Student Blog

Mural Therapy: Arts Justice Advocacy and School-Based OT Intervention ⟩
March 24, 2026, by Makayla

Community Getting Involved Living in LA School/Life Balance

Every Friday, I have the pleasure of volunteering with USC Chan alumnus and school-based occupational therapist Serena Au, servicing students (ages 4-16) with moderate to severe disabilities at a special-education school.

Over the past winter, I participated in Mural Therapy, an interdisciplinary and accessible arts program that OT Serena founded at this special-education school in South Central Los Angeles where, every semester, professional artists are invited to collaborate with the students to provide culturally responsive art education and community-based healing.

While embracing the rich cultural scenes of L.A. public art, Mural Therapy results in the students painting an entire school-wide mural that helps beautify the campus and surrounding neighborhoods as well. This collaboration involves everyone on campus, including students, muralists, occupational therapists, physical therapists, healthcare assistants, special education teachers, and surrounding community members.

While Mural Therapy supports their mental and emotional health, students build connections between life skills development and occupational therapy treatment interventions. In doing so, students develop and work on a wide variety of occupational therapy goals, such as shoulder flexion/extension, fine motor skills/grasps, postural control, and bilateral coordination. Here, public art and graffiti are legitimized as pedagogical and therapeutic tools.

Last year, communities all over Los Angeles were at the center of constant environmental and political turmoil, and at its center, students at this special education center continuously navigate the intersectionality of their different identities and multiple layers of marginalization, including disability stigma, racialized barriers, and economic inequity. Yet in the wake of devastation, this year’s mural focused on painting over loss with color and storytelling, transcending trauma into collective artistic, educational, and social change.

Rooted in the themes of resilience and affirmations of L.A. culture, OT Serena decided to collaborate with a community muralist, Mister Alek, to paint a Dodgers mural, a profound symbol of intergenerational city pride embraced by the surrounding school and neighborhood community.

Before every mural, there is an extensive process in educating and engaging the students, faculty, and community members alike. This includes stenciling, decorating painting shirts, coloring the artist’s coloring pages, completing worksheets, and engaging in thoughtful lessons and discussions on the meanings and representation behind the mural to come.

For the Dodgers Mural, I sought to create a lesson on the history of the Dodgers, the sport of baseball, as well as educate on how disability representation in Major League of Baseball (MLB) remains prevalent. Prominent and outspoken figures have reshaped dominant narratives about individual differences that affect the field of play, including pitcher Jim Abbott, born without a right hand due to amniotic band syndrome, and African-American MLB player Curtis Pride, who was born deaf. Advances in technology have enabled adaptive versions of engaging with baseball for the blind and visually impaired, such as beep baseball leagues or OneCourt tactile tablets for fans to use at MLB stadiums.

Together with the students, we scaled the entire wall and painted the background. Students painted high, low, and across all the different directions, watching their brush strokes make permanent marks in ways that would be visible and celebrated publicly. It was really so powerful seeing students who are wheelchair-bound and rarely stand up willing to stand for long periods of time for something so cool, joyful, and regulating as the act of painting.

Through an OT lens, I recognized that the pincer grasp used to position a spray paint can on a vertical surface mirrors the same grasp and fine motor patterns students use to scroll or select on Augmentative and Alternative Communication (AAC) devices on a horizontal surface. This skill transfer across different mediums and environments demonstrates just how powerful mural therapy transcends artistic expression into occupational therapy interventions in real time.

Mural therapy is not about painting a wall; it is creating a sensory and emotional experience because students are engaged in the texture of the wall, the consistency of the paint, the bristles of the brushes, and simply being present in the space.

Many students have diagnoses that make them sensitive to sensory input; however, they might need something like bright colors to pay attention or auditory input of the sounds of a shaking spray paint can. The high sensory and high visual impact that a mural can give is so important, as they act as mirrors to the students and give them validation in their artistic expressions.

