Dear Prospective Students:
Thank you for your interest in the Master of Science in Occupational Therapy Program at the Richard Stockton College of New Jersey.
Occupational therapy is a dynamic health care profession that can provide you with a personally satisfying career. Being competent, creative, caring, and compassionate is part of the everyday work experience for occupational therapists who strive to help others live productive and meaningful lives when injury, illness, or impairment threatens independence and quality of life.
If you are interested in a career in occupational therapy, The Master of Science in Occupational Therapy Program at the Richard Stockton College of New Jersey has many distinct advantages.
- Highly affordable tuition
- Graduate assistantships & financial aid available
- The Faculty and Curriculum
- Full ACOTE (American Accreditation Council for Occupational Therapy Education) accreditation with program citation for areas of major strength
- Dedicated faculty representing expertise in a variety of clinical practice areas
- Faculty-student ratio provides individualized attention and learning opportunities
- Innovative curriculum including case-based learning and service learning
- Variety of clinical training experiences available
- The Campus and the Resources
- New, state-of-the-art electronic classroom facilities
- Extensive collection of occupational therapy resources to enhance academic achievement
- Beautiful, scenic campus
Kimberly A, Furphy, DHSc, OTR, ATP
Associate Professor of Occupational Therapy
Director of the Occupational Therapy Program
D.H.Sc. (University of St. Augustine for the Health Sciences)
Occupational Therapy is a health care profession that uses purposeful activity to achieve functional outcomes that promote health, prevent injury or disability, and develop, improve, sustain, or restore the highest possible level of independence. Occupational therapists may choose to work in a variety of settings including acute care and rehabilitation hospitals, mental health facilities, managed care environments, home health agencies, nursing homes, public and private schools, industry, correctional facilities, private practice, and community-based wellness programs.
The Master of Science in Occupational Therapy (MSOT) is fully accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA). ACOTE is located at 4720 Montgomery Lane, Suite 200, Bethesda, MD, 20814-3449. The phone number for ACOTE is (301) 652-2682. The ACOTE website can be found at: http://www.acoteonline.org. Graduates of the program are eligible to sit for the National Certification Examination for the Occupational Therapist administered by the National Board for Certification in Occupational Therapy (NBCOT). After successful completion of this exam, the individual will be an Occupational Therapist, Registered (OTR). In addition, most states require licensure in order to practice; however, state licenses are usually based on the results of the NBCOT Certification Examination. [Note that a felony conviction may affect a graduate’s ability to sit for the NBCOT certification examination or attain state licensure.]
The focus of the profession is the facilitation of human responses to functional problems that may interfere with skill acquisition, demonstration of performance, or pursuit of life roles and/or meaningful living. The curriculum embraces a case-based approach to learning and a client-centered approach to problem solving. The program is dedicated to educating therapists capable of providing therapeutic and humanistic care to promote health and well being and to promote positive relationships between individuals, communities, and their environments.
The philosophy of the Occupational Therapy Program at the Richard Stockton College of New Jersey is based on the philosophy of the profession as well as an articulated approach to human beings and how they learn based on the philosophy of occupational therapy education (2007).
The Occupational Therapy Program at the Richard Stockton College of New Jersey is based on the philosophy of the profession that describes occupation as the uniquely personal and meaningful activities that provide individuals with a sense of personal identity and support participation in a variety of contexts/environments. Occupation is expressed uniquely in individuals across the lifespan, along a developmental continuum, and within varied contexts. Occupational therapy is a profession that understands the primary importance of occupation in allowing individuals to be productive, satisfied, and contributing members of society. When individuals are prevented from participating in occupations due to biological, psychological, societal, and other environmental factors, dysfunction may occur. Occupation is utilized by the occupational therapist for both intrinsic and therapeutic purposes. Occupational therapists’ understanding of the restorative, normalizing, and life-enhancing role of occupation enables individuals to engage in occupation to support participation in context(s) (AOTA, 2002).
The Occupational Therapy Program at the Richard Stockton College of New Jersey’s philosophy is based on the belief that human beings learn and acquire knowledge as unique individuals who engage in the educational process through personally held values, interests, and beliefs as well as individual drives to participate in desired occupations. Learning occurs in a variety of contexts/ environments and requires the integration of cognitive, motor, perceptual, social, and sensory skills so individuals are prepared to apply knowledge in the dynamic environments of a diverse and multicultural society.
