A review of paediatric occupational therapy university curricula in South Africa: part two

George Theodore Brown, Anita Brown, Carston Roever

Research output: Contribution to journalArticleResearchpeer-review

2 Citations (Scopus)

Abstract

This is the second article of a study of the paediatric content of undergraduate and entry-level postgraduate occupational therapy university programmes in South Africa. Current best practices in paediatric occupational therapy were examined through a literature review, which is presented in part one. This second article reports the results of the survey that examined the paediatric theoretical models, assessment tools and interventions taught by the eight universities in South Africa that offer occupational therapy programmes. Six faculties responded to the electronic survey, yielding a response rate of 75%.

On average, paediatrics constituted 21.5% of the total South African occupational therapy curricula. The most commonly taught theoretical models were Erikson's Eight Stages of Psychosocial Development, neurodevelopmental therapy and the Model of Human Occupation. There was a deficit in curricular programming with regard to perceptual motor theory. The Developmental Test of Visual-Motor Integration, Goodenough-Harris Drawing Test and the Test of Visual Perceptual Skills (non-motor) were among the most widely taught assessments. All six university programmes incorporated health promotion and disease prevention into their syllabuses. Therefore, occupational therapy students in South Africa receive a broad and varied education with regard to paediatrics.
Original languageEnglish
Pages (from-to)151-158
Number of pages9
JournalInternational Journal of Therapy and Rehabilitation
Volume13
Issue number4
DOIs
Publication statusPublished - 2006

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