is concerned that he may not be completing personal care effectively and has noticed his mother gets uncharacteristically irritable towards Jason due to his poor hygiene.
Background Information: Jason was born in Hong Kong and moved to London with his parents when he was in his early
20’s. He currently lives in the same 2-bedroom maisonette with his mum since he moved to London. His dad passed away 2 months ago, he has a sister who moved back to Hong Kong to start a family of her own.
Jason completes his personal care tasks himself, there have been concerns over the last year about the effectiveness of maintaining personal hygiene but he does not like others helping him with this. He has a good appetite and enjoys helping himself to sweet treats from the kitchen.
He used to go to the local Tesco to buy items on a shopping list his mum prepares but he has refused to do this over the last few months preferring to spend time at home on his phone or IPad. Jason’s mum & dad used to run a café for 20 years which he used to help them in and really enjoyed clearing tables, making hot drinks and meeting different customers.
Following his mum’s retirement last year they no longer have the café and spend a lot more time at home but his mum has increasingly voiced concerns about lack of hygiene with his appearance becoming more unkempt and frustration at not letting her check his skin which he has a tendency to her sometimes reports as being painful.
Summary Of Input From Community LD Team: Jason is fairly new to the community LD Team. In the team he has only been seen by the nurse, who has noted concerns about skin integrity around his groin area but Jason has repeatedly declined review of his skin.
Case Study 2 – Malik Name: Malik Age: 56
PMHx: Global Developmental Delay, Epilepsy, SYNGAP1, recurrent UTI’s, Mild LD Reason for Referral:
Residential home staff have been reporting that Malik has been combative with staff during personal care recently, sometimes requiring assistance of 2 people. He has not engaged with the usual activities he enjoys such as reading magazines, watching TV and listening to music on his mp3 player which is very unusual for him. This morning, he was admitted to hospital with constipation and a suspected UTI. Staff are concerned that due to his behaviour and high care needs they can no longer support him and have requested the community LD OT and Social Worker review him for alternative accommodation.
Background Information: Malik has lived in a residential home for 11 years following a safeguarding concern against his sister related to his finances, this is now closed. Malik hates hospitals, he was last admitted 5 years ago following a chest infection and has not been able to mobilise independently since.
He is able to transfer in and out of bed, on and off a raised chair and in and out his wheelchair independently. He has reduced exercise tolerance but is able to stand and mobilise short distances with a stick and supervision for before fatiguing. He rarely goes out.
While following step by step instructions he requires assistance of one for showering, dressing and toileting in an adaptive bathroom but occasionally he has episodes of urinary incontinence due to not getting to the toilet in time. Malik takes Epilim and Tegretol twice a day which has been effective for 3 years. He can eat and drink independently and just requires prompting to take his medication orally, however when he is frustrated, he often declines all oral intake.
According to Malik’s notes he requires care givers to anticipate his basic care needs to ensure they are met. He is a very sociable person despite his moderate dysarthria and responds well when key words are communicated via Makaton when possible. He loves socialising with others, particularly with staff at the day centre he attends three a week. He likes his routine which involves reading the paper or magazine in the morning, going to his day centre and watching TV soaps and game shows in the evening.
He has no contact with his parents. His NOK is his sister and he lived with her, her husband and 2 young children for 2 years prior to moving to the residential home, he is very fond of her family who visits him every other weekend.
Summary Of Input From Community LD Team: Malik has been known to the Community LD team since he was 19 but has only been assessed by the Social Worker in the last year. You are his allocated key worker but started in the team 2 months ago and have not met him yet.
Case Study 3 – Alina Name: Alina Age: 21
PMHx: TCF20 gene, Autism, Myopia, Anxiety, mild Ataxia, Prader-Willi syndrome Reason for Referral:
Alina’s parents would like her to start travel training with the staff at her community day centre and see no reason why this would be an issue. But the staff are reluctant as she has previously shown tendencies of walking into the road without looking and when she gets frustrated, she likes to be alone so may try to walk away from the rest of the group. At present, they keep her onsite during the day only letting her outside to access the garden where she enjoys.
Background Information: Alina lives at home with her parents, she is a lonely child. She is able to wash and dress herself and is independent with personal hygiene. She is also able to feed herself independently and help herself to snacks in the kitchen, but her parents are concerned about her weight and have her on a planned diet to manage this.