Learning involves full engagement of individuals in the educational process through a self-directed and dedicated quest for knowledge and understanding. The Program recognizes the diverse needs of students and faculty in the learning process and utilizes various pedagogical methodologies to develop problem-solving, resourcefulness, scholarship, creativity, and intellectual achievement.
Learning is understood to occur in a sequential and developmental progression and is best integrated and retained when learning builds upon existing knowledge and is synthesized further through active engagement in meaningful case-based, client-centered, problem-solving activities that promote competence in professional knowledge and skills.
The process of learning is conceptualized in the curriculum as a sequential and developmental progression. This incorporates learning about human occupation and development across the lifespan within contexts following a developmental curriculum. Students learn foundational concepts and continue to build upon this knowledge to develop more advanced and complex skills.
Students bring prior learning and life experiences to the occupational therapy program. Within the occupational therapy program, learning occurs through a spiraling curriculum of knowledge construction and reconstruction. Students develop competency to apply and utilize occupation as a primary method of evaluation, intervention, and health promotion through clinical reasoning, evidence-based practice, advanced problem-solving, critical thinking skills, integration of knowledge, and entry-level application of learning to practice. Students emerge with integrated knowledge and skills to provide client-centered, occupation-based, holistic occupational therapy services and understand the need to engage in lifelong learning.
|Prerequisite Courses- Must be completed with a "B" or better based on a 4.0 scale. The Stockton course acronym and number that corresponds with the prerequisite is provided for Stockton students.|
Anatomy & Physiology- Two semesters are required; at least one semester must have a lab. The B must be obtained in the lecture portion if the lecture and lab are given separate grades. Choose an option.
Option 1: Human Anatomy and Physiology I and II: BIOL 1270/1275 (A&P I/Lab) and BIOL 2270/2275 (A&P II/Lab).
Option 2: Human Anatomy with Lab (BIOL 2180/2185) and Principles of Physiology (BIOL 2150/2151)
HLTH 2221/2222 and PSYC 3331 will no longer be accepted as pre-requisite courses for the Anatomy and Physiology requirement. However, any student taking these courses prior to the Fall 2014 semester will be allowed to submit these courses for their pre-requisites.
HLTH 2170 and HLTH 2270 will no longer be offered after the Spring 2014 semester. However, any student taking these courses prior to the Fall 2014 semester will be allowed to submit these courses for their pre-requisites.
|Introduction to Psychology/General Psychology (PSYC 1100)- MUST BE THE INTRODUCTION TO PSYCHOLOGY COURSE. We WILL NOT accept higher level courses as substitutions.|
Abnormal Psychology (PSYC 2211)
|Life Span Development (Human Development or Development Psychology across the Life Span) or Human Behavior in the Social Environment (PSYC 3322 or SOWK 1103). To meet this requirement, the course (or courses) must cover all stages of the lifespan (infants through geriatrics) and various areas of development (cognitive, psychological, physical, and social).|
|Introduction to Anthropology or Introduction to Sociology (ANTH 1100 or SOCY 1100)- MUST BE THE INTRODUCTION TO ANTHROPOLOGY OR SOCIOLOGY COURSE. We WILL NOT accept higher level courses as substitutions.|
|Statistics or Applied Biostatistics (CSIS 1206 or HLTH 2305 or PSYC 2241 or PUBH 2330 or PUBH 2310) To meet this requirement, the course must cover statistical methods primarily and not research methods or simple math.|
Please note that as of January 15, 2012, we no longer accept CLEP scores for pre-requisites for the MSOT program.
For Stockton course descriptions, please visit The College's Course Catalog.
