Accessibility Skip to Global Navigation Skip to Local Navigation Skip to Content Skip to Search Skip to Site Map Menu

PSME439 Intellectual Disability: Theory into Practice

The application of philosophical frameworks within practice to support individuals to optimise health, behavioural challenges and service access for people with intellectual disability across the lifespan.

This paper will advance the knowledge base, clinical and practical skills of health and disability practitioners working in the specialist field of and alongside people with an intellectual disability. The core aim is to understand the current philosophical underpinnings within the sector and to explore the application of practical tools to support individuals and communities to proactively manage physical health, dual diagnosis, behavioural and access challenges that arise for people living with intellectual disability across the lifespan.

Paper title Intellectual Disability: Theory into Practice
Paper code PSME439
Subject Psychological Medicine
EFTS 0.2500
Points 30 points
Teaching period Not offered in 2017
Domestic Tuition Fees (NZD) $2,692.75
International Tuition Fees (NZD) $9,125.00

^ Top of page

Restriction
PSMX 439
Limited to
MHealSc, PGCertHealSc, PGDipHealSc
Eligibility
The applicant will
  • Hold a professional health/education qualification and/or undergraduate degree
  • Be a professional working in the health and/or disability sector
Note: Nurses must hold registration from a three-year programme or course, congruent with the Health Practitioners Competence Assurance (HPCA) Act (2003).
Contact
Judith Stone, judith.stone@otago.ac.nz
Teaching staff
Co-Convenors: Henrietta Trip, Jenny Conder and Professor Richard Porter
Paper Structure
This paper will develop the knowledge base, clinical and practical skills of health and disability practitioners working in the specialist field of intellectual disability. Content will update the aetiology and epidemiology of intellectual disability (and some associated conditions). In addition, links will be included to physical and mental well-being; sociological, pharmacological and behavioural assessment; and interdisciplinary intervention, support and management. This content will be underpinned by evidenced-based practice and current philosophy based on emerging social models within the sector.

The aims of PSME 439/NURS 433 are underpinned by the intent of the National Health Committee's (2003) document To Have an Ordinary Life: Kia Whai Oranga Noa and endorse the Convention on the Rights of Persons with Disabilities (United Nations, 2006): To explore awareness of the place of people with intellectual disability in society, as reflected in Article 19, in regards to recognising and demonstrating how people are supported to live and be included in their community.

National Health Committee (2003). To have an ordinary life: Kia whai oranga noa. Wellington: Ministry of Health.
United Nations (2006). Convention on the rights of persons with disabilities. Geneva: United Nations
Teaching Arrangements
2 two-and-a-half-day study blocks in Christchurch. Attendance at study blocks is compulsory.
Textbooks
Burack, J.A., Hodapp, R.M., Iarocci, G., & Zigler, E. (Eds.) (2011). The Oxford handbook of intellectual disability and development. Oxford: Oxford University Press
Graduate Attributes Emphasised
Global perspective, Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking, Cultural understanding, Research, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
Within their scope of practice, on successful completion of this paper, students will be able to
  • Critique a relevant philosophy and demonstrate how it underpins their professional practice within the intellectual disability sector
  • Synthesise a range of evidenced-base literature, research, national and international guidelines as it pertains to the student's professional role working alongside people with intellectual disability
  • Discuss the underlying ethical concepts informing practice that is respectful of personhood and relevant to supporting people with an intellectual disability within their context of family and whānau and/or support services
  • Evaluate key elements that should be considered at each stage of transition across the lifespan
  • Demonstrate an understanding of culturally responsive interdisciplinary roles and collaborations between individuals, family and whānau, communities, health, disability and education services
  • Operationalise the principles of positive behaviour support
  • Demonstrate advanced knowledge about the implications and management of the prevalent physical and mental health conditions that present in people with intellectual disability and alongside differing aetiologies
  • Appraise and apply a model of community care that advances their practice and achieves commonly identified human rights and quality of life goals for people with intellectual disability, including: community integration, meaningful relationships, education and employment
  • Analyse the utility and application of statutory legal frameworks to demonstrate practice competency in their area of practice

