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ASOT OTD Capstone Project Student Handbook

This manual will provide students, facutly, administration, and partnering agencies with a description of the process and procedures of the ASOT OTD Capstone Project.

ASOT OTD Program Goals Aligned with Curriculum Threads

The mission of the Auerbach School of Occupational Therapy embraces time’s essential flow through the River of Occupation by creating compassionate occupational therapy leaders who meet the occupational needs of society through advocacy, service, and the promotion of peace and justice.

Programmatic Goals of the ASOT OTD Program, in Alignment with the Curriculum Threads:

Occupational Needs of Society

Students and graduates will:

  • Justify and clarify the meaning and impact of occupation for meeting society’s current and future occupational needs.

  • Analyze occupation’s relationship to the promotion of health and wellness and prevention of disease and disability.

  • Apply the activity analysis process within natural environments in order to formulate intervention plans.

  • Identify occupational theories and the process of theory development, recognizing desired impact(s) and influence(s) on persons, and society.

  • Analyze, synthesize, evaluate, and diagnose problems related to occupational performance and participation.

Leadership in Practice and Advocacy

Students and graduates will:

  • Evaluate and determine the relevance of current socio-political, economic, international, geographic, demographic, and health disparity issues and trends, including population-based approaches as they affect occupational therapy practice.

  • Advocate within the profession for high standards of professional accountability, behavior, ethics, and practice.

  • Demonstrate skill in program development by proposing marketable and justifiable occupational therapy program initiatives that meet the needs of the times both within existing organizations and through new, entrepreneurial services and programs.

  • Demonstrate skills needed to advocate for clients and the profession by influencing the legislative process.

Critical Thinking/Occupation-Based Reasoning/Ethical Reasoning

Students and graduates will:

  • Exhibit increasing levels of confidence in one’s decision making throughout the curriculum, fieldwork, and ASOT OTD Capstone Project experiences.

  • Successfully evaluate, plan, and design occupational therapy interventions to address the physical, cognitive, psychosocial, sensory, and other aspects of performance in a variety of contexts and environments to support engagement in everyday life activities that affect health, well-being, and quality of life.

  • Elaborate on professional requirements for assessing one’s own continued competency and life-long learning needs for keeping current with evidence-based practice demands.

  • Effectively communicate and work interprofessionally with other care providers in order to clarify responsibilities in executing components of an intervention plan(s).

  • Demonstrate skills needed to act as a change agent for reimbursement practices and policies in the public and private domains.

  • Describe, analyze, critique, interpret, and utilize research protocols and articles for active engagement in evidence-based practice, education, and research.

  • Accept leadership for recognizing problems, investigating options for resolution, seeking out collaboration, implementing solutions, and evaluating outcomes.

Compassionate, Client-Centered Care

Students and graduates will:

  • Make use of a client’s occupational profile to develop client-centered, occupation-based intervention plans and strategies from the level of individual to population-based interventions in traditional and emerging practice environments.

  • Learn the value of and evolve competency in the therapeutic use of self.

  • Train clients in areas of activities of daily living by selecting appropriate therapeutic occupations and activities, modify environments, incorporate assistive technologies, and fabricate needed orthotics.

  • Afford all care recipients dignity and respect within the therapeutic process.

  • Demonstrate the capacity for high quality, accessible, culturally competent care.