She is a very confident young lady, she recently got a mobile phone and enjoys posting pictures of her weekend on social media but finds holding and manipulating the phone challenging so her parents help her with this. She mobilises around her home with no issues, but it is reported that at the day centre she occasionally bumps into walls, objects and other people – she had a fall 2 months ago incurring a graze on her knee.
She has had a difficult 2 years transitioning from children services to adult services. She enrolled into a college for a part-time course on independent skills but did not enjoy the her experience, there were some episodes of aggressive behaviour when at college that became more frequent there for it was decided that it was best for her to withdraw. For the last 18months she has been attending this community day centre 5 days a week with the aim of learning life and practical skills. The centre provides a minibus to facilitate Alina’s commute to and from the centre each day and her attendance at the day centre enables her parents to continue working full-time.
Alina loves being out in public, over the weekend her parents take her out to complete the weekly food shop, go to the local shops, take long walks around the park and use public transport to access the community. Alina’s favourite aspect of these activities is interacting with members of the public that she encounters.
Summary Of Input From Community LD Team: New referral and not previously known to the community LD team. She was not referred when she transitioned from children to adult services at 19.
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Order Non Plagiarized Assignment COURSE SPECIFICATION Course Aim and Title BSc (Hons) Occupational Therapy Intermediate Awards Available BSc Applied Health Science Dip HE in Applied health science
Cert HE in Applied health science
Teaching Institution(s) UEL Alternative Teaching Institutions (for local arrangements see final section of this specification)
N/A UEL Academic School Health Sport and Bioscience
UCAS Code B101 Professional Body Accreditation Health and Care Professions Council (HCPC)
Royal College of Occupational Therapy (RCOT)
Relevant QAA Benchmark Statements N/A Additional Versions of this Course Occupational Therapy Apprenticeship Course Aims And Learning Outcomes This course is designed to give you the opportunity to:
develop the intellectual skills appropriate for an honours degree; provide you with an academic and clinical education to enable you to satisfy the requirements of the Royal College of Occupational Therapists and the Health and Care Professions Council and to apply for entry to the HCPC develop the skills of the autonomous reflective practitioner so that you can provide leadership, influence, and respond appropriately to change; • provide the foundation upon which further professional development can proceed; facilitate the development of your transferable skills; develop your skills of critical thinking and problem solving; recognise the value and role of adopting an evidence base to practice; foster and maintain a professional awareness; recognise the importance of maintaining and reviewing clinical standards. More Assignment Models You Can Use At Students Assignment Help UK The module structure of this course:
Level Module Code
Module Title Credit Weighting
Core/Option Available by Distance Learning?
Y/N
4 PT4011 Professional Practice (Mental Wealth) 20 Core N 4 PT4521 Structure and Function of the Human Body 20 Core N 4 PT4522 Occupational therapy: Engagement and WellBeing 20 Core N 4 PT4523 Human Health and Occupation 20 Core N 4 PT4524 Describing Occupation – the Assessment of Occupational Performance 20 Core N 4 PT4525 Participation in Occupation 20 Core N 4 PT4526 Working with People Occupational Therapy Practice Placement 1 0 Core N 5 PT5015 Research Methods 20 Core N 5 PT5521 Achieving Best Practice in Occupational Therapy 20
Core N 5 PT5522 Understanding Occupational Therapy’s Unique Contribution 20 Core N 5 PT5523 Occupational Performance Engagement and Well-being 20 Core N 5 PT5524 Describing Occupation – Facilitating Occupational Change 20 Core N 5 PT5525 Occupational Therapy Practice Placement 2 0 Core N 5 PT5526 Working in Teams and Services Occupational Therapy – Practice placement 3
20 Core N 6 PT6531 Transition to Professional Practice 20 Core N 6 PT6532 Effective Collaborative Practice 20 Core N 6 PT6534 Enterprise and Innovation 20 Core N 6 PT6534 Practice in Context One Occupational Therapy
Practice Placement 4
20 Core N 6 PT6535 Practice in Context Two Occupational Therapy
Practice Placement 5
20 Core N 6 PT6536 Applied Research 20 Core N