Division of Occupational Science and Occupational Therapy

www.med.unc.edu/ahs/ocsci

Ruth A. Humphry, Director

Professors

Grace Baranek (10) Autism and Related Developmental Disorders, Sensory Processing and Sensorimotor Performance Related to Childhood Occupations

Ruth Humphry (4) Parents and Infants during Co-Occupation/Feeding, Family-Centered Services and Young Children with Developmental Disabilities

Clinical Professor

Susan Coppola (9) Geriatric Functional Assessment, Physical Rehabilitation, Fieldwork Effectiveness in Clinic

Clinical Associate Professors

Linn Wakeford, Occupation-Centered Services for Infants and Preschoolers with Developmental Delay

Jenny Womack, Aging, Physical Rehabilitation, Community-Based Practice, Assistive Technology, Universal Design and Environmental Accommodations

Assistant Professors

Antoine Bailliard, Social Justice, Migration, Mental Health

Brian Boyd, Behavioral Interventions for Preschool-Aged Children with Autism Spectrum Disorders

Clinical Assistant Professors

Lauren Holahan, School-Based Occupational Therapy

Professor Emerita

Cathy Nielson

Associate Professors Emeritae

Virginia Dickie

Jane Rourk

The Division of Occupational Science and Occupational Therapy in the Department of Allied Health Sciences offers two graduate programs: a master of science (M.S.) degree with a major in occupational therapy (OT) and a doctor of philosophy (Ph.D.) degree in occupational science. The M.S. in occupational therapy program is a two-year program designed for individuals with a baccalaureate degree in a field other than occupational therapy. It is an entry-level program for individuals who wish to become occupational therapists. The Ph.D. program in occupational science accepts applicants with an earned master's degree in occupational therapy or a related field (see admission requirements below). The doctoral program prepares individuals who wish to pursue academic careers that could include teaching, research, and other scholarly activities related to occupational science and occupational therapy.

Requirements for Admission into the M.S. Program in Occupational Therapy

1. Bachelor's degree from an accredited institution

2. Submission of Graduate Record Examination (GRE) scores from the Educational Testing Service

3. Academic record that demonstrates potential to do work at the graduate level

4. Completion of the OT supplemental application

The M.S. program has the following prerequisites:

There are eight total prerequisite courses, four of which are fixed (core body of knowledge) and four of which come from a flexible and diverse menu of categories. All prerequisites except the occupation course must be taken for credit in an accredited academic institution of higher learning

Fixed Prerequisites

1. Human anatomy with a lab *

2. Human physiology*

3. Abnormal psychology

4. Introductory statistics

* a two-semester sequence of combined anatomy and physiology; parts I and II may be substituted for separate courses.

Flexible Prerequisites

1. Human/individual behavior (For example: developmental psychology, child development, adulthood and aging, cognitive psychology, neuropsychology)

2. Modes of reasoning (For example: philosophy and ethics, statistics or data analysis [beyond the introductory course], religion, literature taught in a foreign language, research design or method of inquiry in a social science)

3. Study of social relationships, institutions and systems (For example: linguistics, cultural/social anthropology, sociology, public health, public policy, leisure studies, social work, political science, minority studies)

4. Occupation: Complete a course in either an academic or community-based setting that requires the skills of your body as well as your mind. The occupation prerequisite must have the following characteristics:

• new learning/challenge (not something you already do or know how to do)

• formal (structured) learning context, but does not have to be a "for credit" course

• at least once a week for a minimum of 6 weeks

• social context (other learners present in person; online courses are not accepted)

• results in an end product or performance

• learners must be active (not just recipients of information)

• course content is not designed to be used to benefit, teach or communicate with others

Examples includecreative writing, poetry writing, studio art class, woodworking, jewelry making, theatre, dance, music, and some sports.)

The master of science program requires a minimum of 63 semester credit hours. The program is 24 months in length and includes substantial fieldwork experience.

Occupational therapy courses are available only to graduate students enrolled in the M.S. program at the University.

Requirements for Admission into the Ph.D. Program in Occupational Science

The Ph.D. program in occupational science accepts academically qualified applicants who have completed master degrees in occupational therapy, relevant social and behavioral sciences or related health fields. Applicants receive a thorough review for evidence of potential success in a doctoral program in The Graduate School at UNC–Chapel Hill. In order to achieve closely mentored research experiences, only applicants with expressed interests consistent with existing programs of research and scholarly work of the faculty are admitted. Final selection among qualified applicants will be based on his or her interview with core faculty members in the Ph.D. program in occupational science. Review the UNC–Chapel Hill Web site for information about applying to The Graduate School. In addition to the formal application to The Graduate School, the following information is required:

1. Copies of all undergraduate and graduate transcripts

2. Graduate Record Examination (GRE) scores (taken within the last five years)

3. Results of the TOEFL (Test of English as a Foreign Language, if applicable)

4. A reflective essay detailing personal and professional goals relevant to the pursuit of a Ph.D. in occupational science at UNC–Chapel Hill (submit directly to the Division of Occupational Science) and

5. Three letters of recommendation from individuals that support the applicant's potential as an educator and scholar (sent to the division)

The Ph.D. program requires a minimum of 45 semester credit hours beyond the master's degree. This course of study covers four domains: a) occupational science, b) an interdisciplinary cognate area that complements occupational science, c) research design and methodology and d) competencies for an academic career. All graduates must complete a doctoral dissertation in occupational science. Students are also expected to reach satisfactory competence in teaching and research as determined by their career goals.

With approval from the instructor, occupational science courses are open to graduate students interested in 1) the study of people engaged in everyday activities in different situations and 2) how various experiences in an activity or patterns of engagement influence development, health, and quality of life across the lifespan.