Embracing the power of sports and teaching about the Dodgers is something that I hold near and dear to my heart. My family traces its roots to Lincoln Heights, just behind Dodger Stadium. I was raised in the South Bay, where I leaned on Asian baseball and basketball leagues to shape my sense of belonging and as anchors of my identity. Watching Shohei Ohtani take the field in Dodger blue or remembering the cultural impact of NBA player Jeremy Lin reinforced how Asian athletes can serve as powerful counter-narratives, disrupting longstanding stereotypes and affirming that we belong not at the margins of the game, but at its center.

These experiences fundamentally reframed how I conceptualize mobility, not just as physical movement, but as narrative and social possibility.

When I first learned to spray paint through this mural project with muralist Mister Alek, I had the pleasure of learning how to spray paint clouds and graffiti fills. Here, I experienced a renewed sense of freedom, a feeling reminiscent of being a child again. The spray paint moved quickly, fluidly, without hesitation, expanding across the wall in ways that felt limitless. That feeling embodied mobility: the ability to move, to explore, to take up space without restriction.

Mobility is often framed as purely physical attributes, but it is also social permission. It is about who is told they are capable of moving forward and who is told to stay still. For many students with disabilities, the message they receive is subtle but persistent: you are not smart enough, your body does not fit the mold, you are not athletic. This narrative restricts their personal potential long before physical barriers ever do.

Yet athletics has repeatedly proven that mobility can be redefined.

Coming off winning back-to-back World Series championships, the Los Angeles Dodgers players represent more than the name on the front of their uniforms. Rooted in the historic Elysian Park neighborhood of Los Angeles, the Dodgers have long been a focal point for surrounding Latino, Black, and Asian communities, and have long been present at the crossroads of social justice, solidarity, and community outreach. Known for their diverse fanbase and initiatives toward underserved communities, the team is a staple of L.A. culture and intergenerational city pride. Their presence reflects a broader story about who gets to occupy space — and who gets to be celebrated within it.

Mobility, curiosity, and excitement are not just themes of sport but foundations of inclusion. Within schools, athletics function as formative spaces where identity and belonging are not only expressed but also validated and legitimized. Murals serve as a direct reflection of the reality around us. When students participate in this mural, there is an public acknowledgement that they are contributing to something greater than themselves. Students perceive themselves adjacent to these positive role models through a lens of great admiration and reflection, bestowing greater agency and resolve in their own challenges.

Seeing themselves in the projection of the Dodgers players, this representation sets a precedent for newer generations to acknowledge that they can create archetypes of their own narratives. Promoting diverse athletic representation in schools fosters a critical appreciation for deconstructing structural barriers and validating marginalized experiences, serving as a liaison for cultivating a more inclusive world at large.

As an aspiring occupational therapist, my experience with mural therapy has reshaped how I understand education as a health, art, and embodied practice. Situated at the crossroads of USC, South Central, and disability communities, this experience has expanded how I envision my future field of practice.

Through shared creation, community belonging becomes tangible and imperative, challenging stigma surrounding graffiti artists, disability, and the individuals we often overlook in our daily lives. I look forward to participating with OT Serena for future murals, and I can’t wait to see all walks of life embrace and continue the legacy of the mural for years beyond my time!

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An International Student’s Guide to Learning to Drive in Los Angeles ⟩
March 20, 2026, by Angel

Housing and Transportation International Life Hacks Living in LA

For many international students, relocating to Los Angeles means navigating far more than a new academic environment. It involves adjusting to a vast city shaped by freeways, long distances, and a culture where mobility is closely tied to independence. Among the many transitions we face, learning to drive often becomes one of the most defining milestones because it gradually transforms into a symbol of confidence and belonging.

For many students, the journey toward becoming comfortable behind the wheel reflects a deeper experience. It blends uncertainty, determination, and the satisfaction of mastering something that once felt intimidating, sometimes while gripping the steering wheel a little too tightly.

The DMV: A Rite of Passage
The first step in this journey is often the most intimidating. The DMV is known for its long lines, complex requirements, and unpredictable outcomes. For international students, the experience can feel even more daunting because it requires navigating documentation, identification rules, and procedures that differ significantly from those in our home countries.

Yet this stage also becomes a point of connection. Standing in line with other students, comparing paperwork, and exchanging stories turns the DMV into a shared rite of passage. It is the one place where everyone silently agrees that we have no idea what is happening, but we are all trying our best.