|MSOT Curriculum- 80 Credits|
|Year 1- Fall||Year 1- Spring|
|OCTH 5100 Science of Occupation||OCTH 5131 OT Practice Skills II|
|OCTH 5110 Foundations of Motor Performance||OCTH 5140 Evaluation of Occupational Performance in Pediatrics*|
|OCTH 5120 Clinical Conditions: Physical||OCTH 5141 Pediatric OT Intervention|
|OCTH 5121 Clinical Conditions: Psychosocial||OCTH 5150 OT in Mental Health|
|OCTH 5130 OT Practice Skills I||OCTH 5160 Research Methodologies|
|Year 1- Summer||Fieldwork|
|OCTH 5170 Adv. Adaptation & Assistive Technology||OCTH 6910 Fieldwork Level II (June/July-Aug/Sept or Sept/Oct-Nov/Dec). Repeatable twice-total 6 credits|
|Year 2- Fall||Year 2- Spring|
|OCTH 6100 Evaluation of Occupational Performance in Adults*||OCTH 6131 OT Practice Skills, IV|
|OCTH 6110 Adult OT Intervention||OCTH 6140 Evaluation of Occupational Performance in Geriatrics*|
|OCTH 6120 Clinical Neuroscience||OCTH 6141 Geriatric OT Intervention|
|OCTH 6130 OT Practice Skills III||OCTH 6161 Research Synthesis Project|
|OCTH 6160 Research Seminar||OCTH 6170 Professional Issues|
* Includes Fieldwork Level I
Students graduating from the Richard Stockton College of New Jersey's Master of Science in Occupational Therapy Program will possess expected professional behaviors of an entry-level occupational therapist as demonstrated by the following learning outcomes:
- Demonstration of professional skills based on an understanding of the profession’s ethics, practice framework, safety regulations, and standards of practice.
- Effective articulation and utilization of occupation with individuals across the lifespan.
- Understanding of occupational therapy’s history, philosophy, theoretical base, models of practice and frames of reference.
- The ability to evaluate a client’s occupationally relevant strengths and needs in areas of occupation, performance skills, performance patterns, context, activity demands and client factors to support health and participation in life through engagement in occupations.
- The ability to provide occupationally-based, client-centered intervention.
- Utilization of clinical reasoning that demonstrates problem solving, critical thinking, ethical reasoning, integration of knowledge, self-initiative and independent thought.
- Understanding of the changing health care environment with a commitment to lifelong learning that will allow the provision of therapeutic and humanistic care to promote health and well-being as evidenced in the ability to organize and manage OT services.
- Utilization of effective verbal, nonverbal and written communication skills.
- Utilization of appropriate professional and interpersonal skills to establish and maintain effective relationships with clients, caregivers and colleagues.
- Utilization of knowledge pertaining to cultural, political, and economic differences when working as a member of an interdisciplinary team, in the role of supervisor, and in the client-therapist relationship.
- Demonstration of entry-level research and presentation skills.
- Competent use of technology for gathering and processing information.
- Success in achieving personal satisfaction as an employed entry-level occupational therapist.
- Satisfaction with the educational experience gained at Stockton.
The American Occupational Therapy Association's document entitled The Standards for an Accredited Educational Program for the Occupational Therapist governs the length and type of clinical training required of students pursuing a degree in occupational therapy. The MSOT program at Stockton College enables students to receive the appropriate amount and type of clinical training experiences needed to meet these Standards. These clinical training experiences may also be referred to as clinical affiliations and fieldwork and will occur in varied locations where occupational therapy services are provided. The two different types of mandated fieldwork integrated into your academic experience at Stockton are level I and level II fieldwork. During level I fieldwork, students observe and may participate in the delivery of occupational therapy services under the supervision of a licensed practitioner. Level II fieldwork begins after completion of the academic portion of the MSOT program. In level II fieldwork, students gradually assume responsibility for client services at their fieldwork site under the supervision of a licensed practitioner.
At Stockton, level I fieldwork occurs in conjunction with specified courses and begins in the second semester of study. Level I fieldwork involves 10 weekly experiences at a fieldwork site that relates to the course of study emphasized each semester. As an example, when studying occupational therapy as applied to children, students will go once a week to various locations where occupational therapy is provided to children. In this manner, level I fieldwork provides students with the opportunity to correlate academic learning with practice-based experience.
At Stockton, level II fieldwork occurs after successful completion of all required academic coursework. Each student will be assigned to two different level II fieldwork experiences. The length of each level II fieldwork affiliation is typically 12 weeks of full-time clinical experience. Participation in level II fieldwork is contingent upon several factors including, but not limited to, student preparation, clinical site availability and suitability for clinical skill development. The general intent of level II fieldwork is to provide the broadest exposure to the field of occupational therapy with experiences across the lifespan and in a variety of settings or treatment models. Participation in level II fieldwork is designed to include experience in a traditional medical setting and a community-based setting where psychosocial, developmental and physical disability evaluation and intervention occur. In addition to the mandated level I and II fieldwork experiences, the Stockton MSOT program provides additional clinical experiences and community-based student learning experiences throughout the academic program.
Apply today. If you have further questions, Request More Information, view Frequently Asked Questions, or please call the Graduate Admissions Office at (609) 626-3640 or E-mail email@example.com.