STUDENT – TEACHER PROFILE:

NAME OF THE TEACHER GUIDE : Prof. Dr. Baby. R, Vice Principal cum HOD, Department of Psychiatry nursing.
NAME OF THE STUDENT TEACHER : MS. V SANDIYADEVI
PROGRAMME : M.SC NURSING – I YEAR
SUBJECT : MENTAL HEALTH NURSING
UNIT : III
TOPIC : OCCUPATIONAL THERAPY
GROUP OF STUDENTS & PLACE : B. Sc. III Year, class room
TOTAL NO OF STUDENTS : 60 students
DATE & TIME WITH DURATION : /03/2017 @ 3.00 pm – 4.00 pm (1 HOUR)
METHOD OF TEACHING : Lecture cum discussion
TEACHIBG AIDS : Blackboard, power point presentation, leaflets, charts.
PRE-REQUISITING KNOWLEDGE : The student should have the basic knowledge about the skills present in
patient with mental disorders and the techniques to develop such skills.
GENERAL OBJECTIVES : Help the students to gain in depth knowledge of occupational therapy and develop a
positive attitude while providing care to the patient.
SPECIFIC OBJECTIVES:

At the end of the class, the students should be able to

 Define occupational therapy

 Discus the history of occupational therapy

 Explain the goal and settings of occupational therapy

 Mention the occupational therapy team and organization of occupational therapy

 Describe the principles of occupational therapy

 List out the major classification of occupational therapy

 Elaborate the suggested activities for different psychiatry disorders.

 Enumerate the role of nurse on occupational therapy.

 TEACHER –
S.N TIM SPECIFIC CONTENT LEARNER A.V.Aids EVALUATION
O E OBJECTIVES ACTIVITY

1. 2 mts INTRODUCING INTRODUCTION: TEACHER:

THE TOPIC Good afternoon, I am student teacher Introducing the A
Sandiya Devi doing first year of M.SC., topic S
(NURSING) today I am going to deal with the LEARNER:
K
class on “OCCUPATIONAL THERAPY”. listening
I
2. 3 mts DEFINE THE DEFINITION: TEACHER: Black board N
OCCUPATIONAL REED AND SANDERSON, (1980): Any activity Defining the
G
THERAPY which engages a person’s resources of time and term
energy and is composed of skills and values. LEARNER:
The application of goal oriented purposeful Listening Q
activity, an aspect of treatment of mentally
U
challenged individuals.
Any goal directed meaningful activity to the E
individual and providing feedback to him about his S
interrelatedness to others – JOHNSON, 1973 T