Luckily, we need all the convenience we can get, and several DMV locations are conveniently close to USC Chan, which means students can get to their appointments and practice sessions without feeling like they are embarking on a cross‑county expedition.

Developing Skill Through Consistent Practice
Driving in Los Angeles presents its own unique challenges. The city’s fast paced freeways, complex intersections, and dense traffic patterns require patience, repetition, and a willingness to learn through trial and error. Many students find themselves practicing in the same neighborhoods repeatedly, gradually becoming more comfortable with the rhythm of the roads, and occasionally discovering a new café purely because they missed a turn.

Working with instructors further strengthens this foundation. Their calm presence and structured guidance help students refine technique, correct unsafe habits, and build confidence. A particularly effective strategy is narrating each action aloud, a method that reinforces awareness and demonstrates intentionality. It may feel awkward at first, but saying “checking mirrors” out loud is surprisingly grounding, even if your instructor already knows you have mirrors.

The Moment of Passing
Receiving a passing score on the driving test is more than an official achievement. It represents resilience, adaptation, and the ability to navigate a system that once felt overwhelming. Whether the test resulted in three errors or ten, the outcome is the same. Students gain a new sense of independence and a tangible reminder that growth often happens in unfamiliar territory.

For many, the celebration is simple. It is a drive thru meal enjoyed alone or shared with friends after the test. Sometimes the victory meal is joyful, sometimes it is reflective, and sometimes it is simply because the adrenaline crash makes you hungry.

Practical Tips for International Students Learning to Drive
Learning to drive comes with plenty of humor and unpredictability, but a few practical strategies can make the process much easier:

1. Practice near your DMV. Test routes are often located within the same neighborhood.
2. Narrate your actions while driving. Statements such as “checking mirrors” or “slowing down” help maintain focus and demonstrate awareness.
3. Review traffic signs thoroughly. Pay attention to uncommon or situational signs that may appear during the test. For example, keep an eye out for the ‘No Left Turn Between 3 and 7 PM Except Sundays’ sign, which feels like it was designed specifically to test your problem‑solving skills.
4. Approach four way stops with confidence. The first vehicle to stop proceeds first, and hesitation can create confusion.
5. Match freeway speeds when merging. This ensures smoother transitions and safer entry onto high speed roads.
6. Bring all required documents and extras. Unexpected requests are common, and additional documentation can prevent delays.
7. Stay calm. The driving test evaluates safety rather than perfection. Even seasoned drivers occasionally forget which way to turn their wheels on a hill.

Why This Milestone Matters
Learning to drive in Los Angeles is not merely about transportation. For international students, it is a testament to adaptability, courage, and the willingness to step into discomfort. It reflects the broader journey of building a life far from home, one filled with challenges, small victories, and moments of unexpected pride.

At USC Chan, we often talk about growth as something that happens through meaningful engagement, supportive communities, and experiences that stretch us. Learning to drive becomes one of those moments. If we can navigate the DMV, the 405 freeway, and our own nerves, then we can navigate the academic, cultural, and personal challenges that come with studying at USC Chan. This milestone reminds us that independence is built gradually through persistence and community support.

Here is to safe drives, late night snack runs, spontaneous road trips, and the confidence that comes from mastering something new. Here is to every international student learning to thrive in a new city, one skill at a time!

For students who would like additional guidance on obtaining a California driver’s license, USC’s Office of International Services provides a clear overview of requirements and procedures. You can find the full details here.

 

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From USC to Tokyo: My Level IIB Fieldwork Journey in Pediatric OT ⟩
March 11, 2026, by Guest Author

Beginnings and Endings Community Diversity Fieldwork Housing and Transportation International

Hi, my name is Alyssa Prigge, and I am a third-year Entry-Level OTD student at the University of Southern California. I am particularly interested in pediatric rehabilitation, with a focus on motor development and neurorehabilitation approaches such as NDT. Through my international fieldwork experience in Tokyo, I developed an interest in the cognitive rehabilitation approaches used in Japanese pediatric occupational therapy. I am committed to continuing to grow as a clinician and supporting children and families from diverse cultural and linguistic backgrounds through culturally responsive care.

