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3rd Bachelor in Occupational Therapy
ECTS Credits | Number of Hours (h/year) | |
---|---|---|
Administration and management in occupational therapy | 1 | 20 |
1 | 15 | |
2 | 25 | |
24 | 735 | |
2 | 30 | |
Examinations and check-up | 3 | 30 |
Exercises and ceses discussions | 4 | 15 |
3 | 40 | |
1 | 15 | |
1 | 15 | |
Methodology and didactics of the Occupational Therapy applied to senescence’s dysfunctions | 1 | 15 |
Methodology and didactic of occupational therapy applied to pedopsychiatirc dysfunctions | 2 | 15 |
2 | 20 | |
1 | 10 | |
12 | 15 |
Methodology and didactics of occupational therapy applied to neuropsychological dysfunctions of the children
ECTS Credits | 1 |
---|---|
Number of Hours (h/year) | 15 |
Teaching staff | Houbiers, Marielle |
Course Unit | Compulsory |
Term | Quad. 1 and 2 |
Code | PARA-D_ERGO0014/3 |
Prerequisite | Basic knowledge in anatomy and neurology |
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Aims and Objectives | Discover various neuropsychological dysfunctions of the children Present the assessments of the infantile neuropsychological dysfunctions. Understand the occupational therapy process for the children having cognitive dysfunctions. |
Description |
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Bibliography | GEUZE R.H., Le trouble de l’acquisition de la coordination, évaluation et rééducation de la maladresse chez l’enfant, Solal, 2005 GILLET P, Neuropsychologie de l’enfant : une introduction, Solal, 2000 JUILLERAT VANDERLINDEN A.-C., AUBIN G., LE GALL & VANDERLINDEN M., Neuropsychologie de la vie quotidienne, Solal, 2008 LUSSIER F., FLESSAS J., Neuropsychologie de l’enfant. Troubles développementaux et de l’apprentissage, Dunod, Paris, 2005
MAZEAU M., Déficits visuospatiaux et dyspraxies de l’enfant. Du trouble à la rééducation. Coll. Bois Larris, Masson 1995. MAZEAU M., Conduite du bilan neuropsychologique chez l’enfant, Masson, 2008
METZ-LUTZ M-N., Développement cognitif et troubles des apprentissages : évaluer, comprendre, rééduquer et prendre en charge, Solal, 2004
PRADAT-DIEHL P., Evaluation des troubles neuropsychologiques en vie quotidienne, Springer-Verlag, 2006 RAYNARD F., Un autre regard, la réadaptation des déficients visuels, Solal, 2002 SEVE-FERRIEU N., Neuropsychologie corporelle, visuelle et gestuelle, Masson, Paris, 1995. THOMAS J, WILLEMS G., Troubles de l’attention, impulsivité et hyperactivité chez l’enfant, approche neurocognitive, Masson, Paris, 1997 |
Teaching and Learning Methods | Lectures |
Assessment Methods | Written examinations |
Notes | Yes |
Language | French |
Scientific English
ECTS Credits | 1 |
---|---|
Number of Hours (h/year) | 15 |
Teaching staff | Louwette, Amélie |
Course Unit | Compulsory |
Term | Quad. 1 and 2 |
Code | PARA-D_ERGO0050/3 |
Prerequisite | Basic knowledge of English |
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Aims and Objectives | To teach the students the key notions to decipher and understand scientific texts related to occupational therapy To be able to do exercises related to the texts |
Description | Scientific texts related to OT Revision of basic grammar (so as to understand the texts) Pronunciation correction |
Bibliography | Scientific journals of occupational therapy Specialized websites Gladstone, Dictionnaire des sciences médicales et paramédicales Garnier-Delamare, Dictionnaire des termes techniques de médecine |
Teaching and Learning Methods | Tutorials Reading- Translation - Exercises |
Assessment Methods | Written and/or oral examination Continuous assessment Exam : 70% Continuous assessment: 30% |
Notes | Yes |
Language | French English |
Thesis
ECTS Credits | 12 |
---|---|
Number of Hours (h/year) | 15 |
Teaching staff | de SAINTGEORGES, Catherine |
Course Unit | Compulsory |
Term | Quad. 1 and 2 |
Code | PARA-D_ERGO0053/3 |
Prerequisite | Methodology of research 2nd year |
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Aims and Objectives | To help the students, future occupational therapists, to be trained with research in order to be able to undertake successfully some research tasks, that it is within the framework of their professional life or more simply within the framework of their dissertation On completion of this course, students will have demonstrated the capacity to undertake a search for A to Z and to choose, with full knowledge of the facts, one or the other of the many techniques of investigation in order to work out themselves the procedures of work correctly adapted to their research. To help the students to highlight qualities and the flaws of a scientific research, in short to prove critical mind to evaluate the validity of research, in particular in the field of Occupational Therapy |
