Occupational Therapy BSc(Hons)

Other requirements and interview

Writing the Reports: events to help applicants

Local NHS Trusts and social services departments organise events to help applicants gather information relevant to the writing of the two 500-word reports.

For September 2017 entry, these are as follows:

1 November 2016 from 09.00am – 12.30pm at Hellingly (Mental Health Setting)

17 November 2016 from (tbc) at Western Sussex Hospitals, Worthing (Physical Setting)

11 January 2017 from 09.30am – 12.00noon at West Sussex County Council, Horsham (Physical Setting)

9 February 2017 from 09.30am – 12.00noon at St Mary’s House, Eastbourne (Physical Setting)

16 March 2017 from 09.30am – 12.00noon at Hellingly (Mental Health Setting)

If you would like to book a place or require more information on these events, please contact the School of Health Sciences on l.e.harford@brighton.ac.uk.

Selection events

Interviews will be held in May 2017. Applicants will be interviewed individually within a group to allow them to demonstrate their communication skills as these are so important both during the course, and for future practice. The interview is an opportunity for applicants to find out more about the course, see the campus, meet some of the existing students and staff, and to meet other applicants. 

We are looking for students who have a very good understanding of the profession, are highly motivated, have excellent communication skills and are able to accurately evaluate their own performance.

All candidates must be able to demonstrate (in both application form and at interview) a sound knowledge of occupational therapy as a profession. This could come from, for example, experience of working in occupational therapy departments, talking to qualified occupational therapists, visits to departments, open days/ other events and reading relevant material.

Course structure

This part-time programme runs over 4–6 years. You will attend classes on campus two days per week, 32 weeks per year. Within those 32 weeks you will also complete seven or eight weeks of full-time practice placement in each year of the course. You should also expect to spend 20 hours per week (on average) on course-related independent study during term time. 

The innovative curriculum uses a problem-based learning approach, where you will examine real-life scenarios in small groups with a tutor. This type of education has been found to deepen understanding and promote lifelong learning. You will practice a variety of creative skills, for example in arts and crafts, cooking, ceramics, and horticulture. 

Syllabus

Year 1

• Human Occupation
• Beginning Practice
• Assessing Occupational Capacities 1
• Assessing Occupational Capacities 2
• Novice Practice

Year 2

• Maximising Occupational Participation 1
• Maximising Occupational Participation 2
• Occupational Therapy in Teams
• Intermediate Practice

Year 3

• Evaluating Therapeutic Occupations 1
• Occupational Therapy in Diverse Settings
• Diverse Practice
• Evaluating Therapeutic Occupations 2

Year 4

• Competent Practice
• Person-centred Occupational Therapy
• Achieving Best Practice 1
• Achieving Best Practice 2

Facilities

Problem-based learning

Our educational philosophy mirrors the philosophy of occupational therapy. We believe that an individual's positive engagement in (learning) activity leads to advanced productivity, increased perception of self worth, improved quality of life and enjoyment (of the course).

Our occupational therapy courses use problem-based learning (PBL), a technique recommended by authorities around the world. All subjects covered are integrated around problem-solving within a real life situation. We find that learning in this way significantly increases our students' engagement with the subjects.

The pre-registration occupational therapy programmes incorporate the experience of doing and making, in order to engage with, analyse and develop skill in therapeutic media. We have creativity studios for cooking, ceramics, crafts, and performing arts, and we have developed gardens for the practice of horticulture.

Around the world, many academic courses in occupational therapy are losing this aspect of their education, to give over more time to ‘theory’, but here at the University of Brighton we believe that it is vital to retain these embodied learning experiences – which utterly link theory and practice – as they are indeed central to the understanding of the true essence and potential of occupation. Recent research has revealed the connection between skilled hand use and the development of thinking. As one student, who could not imagine a course without these sessions, said “how can we learn about doing without doing?” These classes are central to the philosophy of our occupational therapy education at Brighton and they have become one of its hallmarks.

About the profession

Occupational therapists work with people of all ages who, for a variety of reasons, are not able to do the things in life that they want, or need to do. These might be considered to be essential occupations, such as dressing, eating, drinking, cooking and shopping. Not only these essential occupations, but occupations that help us to define who we are, such as our jobs, leisure interests and relationships. Occupational therapy enables people to participate in these practical and meaningful occupations and live the life they want to.

The profession
Occupational therapists work with individuals and their families to identify where change is needed. The individual might not be able to feed or dress himself independently if he can only use one hand following a stroke, or they may be too depressed to get out of bed to go to work. Occupational therapists try to discover what the impediments are, and work out how the person might be able to resolve them practically.

This often involves demonstrating new techniques that allow the individual to undertake everyday activities independently again. Alternatively, occupational therapists might introduce new activities, such as cooking or pottery, for the individual to find enjoyment or improve their self-confidence.

Occupational therapists believe that humans are creative beings who thrive when engaged in a balanced range of enjoyable activities. We want to understand peoples' motivations and needs and try to match them to activities which will benefit them personally.

'Activity analysis' exposes that although the things people do may seem deceptively simple, human occupations are actually incredibly complicated. Occupational therapy is the study of what people do, how they do things, the effect these activities have on human health, and the reasons why people choose to do what they do (the meaning behind the doing).

Staff profile

David Haines, Course Leader

David joined the School of Health Sciences as a senior lecturer in 2006 and teaches on our undergraduate and postgraduate occupational therapy courses. He is course leader of the Occupational Therapy BSc(Hons). 

David trained as an occupational therapist at the University of Brighton (1998–2000) and then worked in community learning disability teams in Sussex, Surrey and south London and in the therapy department at St John's College, Brighton.

David was formerly the lead for research, development and education, on the National Executive Committee of the Royal College of Occupational Therapists' Specialist Section for people with learning disabilities. 

David is working towards a professional doctorate in occupational therapy, researching the ways in which occupational therapists support people with learning disabilities and complex needs in their homes. His additional research interests include ethnographic and case study methodologies, and how to enable people with learning disabilities to be involved as research participants.

Location

Campus where this course is taught

Accommodation

Maps

Accommodation

University building

Eastbourne campus map