Courses for Graduate Students

OCCT (Occupational Therapy)

704 Research in Occupational Science and Therapy (3). Examination of research approaches and issues within occupational science and occupational therapy. Development of skills in writing research proposals and applying research results to insure evidence-based practice.

718 Musculoskeletal Dimensions of Occupational Performance (4). An in-depth review of musculoskeletal anatomy and kinesiology. Application is stressed as related to anatomical, physiological, and biomechanical dimensions of movement and occupational performance.

720 Neuroscience: Processes Supporting Occupation (3). Neurophysiological processes contributing to functional abilities. Study of CNS related to observed behaviors, affect, and higher cognitive components of function.

720A Fieldwork II (6). Direct experience with clients/patients in varied service treatment settings. Experience will include adult disabilities.

720B Fieldwork II (6). Direct experience with clients/patients in varied service treatment settings. Experience in an area of special focus.

722 Biomedical and Phenomenological Perspectives on Illness and Disability (4). The biomedical and phenomenological aspects are presented and contrasted, using medical literature and personal narratives. Emphasis on humanistic values, biomedical information, and investigative reasoning for effective occupation-centered practice.

736 Occupational Therapy Practice Environments (2). Overview of OT practice settings, professional organizations, and regulatory bodies. Factors influencing practice, including legislation, reimbursement, documentation and culture of communities. Ethics, confidentiality, self-awareness, teamwork and professionalism in practical settings.

738 Political, Administrative, and Financial Contexts of Service Delivery (3). Exploration of public policies and regulations, administrative systems and skills, reimbursement, and financial aspects of traditional service delivery system.

740 Evolution of Community-Based Practice: Development, Implementation and Evaluation (2). History and development of occupation-based services in community settings; evolution, structure, and operation of community programs; use of consulting and planning skills in a comprehensive and systematic planning model.

748 Fundamentals of Occupation-Centered Practice (4). In-depth examination of core principles and methods involved in comprehensive occupational analysis, assessment of occupational performance and therapeutic occupation across practice areas.

750 Occupations, Adaptation, and Technology I (5). Prerequisites, OCCT 726 and748. Problem-orientation approach to assessment, treatment planning, and use of clinical reasoning to develop intervention strategies. Remediative, compensatory, and adaptive approaches to physical and psychosocial dysfunction are explored through case studies.

751 Older Adults: Occupations, Adaptation, and Technology II (2–3). Prerequisites, OCCT 826 and748. A problem-based learning approach to the occupational therapy clinical reasoning process; assessments, interventions, and adaptations for older adults.

752 Children: Occupations, Adaptation, and Technology III (3). Prerequisites, OCCT 828, 750, and 751. A problem-based learning approach to the occupational therapy clinical reasoning process, assessments, interventions, and adaptations for children with disabilities.

826 Occupational and Environmental Transformations I (3). Investigation of continuity/discontinuity in pattern, function, and meaning of occupations from early adulthood through old age. Analysis of individual differences in occupational performance within family, SES and cultural contexts.

828 Occupational and Environmental Transformations II (3). Prerequisite, OCCT 826. Age-related changes in occupational performance from infancy through adolescence. Developmental contextualism used to frame intrinsic changes and environmental influences.

842 Historical Evolution of Occupational Therapy and Science (3). This historical analysis of occupational therapy and occupational science centers upon questions of philosophical foundations, knowledge development, division of labor and professionalism within health care.

890 Independent Study: Occupational Therapy and Science (1–21). Elective. Independent study to pursue specific interests and topics. Faculty supervision. May be repeated for credit.

992 Applied Research Experience (3). Collaborative research projects in occupational science or occupational therapy. Emphasis on data collection, analysis and professional communications of research findings.

993 Master's Thesis (3–6). Permission of the department.

Courses for Graduate Students

OCSC (Occupational Science)

826 Occupational and Environmental Transformations I: Adulthood (3). Investigation of continuity/discontinuity in pattern, function, and meaning of occupations from early adulthood through old age. Analysis of individual differences in occupational performance within family, SES, and cultural contexts.

828 Occupational and Environmental Transformations II: Childhood (3). Study of age-related change process shaping everyday activities from infancy through adolescence within family, SES, and cultural contexts.

842 Historical Evolution of Occupational Therapy and Science (3). The historical analysis of occupational therapy and occupational science centers upon questions of philosophical foundations, knowledge development, division of labor, and professionalism within health care.

844 Research Theory and Methodology in Occupational Science and Therapy (3). Investigation of different underlying philosophical dispositions found in occupational science and therapy and the associated methodologies guiding the study of people engaged in occupations. Applied examples of research design.

845 Conceptual Introduction to Occupational Science (3). Deconstruction of the original precepts of occupational science while examining several works from other disciplines. Study of early and recent trends and critiques of occupational science to develop an assessment of the state of the discipline and future directions.

850 Independent Study in Occupational Science (1–3). Independent study to pursue specific interests and topics under faculty supervision.

855 Action Theories (3). A reading and discussion of major theories of action from various disciplines. Works read will also entail associated issues such as identity, place, culture, and social relations.

858 Grant Writing (3). Applied introduction to proposal and grant writing. Preparation to seek external funding for further graduate studies and future support. Consideration given to effective communication and writing for different audiences.

890 Seminar on Special Topics in Occupational Science (3). Discussion and critical evaluation of philosophy, theory, and scientific issues associated with the study of people's activities in the context of their everyday lives. Topics differ each semester.

994 Doctoral Dissertation in Occupational Science (3). Doctoral dissertation in occupational science.