Develop an occupational image of your client by identifying occupational performance areas that your client engages in, and demonstrate how these may be affected by factors such as age, gender, culture and diagnosis. Identify cognitive/perceptual, emotional/psychological difficulties that you believe your client may be experiencing.

Model of Human Occupation Task Workbook Activity 3 ? Model of Human Occupation ? Cognition and Behaviour Module Use the MOHO to analyse the occupation of being a university student. Discuss how each element of the MOHO links with your personal perspective and experiences of being a university student You will be allocated another occupational therapy client scenario. For your client scenario, you are required to: Develop an occupational image of your client by identifying occupational performance areas that your client engages in, and demonstrate how these may be affected by factors such as age, gender, culture and diagnosis. Identify cognitive/perceptual, emotional/psychological difficulties that you believe your client may be experiencing. Explain WHY you think your client might be experiencing these difficulties. Identify one (a) cognitive/perceptual and one (b) emotional/psychological assessment appropriate for your client. Explain each choice using clinical reasoning – focusing on narrative and scientific reasoning. Rationale See workbook rationale for Assignment 1 Marking criteria 1. Content (80%) Topic / Weight Unacceptable FL Marginal PS Acceptable CR Proficient DI Exceptional HD Analysis using MOHO Poor analysis of occupation using model. Lack of consideration of relevant aspects of model. Poor use of theoretical jargon. Few model concepts are applied appropriately and correctly. Lack of use of examples to illustrate model concepts. Limited analysis of occupation using model. Satisfactory consideration of relevant aspects of model. Satisfactory use of theoretical jargon. Some model concepts are applied appropriately and correctly. Limited use of examples to illustrate model concepts. Moderate analysis of occupation using model. Moderate consideration of relevant aspects of model. Adequate use of theoretical jargon. A moderate proportion of model concepts are applied appropriately and correctly. Moderate use of examples to illustrate model concepts. Good analysis of occupation using model. Good consideration of relevant aspects of model. Good use of theoretical jargon. Most model concepts are applied appropriately and correctly. Good use of examples to illustrate model concepts. Excellent analysis of occupation using model. Excellent consideration of relevant aspects of model. Excellent use of theoretical jargon. All model concepts are applied appropriately and correctly. Excellent use of examples to illustrate model concepts. Occupational Image Poor image presented with lack of occupational focus. Poor reflection of issues relevant to age and diagnosis. No or lack of evidence and theoretical basis provided to justify comments. Satisfactory image presented with limited occupational focus. Satisfactory reflection of issues relevant to age and diagnosis. Limited evidence and theoretical basis provided to justify comments. Reasonable image presented with adequate occupational focus. Adequate reflection of issues relevant to age and diagnosis. Adequate evidence and theoretical basis provided to justify comments. Good image presented with clear occupational focus. Good reflection of issues relevant to age and diagnosis. Good evidence and theoretical basis provided to justify comments. Excellent image presented with strong occupational focus. Excellent reflection of issues relevant to age and diagnosis. Strong evidence and theoretical basis provided to justify comments. Identification of components/ justification and ADL application Inappropriate choice of components. Inadequate examples of presentation of diagnosis in daily activities. Lack of arguments for choices made. Satisfactory choice of components. Examples of presentation of diagnosis in daily activities require more development. Limited arguments presented for choices made. Adequate choice of components. Adequate examples of presentation of diagnosis in daily activities. Adequate arguments presented for choices made. Good choice of components. Good examples of presentation of diagnosis in daily activities. Good arguments presented for choices made. Excellent choice of components. Excellent examples of presentation of diagnosis in daily activities. Strong arguments presented for choices made. Choice of client assessment and rationale Inappropriate choice of assessments and use of theoretical terms. No or lack of arguments presented for choices made. No use of literature. Satisfactory choice of assessments and use of theoretical terms. Limited arguments presented for choices made. Limited use of literature to support choice. Adequate choice of assessments and use of theoretical terms. Adequate arguments presented for choices made. Adequate use of literature to support choice. Good choice of assessments and use of theoretical terms. Good arguments presented for choices made. Good use of literature to support choice. Excellent choice of assessments and use of theoretical terms. Strong arguments presented for choices made. Excellent use of literature to support choice. 2. Presentation style and referencing: (20%) Topic/ Weight Unacceptable FL Marginal PS Acceptable CR Proficient DI Exceptional HD Writing style No attempt to match writing style with topic, purpose or audience. Some attempt has been made to fit tone and flavour of writing with topic, purpose and audience. Tone and flavour of writing generally fit topic, purpose and audience. Tone and flavour consistently fit topic, purpose and audience. Tone and flavour have been carefully crafted to fit topic, purpose and audience. Organisation Errors in sentence structure are frequent enough to be a major distraction to the reader. Little or no understanding of paragraph structure; few or no topic sentences in paragraphs. Some sentences are awkwardly constructed; the reader is occasionally distracted. Poor use of paragraphs; many paragraphs without topic sentences. Sentences are correct with minor variety in length and structure. The flow from sentence to sentence is generally smooth. Adequate paragraphs; few paragraphs without strong topic sentences. Sentences are correct, are varied in length and structure, and flow smoothly together. Consistent use of effective paragraphs that contain strong topic sentences. Sentences are varied in length and type and form a fluent academic writing style. Paragraphs have solid topic sentences. Spelling & Grammar Numerous spelling and grammatical errors. Several spelling and grammatical errors. Minor misspellings and/or grammatical errors. Minimal misspellings and/or grammatical errors. No misspellings and/or grammatical errors. Referencing No referencing system used. Referencing system present, but with inconsistencies and inaccuracies. References drawn from limited sources eg. Text book only Minor inconsistencies and inaccuracies in referencing system. References drawn from more than one source eg. Text book and journal article Referencing relevant, consistent and mostly accurate. References drawn from multiple appropriate sources. Reference section complete and comprehensive. Consistent and accurate referencing system. References drawn from a wide range of appropriate sources. WORKBOOK ACTIVITY 3 Case scenario 6: STEVEN Steven is a 28 year old man living in the community with a diagnosis of Bipolar Disorder. Steven has just moved into the catchment area where you work as a community mental health worker. Steven lives with a flatmate Shelly, whom he met through an assisted housing programme. Steven is quiet and reserved. He is interested in working however his previous case notes suggest that he is easily stressed. He receives the disability pension.

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