3. 5 mts DISCUS THE HISTORY OF OCCUPATIONAL THERAPY: TEACHER: I

HISTORY OF In the 1700's, during the "Age of Enlightenment", discussing the Power point O
OCCUPATIONAL occupational therapy began to emerge:  history presentation N
THERAPY Phillipe Pinel and William Tuke started to LEARNER:
challenge society's beliefs about the mentally ill Listening
and a new understanding, philosophy and treatment
emerged. In 1793, Phillipe Pinel began what was
then called "moral treatment and occupation",
began advocating for, and using, literature, music, A
physical exercise, and work as a way to "heal" S
emotional stress, thereby improving one's ability to K
perform activities of daily living ("ADL's as we
I
now call them).
Around the same time, William Tuke was also N
trying to challenge society's beliefs about how the G
mentally ill should be treated. Tuke felt
occupations, religion (which helped bring in the
Q
concept of family), and purposeful activities should
be prescribed in order to maximize function and U
minimise the symptoms of the patient's mental E
illness. S
IN 1840-1860 were the 'golden years' for the
T
application of moral treatment and occupation in
American hospitals. I
In the early 1900's a nurse by the name of O
Susan Tracy successfully brought back the use of N
occupation with the mentally ill. Tracy coined the
term "occupational nurse" for those she
successfully trained in this specialty. In 1917, the
National Society for the Promotion of
Occupational Therapy (NSPOT) was founded and
that would later be known as the American
 Occupational Therapy Association of today.
In 1947 The journal, Occupational Therapy and
Rehabilitation and the first major textbook, Willard A
& Sparkman’s Principles of Occupational Therapy, S
were published. Goals of occupational therapy K
could now focus on prevention, quality, and
I
maintaining independence.
N
GOALS: G
4. 5 mts EXPLAIN THE TEACHER: Power point
Identify the skill needed to fulfil their roles:
GOALS AND explaining the presentation
SETTINGS OF  Develop, relearn, improve and maintain the goals of Q
OCCUPATIONAL social, communication and occupational occupational
skills to achieve high level of competency U
THERAPY therapy
for satisfactory performance of their roles. LEARNER: E
 Meet the client’s needs in a socially Listening, S
acceptable/ approved manner. Asking doubts T
 Improve the role performance of the clients and clarifying
 Improve the quality of life it. I
 To take control over their lives and O
overcome their own disabilities. N
 Engage the client’s n useful constructive
activities.
 Attain the highest functional ability
 Teach the client self-care activities
 Maintain life activities after discharge
 Satisfy the needs of the client by giving
 them love and affection and making them
feel accepted by all those around them A
 Improve the self-esteem and self confidence S
 Overcome disability
K
 Modify the maladaptive behaviour of the
client I
 Improves the socialization and cooperation N
along with others G
 Re-establish social relationships between
the client and others societal members and
allowing them to work along with other Q
group members. U
 Prevent hospitalization for chronic cases. E
 Improve the attention, concentration, time
S
and quality work of the client.
T
SETTINGS: I
Occupational therapy activities are provided to O
psychiatric settings like:
N
 Rehabilitation centres
 Psychiatric institutions
 Special schools
 Community mental health centres
 Day care centres
 Half way homes
 De-addiction centres
  Out-reach centres
 Group home
 Nursing homes A
 Sheltered workshops or clinics
S
 Handicapped homes
 Industrial health units. K
I
OCCUPATIOAL THERAPEUTIC TEAM: N
5. 5 mts MENTION THE TEACHER: Black board,
 Psychiatrist
ORGANIZATION explaining the power point G
 Psychologist
AND TEAM OF team members presentation
OCCUPATIONAL  Psychosocial worker and the roles
THERAPY  Psychiatric nurse LEARNER: Q
 Occupational therapist Listening. U
 Recreational therapist
E
 Physiotherapist
S
ORGANIZATION OF OCCUPATIONAL T
THERAPY: I
 Assessment of needs
O
 Fixing – up of specific objectives
 Choosing right type of work and play N
 Incentives
 Motivation and training
 Evaluation of improvement
 Rehabilitation.
6. 2 mts DESCRIBE THE PRINCIPLES:
PRINCIPLES OF INVOLVE THE CLIENT IN SELECTION OF TEACHER: Distributing A
OCCUPATIONAL THE ACTIVITY: describing the hand outs,
S
THERAPY  Select the activities based on interests, IQ principles of power point
occupational presentation K
levels, strengths and abilities of the client.
therapy I
 Utilizes the client’s resources
LEARNER:
 Start the point the client is at and progress N
listening and
slowly, let him make the pace. G
asking doubts
 Short duration activities are selected to
foster a sense of accomplishment feelings.
 Provide ample reinforcement for even small Q
achievements U
 The selected activity has to give a new E
experience for the client.
S

7. 3 mts LIST OUT THE CLASSIFICATION OF OCCUPATIONAL TEACHER: Charts, T

MAJOR THERAPY: explaining the power point I
CLASSIFICATIO  DIVERSIONAL THERAPEUTIC: classification presentation O
N OF FOR EXAMPLE: Organized games of occupational
N
OCCUPATIONAL PURPOSES: Stimulates spontaneity therapy
THERAPY Stimulates freedom of movement LEARNER:
Stimulates competitiveness Listening.
Stimulates excitement
Overcome anxiety, frustration and Fear.

 REMEDIAL THERAPEUTIC:
 Emphasized on rehabilitation aspect. For
example, skill/motor training - basket A
making, carpentry, embroidery, gardening, S
etc.
K
 Individualized training
 Group training. I
N
SUGGESTED OCCUPATIONAL G
8. 15 ELLABORATE TEACHER: Power point
ACTIVITIES FOR PSYCHIATRIC
mts THE SUGGESTED describing the presentation
DISORDERS:
ACTIVITES FOR activities for
ANXIETY DISORDERS: Q
DIFFERENT psychiatric
PSYCHIATRY Simple concrete tasks with o more than 3 or 4 disorders U
DISORERS: steps that can be learnt quickly. For example: LEARNER: E
kitchen tasks, washing, sweeping, mopping, Listening and S
mowing lawn and weeding gardens. clarifying their
doubts. T
DEPRESSIVE DISORDER: I
Simple concrete tasks which are achievable; it O
is important for the patient to experience success.
N
Make the clients to sit and watch initially in order
to socialize them and make them to feel to perform
certain activities. Provide positive reinforcement
after each achievement for example: crafts,
gardens, mowing lawns etc.

