HEPL

Basic knowledge in anatomy and neurology

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.

• The intellectual maturation at the child
• The cognitive development
• The assessments in infantile neuropsychology
• The visual perceptions
• Praxies
• The executive functions
• The memory functions
• The attention functions

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., Neuropsychologie et troubles des apprentissages, du symptôme à la rééducation, Masson, 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

Preferably a sound knowledge of English

Scientific English course of second year

The aim of this course is to teach students to read, understand, interpret and translate technical and scientific texts dealing with occupational therapy (intermediate level).

Another objective is to get the students to read scientific journals in English so that they can find other sources of information than those in their mother tongue.

Students will get used to understand an English speech

While reading, the students are progressively taught the differences in comparative stylistics so that they avoid translating literally.

Even though it is a passive course, the teacher will make sure that all pronunciation mistakes are corrected.

Scientific texts from books, articles and websites related to OT

Gladstone, Dictionnaire des sciences médicales et paramédicales

Garnier-Delamare, Dictionnaire des termes techniques de médecine

M. McCarthy & F.O'Dell, Academic Vocabulary in Use, CUP 2008

R. Murphy, Essential Grammar in Use, CUP, 3d Edition 2007

www.granddictionnaire.com

www.wordreference.com

www.howjsay.com (pronunciation check)

Reading comprehension, listening comprehension, translation and technical vocabulary exercises.

Oral Exam : 50% - Continuous assessment: 50%

Knowledge about psychiatry, geriatric and child therapy

Psychology theories

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

Knowledge about an occupational therapy process and skills in implementing it including

• Screening the need for occupational therapy
• Assessment of occupational needs
• Collaborating with the recipient(s) to define their occupational need(s) and goal(s)
• Choosing and planning relevant occupational intervention to promote health and well being
• Evaluating the outcome of intervention

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.

Knowledge about psychiatry, geriatric and child therapy

Psychology theories

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

Knowledge about an occupational therapy process and skills in implementing it including

• Screening the need for occupational therapy
• Assessment of occupational needs
• Collaborating with the recipient(s) to define their occupational need(s) and goal(s)
• Choosing and planning relevant occupational intervention to promote health and well being
• Evaluating the outcome of intervention

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.

Geriatric pathology of the 2^nd year

To evaluate a dysfunction of the senescence in ecological situation. To apply the process of occupational therapy toward this type of dysfunction

A. Generality :

· The normal ageing

· The pathological ageing.

· Characteristics of the elderly person.

· Growing old and occupational therapy

B.The hospitalization of elderly people

• Falls
• Troubles of behavior.
• Initial meeting and evaluation of elderly hospitalize people.

C. Perspective for the elderly person in loss autonomy:

• Return at home or in family.
• Day centre.
• The multidisciplinary day centre for elderly people who have troubles of memory.
• Mental home for elderly people.
• Perspective for the future.

D. Institution for elderly people:

• Break of existence
• Convalescent home
• Convalescent and care home.
• Plural team
• Place of occupational therapist.

E. Communication with the elderly person

• The validation
• Communication with person is suffering from Alzheimer’s disease.

F. Psychomotor regression

• Balance of the assets
• Principles of locomotor rehabilitation
• The chronology of treatment

G .Contentions

• Definition
• Benefits and risks
• Alternative to physical contention

H. Palliative care :

• Pain control
• The doloplus-2
• To feel the family distress

Arcand H., Précis pratique de gériatrie, Maloine, Paris, 1997.

Thevenon A., Pollez B., Abrégés de rééducation gériatrique, Masson.

Camels P., L’ergothérapie en gériatrie, Masson, Paris, 1984.

Courses of the 3 years

To prepare the students to synthesis test.

To be able to choose a framework and a practical conceptual model in front of a specific dysfunction before to propose an intervention process.

Analysis of clinical cases in groups or individually.

MOREL-BRACQ M., Approche des modèles conceptuels en ergothérapie, ANFE.

Observation in the field

To understand the institutions organization : hierarchy, grants...

To understand how the occupational therapists are financed

Manage the occupational therapy department

In the project:

1.Identification of the needs of choosed department

2.Occupational therapy department organization

3. The management principles: occupational therapists grants, preparation and the test of the budget, purchase methods

4. Administration : principles; records and reports, material, equipment; stock

5. Professional relationships

Written and oral work

To have integrated the practical and theoretical notions taught during the first and second school year.

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

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.

Practical applications and cases discussions

written reports

None

To help the student to communicate in an optimal way as well with their patients as with their colleagues.

Introduction

• Fore word
• Definitions
• Communication schemes

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

• Communication functions
• Some group phenomena
• Animation of a group

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.

Written examinations (50%) and participation in class (50%).

Methodology of research 2nd year

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

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

Dissertation.Written and oral examinations

Context and observation of professional practice

To recognize ethical issues

To identify what duties and obligations should be met and moral skills

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

·

Cotec., Code éthique et standard de pratique, Révision Septembre 1996.

Basic knowledge in physiology and anatomy

To know and control various cardiovascular and pulmonary pathologies.

Cardiovascular pathology

• Introduction
• Cardiac pathology
• Venous pathology
• Arterial pathology
• Lymphatic pathology
• Miscellaneous

Pulmonary pathology

• Introduction
• Bronchial pathology
• Pathology of the pulmonary parenchyma
• Tumoral pathology
• Miscellaneous

HARRISSON Tr., Principes de médecine interne : Pathologies pulmonaires et cardiaques, Flammarion, Paris, 2002.

Basic knowledge in physiology and anatomy

To know and control various cardiovascular and pulmonary pathologies.

Cardiovascular pathology

• Introduction
• Cardiac pathology
• Venous pathology
• Arterial pathology
• Lymphatic pathology
• Miscellaneous

Pulmonary pathology

• Introduction
• Bronchial pathology
• Pathology of the pulmonary parenchyma
• Tumoral pathology
• Miscellaneous

HARRISSON Tr., Principes de médecine interne : Pathologies pulmonaires et cardiaques, Flammarion, Paris, 2002.