Description | Stages of the scientific step First stage: the starting question Second stage: exploratory work Third stage: development of the working hypotheses Fourth stage: the collection and analysis of information - various techniques of collection of information Fifth stage : writing the dissertation From examples and exercises borrowed from the field of occupational Therapy, topics such as the formation of a research project, exploratory work,development of working hypotheses, various techniques of collection of information, analysis and the drafting of the results of work...will be discussed |
Bibliography | |
Teaching and Learning Methods | Lectures Tutorials |
Assessment Methods | Dissertations Dissertation.Written and oral examinations |
Notes | No |
Language | French |
Deontology and ethics
ECTS Credits | 2 |
---|---|
Number of Hours (h/year) | 25 |
Teaching staff | de SAINTGEORGES, Catherine |
Course Unit | Compulsory |
Term | Quad. 1 and 2 |
Code | PARA-D_ERGO0039/3 |
Prerequisite | Context and observation of professional practice |
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Aims and Objectives | To recognize ethical issues To identify what duties and obligations should be met and moral skills |
Description | 1. Development of the occupational therapists' profession on national and international levels 2. Presentation of the professional associations 3. Ethics and deontology : reflexion 4. Quality 5. European ethical code 6. Management of risks 7. Good practice 8. the confidentiality 9. Professional autonomy · |
Bibliography | Cotec., Code éthique et standard de pratique, Révision Septembre 1996. |
Teaching and Learning Methods | Lectures Tutorials |
Assessment Methods | Written examinations |
Notes | Yes |
Language | French |
General and special pathology including pharmacology: special pathologies
ECTS Credits | 1 |
---|---|
Number of Hours (h/year) | 10 |
Teaching staff | FIRKET, Pierrette |
Course Unit | Compulsory |
Term | Quad. 1 and 2 |
Code | PARA-D_ERGO0030/3 |
Prerequisite | Basic knowledge in physiology and anatomy |
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Aims and Objectives | To know and control various cardiovascular and pulmonary pathologies. |
Description | Cardiovascular pathology
Pulmonary pathology
|
Bibliography | HARRISSON Tr., Principes de médecine interne : Pathologies pulmonaires et cardiaques, Flammarion, Paris, 2002. |
Teaching and Learning Methods | Lectures |
Assessment Methods | Written examinations |
Notes | In part |
Language | French |
General and special pathology including pharmacology: special pathologies
ECTS Credits | 2 |
---|---|
Number of Hours (h/year) | 20 |
Teaching staff | SCHOLL, Jean-Marc |
Course Unit | Compulsory |
Term | Quad. 1 and 2 |
Code | PARA-D_ERGO0031/3 |
Prerequisite | Basic knowledge in physiology and anatomy |
---|---|
Aims and Objectives | To know and control various cardiovascular and pulmonary pathologies. |
Description | Cardiovascular pathology
Pulmonary pathology
|
Bibliography | HARRISSON Tr., Principes de médecine interne : Pathologies pulmonaires et cardiaques, Flammarion, Paris, 2002. |
Teaching and Learning Methods | Lectures |
Assessment Methods | Written examinations |
Notes | Yes |
Language | French |
Methodology and didactic of occupational therapy : applied to emotional and behavioural dysfunctions
ECTS Credits | 3 |
---|---|
Number of Hours (h/year) | 40 |
Teaching staff | de SAINTGEORGES, Catherine |
Course Unit | Compulsory |
Term | Quad. 1 and 2 |
Code | PARA-D_ERGO0012/3 |
Prerequisite | Knowledge about psychiatry, geriatric and child therapy Psychology theories |
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Aims and Objectives | To understand and establish the occupational therapy process for emotional and behavioral dysfunctions To understand the importance of teamwork, the role of other providers of relevant services and how to establish effective working relationship |
Description | Knowledge about an occupational therapy process and skills in implementing it including
|
Bibliography | Bergeret J., La dépression et les états limites, Paris, Payot, 1975. BERNARD P.,EY H., BRISSET C., Manuel de psychiatrie, Masson et Cie, Paris,1970. Deleu G., L’entraînement aux habiletés sociales, par Socrate. Réhabilitation (Séminaire), 1995. Freud S., Inhibition, symptôme et angoisse, PUF, Paris, 1963. Lemperiere Th., Feline A., Psychiatrie de l’adulte, Masson, Paris, 1982. MASLOW A. Motivation and personnality, Harper and Row Publ.,ew York, 1ère éd. 1954; 2ème éd. 1970 ( traduit chez Fayard sous le titre « la psychologie de l’être » ) Mucchielli R.., La dynamique des groupes, 10ième Ed., E.S.F, Paris, 1983. WINNICOT D.W., Jeu et réalité, l’espace potentiel, connaissance de l’inconscient, N.R.F., Gallimard, Paris,1975. Rogers C., La relation d’aide et la psychothérapie, E.S.F, Paris, 1970. MANIDI M.J., Ergothérapie comparée en santé mentale et psychiatrie, EESP, 2005. |
Teaching and Learning Methods | Lectures Tutorials |
Assessment Methods | Written examinations |
Notes | Yes |
Language | French |
Methodology and didactic of occupational therapy : applied to emotional and behavioural dysfunctions
ECTS Credits | 1 |
---|---|
Number of Hours (h/year) | 15 |
Teaching staff | JODOGNE, Claire |
Course Unit | Compulsory |
Term | Quad. 1 and 2 |