^ Top of page

This paper is double coded. If you are on a nursing pathway and wish to enrol in the Intellectual Disability paper you should register for NURS433 rather than PSME439

Assessment

Literature Review 30%
Project 30%
Case Study 40%

Further information

Judith Stone
Departmental / Postgraduate Administrator
Department of Psychological Medicine
University of Otago, Christchurch
PO Box 4345, Christchurch, New Zealand
Tel 64 3 372 6704
Email judith.stone@otago.ac.nz

^ Top of page

Timetable

Not offered in 2017

Location
Christchurch
Teaching method
This paper is taught through Distance Learning
Learning management system
Moodle

The application of philosophical frameworks within practice to support individuals to optimise health, behavioural challenges and service access for people with intellectual disability across the lifespan.

This paper will advance the knowledge base, clinical and practical skills of health and disability practitioners working in the specialist field of and alongside people with an intellectual disability. The core aim is to understand the current philosophical underpinnings within the sector and to explore the application of practical tools to support individuals and communities to proactively manage physical health, dual diagnosis, behavioural and access challenges that arise for people living with intellectual disability across the lifespan.

Paper title Intellectual Disability: Theory into Practice
Paper code PSME439
Subject Psychological Medicine
EFTS 0.2500
Points 30 points
Teaching period Second Semester
Domestic Tuition Fees Tuition Fees for 2018 have not yet been set
International Tuition Fees Tuition Fees for international students are elsewhere on this website.

^ Top of page

Restriction
PSMX 439
Limited to
MHealSc, PGCertHealSc, PGDipHealSc
Eligibility
The applicant will
  • Hold a professional health/education qualification and/or undergraduate degree
  • Be a professional working in the health and/or disability sector
Note: Nurses must hold registration from a three-year programme or course, congruent with the Health Practitioners Competence Assurance (HPCA) Act (2003).
Contact
Judith Stone, judith.stone@otago.ac.nz
Teaching staff
Staff from the Centre for Postgraduate Nursing Studies and the Department of Psychological Medicine.
Teaching Arrangements
This paper is taught with a blended learning approach and combines on-campus and online study days. This may be up to 8 days across the semester.
Textbooks
There are no required textbooks for this paper. Recommended reading and texts will be advised.
Paper Structure
To understand the population and their citizenship in the community, the application of philosophical drivers in the disability sector are demonstrated through a range of topics, which include but are not limited to: diagnostics, Autistic Spectrum Disorder, Prader Willi and Downs Syndrome, health care and ageing with intellectual disability, movement disorders, applying evidence-based models into practice, ethical and legal frameworks, sexuality, positive behaviour support, child and adolescent neurodevelopment and pharmacology.
Graduate Attributes Emphasised
Global perspective, Interdisciplinary perspective, Lifelong learning, Scholarship, Communication, Critical thinking, Cultural understanding, Ethics, Environmental literacy, Information literacy, Research, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
Within their scope of practice, on successful completion of this paper, students will be able to:
  • Critique a relevant philosophy and demonstrate how it underpins their professional practice within the intellectual disability sector
  • Synthesise a range of evidence-based literature, research, national and international guidelines as they pertain to the student's professional role working alongside people with intellectual/learning disability
  • Discuss the underlying ethical concepts informing practice that is respectful of personhood and relevant to supporting people with an intellectual disability within their context of family and whÄnau and/or systems support
  • Evaluate key elements that should be considered at each stage of transition across the lifespan
  • Demonstrate an understanding of culturally responsive inter-professional roles and collaborations between individuals, family and whÄnau, communities, health, disability and education services

^ Top of page

This paper is double coded. If you are on a nursing pathway and wish to enrol in the Intellectual Disability paper you should register for NURS433 rather than PSME439

Assessment

Literature Review 30%
Project 30%
Case Study 40%

Further information

Judith Stone
Departmental / Postgraduate Administrator
Department of Psychological Medicine
University of Otago, Christchurch
PO Box 4345, Christchurch, New Zealand
Tel 64 3 372 6704
Email judith.stone@otago.ac.nz

^ Top of page

Timetable

Second Semester

Location
Christchurch
Teaching method
This paper is taught through Distance Learning
Learning management system
Moodle