As I touched down in Tokyo, I couldn’t help but think about how a moment of curiosity at an international fieldwork info session had turned into a life changing opportunity. My name is Alyssa Prigge and I am an Entry-Level OTD student. For my Level 2B Fieldwork, I was placed at a pediatric day service called Linie Platz Futakotamagawa, where they serve children with neurodevelopmental disorders. The reason why I decided to pursue fieldwork in Japan is due to my personal connection to the country and my interest in learning how occupational therapy (OT) is practiced in a different cultural context. As for my background, I am half Japanese and spent my childhood growing up in Tokyo before moving to the U.S.

Living Logistics

Of course, moving back to Japan for a year of fieldwork also meant figuring out the practical logistics of where I was going to live. Although I had maintained friendships in Japan by visiting every summer, I knew living in a community with others my age would be important for my mental health. I found a company called Social Apartments that offers dorm-like housing for adults seeking social connections and community. This turned out to be the best decision for me, as I have made friends not only from Japan but also from countries like Malaysia, Indonesia, Brazil, and Thailand. Fortunately, there was a Social Apartment location that was 15 minutes by bicycle or bus/short walk from my fieldwork site. This means I can avoid cramming into trains during the morning and evening rush. In terms of other logistics, my Japanese mom helped me navigate language barriers securing health insurance and setting up utilities for my apartment. Since I hold a Japanese passport, I didn’t have to worry about student visas and I was able to register for the National Health Insurance.

Life Experiences

My favorite experiences living here have been the summer firework festivals where people dress up in kimonos, eating takoyaki or okonomiyaki from street vendors, and walking through neighborhoods that each have their own personality and charm. I love exploring new restaurants that serve Japanese-style Italian food, Taiwanese dishes, and cold noodle dishes like soba and udon. As I’ve settled into daily life in Tokyo, living here has brought up a renewed awareness of my identity. Japan is a relatively homogeneous country, and as someone who is half Japanese, I have often stood out. Reconnecting with old friends from international school introduced me to a community of other mixed Japanese people who share similar experiences and have helped me embrace that difference.

Challenges

In terms of challenges I’ve experienced, I am not natively fluent so keeping up in meetings and articulating my thoughts professionally has been a learning curve. In the beginning, getting used to the constant processing and responding in Japanese was mentally taxing, causing my brain to fatigue more quickly than usual. I often rely on technology to look up unfamiliar words, transcribe and translate faster-paced conversations, and help format professional emails using keigo, the polite form of Japanese. These tools help bridge the gap in language skills that developed after living in the U.S. for over a decade. For students considering international fieldwork, I would recommend having a strong level of experience with the language and culture of the country you hope to train in, as not every site may be as accommodating to language differences as mine has been.

Opportunities

Since beginning my Level 2B fieldwork, I have learned OT practices unique to Japan through conducting small-group interventions. The daily programming blends cognitive and school-based activities (such as hiragana writing, counting, and language comprehension) with movement and balance tasks designed to support body awareness, postural stability, and coordination. Main goals in OT are to address caregiver concerns on their child’s ability to respond appropriately to environmental demands like educational and community contexts where children must function cohesively in groups. Additionally, this experience has also opened the door to opportunities I never expected, such as attending a pediatric OT conference in Yamagata, participate in Linie training conferences, presenting to OT students in Tokyo on differences between OT practice in the United States and Japan, and connecting with numerous OTs and related professionals from Osaka, Tokyo, and Kobe.

One especially meaningful experience was having the opportunity to be introduced to leadership members of the Japanese Association of Occupational Therapists (JAOT) by my supervisor, Saeko Takenaka, the director of Linie. I was able to share about my fieldwork experience in Japan and discuss similarities and differences between OT practices in both countries. Through this connection, I have been invited to observe OT practice in inpatient psychiatry, a setting I haven’t been exposed to in the U.S. Additionally, because Linie is a rehabilitation service provider with multiple locations across Tokyo serving individuals across the lifespan, I had the opportunity during Term 1 to observe a variety of clinical settings, including home rehabilitation, pediatric day services for medically complex children, an inpatient pediatric hospital, and an outpatient orthopedic clinic.