MANIC DISORDER:
 Non-competitive activities that allow the use of
energy and expression of feelings. Activities A
should be limited and changed frequently. Patient S
needs to work in an area away from distraction.
K
For example: raking grass, sweeping etc.
I
SCHIZOPHRENIA (PARANOID): N
Non-competitive, solitary meaningful tasks that G
require some degree of concentration so that less
time is available to focus on delusions. For
example, puzzles, scrabble. Q
U
SCHIZOPHRENIA (CATATONIC): E
Provide concrete tasks to the client whereby
S
they will involve actively. Client needs continuous
supervision. For example, involves the client in T
mental work, clay moulding based on IQ etc. I
O
N
ANTISOCIAL PERSONALITY:
Activities that enhance self-esteem and are
expressive and creative, but not too complicated.
Patient needs supervision to make sure each task is
completed. For example: leather work, painting
etc.
DEMENTIA:
Group activities to increase feelings of A
belonging and self-worth. Provide those activities S
which promote familiar individual hobbies.
K
Activities need to be structured, requiring little
time for completion and not much concentration. I
Explain and demonstrate each task, then have N
patient repeat the demonstration. For example: G
cover making, packing goods.

SUBSTANCE ABUSE: Q
Group activities in which patient uses his U
talents. For example: involving patient in planning E
social activities, encouraging interaction with
S
others, etc.
T
CHILDHOOD AND ADOLESCENT I
DISORDERS: O
CHILDREN: Playing, story-telling, painting,
N
poetry, music etc.
ADOLESCENCE: creative activities such as
leather work, drawing, painting.
MENTAL RETARDATION: repetitive work
assignments are ideal, provide positive
reinforcement after each achievement. For
examples: cover making, candle making,
 packaging goods etc.

9. 10 ENUMERATE TEACHER: Power point

A
mts THE ROLE OF ROL OF A NURSE IN OCCUPATIONAL Discussing the presentation
NURSE IN role of nurse in S
THERAPY:
OCCUPATIONAL occupational K
 Coordinate with other therapeutic team
THERAPY: therapy
members in diagnosing the abilities, I
LEARNER:
strengths, talents, interest, IQ levels of the N
Listening and
client and in selecting the activity for a
Contributing G
specific client. their points,
 Provides a series for graded experiences to views and
the client, e.g. observing the demonstration ideas Q
of any activities to more direct and active U
experiences.
E
 Educates the client to develop specific new
skills S
 Encourages socialization of client and T
exhibits positive interest I
 Guides the client in formulation of new
O
hobbies by strengthening the abilities of the
client. N
 Supports, supervises and cooperates the
client in implementation of work related
activities.
 Appreciates, if the client performs any
approved activity. Offers tokens for each
 accomplishment of the work.
 Helps the client to develop independent
living skills. Approaches community
agencies for Job placement of the client,
after discharge
 Needed guidance will be provided to family
members.
 Friendly in nature. Counsel the client in
approved social activities. And never
criticizes the client, when he is performing
any acitivites.
SUMMARY: So far, we have discussed about the definition of occupational therapy, history of occupational therapy, goals and
setting of occupational therapy, principles to follow occupational therapy, different classification, suggested activities
for psychiatry disorders and role of nurse in providing occupational therapy
CONCLUSION: Here I conclude my topic by pointing a student to conclude the topic.
EVALUATION: Evaluating the student’s through asking questions:
QUESTIONS ARE:
1. What is occupational therapy?
2. Explain the purposes of occupational therapy?
3. List out the types of occupational therapy?
4. What are the principle to follow occupational therapy?
5. Mention the activities for different psychiatry disorders?
ASSIGNMENT:
Write an assignment on advantages of each occupational therapy in specific disorders.
REFERENCE:
 CLASS TEACHING
ON
OCCUPATIONAL THERAPY

SUBMITTED TO: SUBMITTED BY:

PROF. DR. R. BABY, MS. V. SANDIYADEVI,
VICE PRINCIPAL CUM HOD, M. SC. NURSING I YR,
DEPARTMENT OF PSYCHIATRY NURSING, CON, MTPG & RIHS.
MTPG & RIHS.