Code | PARA-D_ERGO0013/3 |
Prerequisite | Knowledge about psychiatry, geriatric and child therapy Psychology theories |
---|---|
Aims and Objectives | To understand the occupational therapy process for emotional and behavioral dysfunctions To understand the importance of teamwork, the role of other providers of relevant services and how to establish effective working relationship |
Description | Knowledge about an occupational therapy process and skills in implementing it including
|
Bibliography | Bergeret J., La dépression et les états limites, Paris, Payot, 1975. BERNARD P.,EY H., BRISSET C., Manuel de psychiatrie, Masson et Cie, Paris,1970. Deleu G., L’entraînement aux habiletés sociales, par Socrate. Réhabilitation (Séminaire), 1995. Freud S., Inhibition, symptôme et angoisse, PUF, Paris, 1963. Lemperiere Th., Feline A., Psychiatrie de l’adulte, Masson, Paris, 1982. MASLOW A. Motivation and personnality, Harper and Row Publ.,ew York, 1ère éd. 1954; 2ème éd. 1970 ( traduit chez Fayard sous le titre « la psychologie de l’être » ) Mucchielli R.., La dynamique des groupes, 10ième Ed., E.S.F, Paris, 1983. WINNICOT D.W., Jeu et réalité, l’espace potentiel, connaissance de l’inconscient, N.R.F., Gallimard, Paris,1975. Rogers C., La relation d’aide et la psychothérapie, E.S.F, Paris, 1970. MANIDI M.J., Ergothérapie comparée en santé mentale et psychiatrie, EESP, 2005. |
Teaching and Learning Methods | Lectures |
Assessment Methods | Written examinations |
Notes | Yes |
Language | French |
Clinical teaching, placements
ECTS Credits | 24 |
---|---|
Number of Hours (h/year) | 735 |
Teaching staff | de SAINTGEORGES, Catherine DENOEL, Nicole DURY, Fabienne Gobin, Manon Houbiers, Marielle JOB, Béatrice LACROIX, Nathalie MAUHIN, Joelle MORMONT, Josiane |
Course Unit | Compulsory |
Term | Quad. 1 and 2 |
Code | PARA-D_ERGO0042/3 |
Prerequisite | To have integrated the practical and theoretical notions taught during the first and second school year. |
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Aims and Objectives | To become familiar with the functioning of the service and the types of patient it welcomes To show integration attitude To balance learning attitude and collaboration To develop the way to observe the patients To develop the estimation manner To define a therapeutic intervention and put it into practice To situate one’s intervention in relation to a framework To show a research spirit and to be skillful at the particular notions in relation to research |
Description | At the end of the third school year, the student will have followed at least 735 hours among a total of at least 1005 hours spread as follows: · According to the failure types: o At least 150h will be dedicated to failures linked with development structure troubles and sense organs o At least 200h dedicated to failures linked with locomotion and neuro-locomotion o At least 150h dedicated to failures linked with neuropsychology o At least 200h dedicated to failures linked with affectivity and behaviour The remaining hours to do will be chosen by the student in accordance with the school It can contain partially or totally supplement about the failures listed underneath · According to the age classification: o 150 hours at least for children and teenagers; o 250 hours at least for adults under 65 years elderly ; 300 hours at least for adults over 65 years elderly. |
Bibliography | |
Teaching and Learning Methods | Project or fieldwork Practical applications and cases discussions |
Assessment Methods | Continuous assessment written reports |
Notes | Yes |
Language | French |
Techniques of communication
ECTS Credits | 2 |
---|---|
Number of Hours (h/year) | 30 |
Teaching staff | STEVENY, Cloé |
Course Unit | Compulsory |
Term | Quad. 1 and 2 |
Code | PARA-D_ERGO0005/3 |
Prerequisite | None |
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Aims and Objectives | To help the student to communicate in an optimal way as well with their patients as with their colleagues. |
Description | Introduction
Characteristics of communication · The linguistic point of view · The systemic point of view · Factors of success or failure · The nonverbal communication The interindividual communication · Transactional analysis · Nondirective approach · Active listening Group communication
|
Bibliography | ABRIC J.C., Psychologie de la communication, Colin, Paris, 1999. ANZIEU D., MARTIN J.Y., La dynamique des groupes restreints, PUF, Paris, 2000. SAINT-ARNAUD Y., Les petits groupes - Participation et Communication, PUM, 1978. CHALVIN D., Les outils de base de l’analyse transactionnelle ; Séminaires Mucchielle , ESF, 1996. WATZLAWICK P. et COLE. Une logique de communication, édition du seuil, Paris, 1972. |
Teaching and Learning Methods | Lectures Tutorials |
Assessment Methods | Written examinations Projects or practical work Continuous assessment Written examinations (35%), written work ( 35%) and participation in class (30%). |
Notes | Yes |
Language | French |
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