With USC’s unique and extensive global network, I have had the chance to pursue fieldwork in a place that is both personally meaningful and professionally enriching. If you have the opportunity to do international fieldwork in a country you have ties to, I would absolutely take it.

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From “The Pitt” to Puppies: A Week in the Life with Ciara ⟩
March 1, 2026, by Ciara

School/Life Balance

Every week truly is unique at USC. For me, I like to keep my weeks relatively consistent while also making sure to take advantage of going to school in Los Angeles. When I first got to college, I didn’t know if being involved in different spheres would be possible on top of my academic course load; however, I realized that balance is not something one waits to find but rather something that I have to create myself. So, I thought it would be nice to show a glimpse into my week and how I fit in fun activities, involvements, and academic commitments in a balanced manner.

Monday:
Like most individuals pursuing careers in health, my Thursdays are centered around watching “The Pitt” as soon as 6 pm strikes, so you can imagine my excitement when my professor announced that she was cancelling class because Noah Wyle, actor and producer on the Pitt, was coming to USC on Monday.

Noah Wyle, along with R. Scott Gemmill, Simran Baidwan, ​​and Dr. Elizabeth Ferreira, was the keynote speaker for “Arts + Health: A USC Arts Now Symposium.” “The Pitt’s” impact was clear as Ginsburg Hall was bustling and packed with a variety of individuals–from med students to psych majors and (of course) OT majors–all eager to hear about the intersection of Health and Media. The keynote speakers gave us an engaging conversation that ranged from describing how art and health intersect to the important work of medical consultants on set, as well as the inclusion and representation shown through “The Pitt’s” cast.

Fun, educational events like this–particularly those from USC’s Vision and Voices–happen quite frequently at USC and are a great outlet to tap into that work-life balance.
(p.s. to all my fellow “The Pitt” fans, don’t worry, Noah did mention #Huckleberry!)

⏰ Time spent in class and/or doing work: 4 hrs

Tuesday and Wednesday:
Tuesday and Wednesday were more my “work” focused days. After my first class on Tuesday, I went to RA Welcome Day to celebrate being accepted to return as a Resident Assistant for the 2026-2027 school year!

Being an RA is one of my larger commitments, but I truly would recommend it for anyone interested. Besides the weekly RA meetings, I’m allowed to take initiative and plan events, such as floor programs, as they fit with my schedule. This position also allowed me to meet individuals in the ResEd community as well as professors, such as Faculty-in-Residence Dr. Celso Delgado (who is also an Occupational Therapy professor at USC Chan!)
Besides work for my classes, I spent Wednesday making promotional content for a Faculty-in-Resident event at the California African American Museum that I was collaborating on.

⏰ Time spent in class and/or doing work: 5 hrs on Tuesday, 6 hrs on Wednesday

Thursday:
Between my classes on Thursday, I usually go to Mudd Philosophical Library to catch up on work from the week or to start calendaring. Later on that day, I participated in an Faculty-in-Resident event that involved a tour of the California African American Museum as well as a FIXINS dinner. Not only was this museum visit part of my work as an RA, but visiting a museum personally is an incredibly enjoyable activity that I love to do in my free time; thus, an activity such as this one, encapsulates part of what work-life balance means to me.

⏰ Time spent in class and/or doing work: 3 ½ hours

Friday:
After my morning Yoga classes (If you haven’t taken a PHED class at USC, I would definitely recommend Yoga by the way!!) I met up with my friend Gabby to go to a Puppy event on campus, where we got to make goodie bags for the Good Tails Rescue Team and pet some of the puppies they brought, which was a perfect way to end my weekday portion of the week!

⏰ Time spent in class: 4 hrs (but all my classes are Yoga which I LOVE!!)

Saturday:
In honor of Saturday being the last day of Black History Month, myself and my friend Evan-Reese decided to go to the Black Market Flea, which housed over 150 black owned businesses to showcase their designs, products, foods, beverages and much more! It truly was a beautiful event with a vendor for every person’s interests. I ended up leaving with some jewelry, sunglasses, and a vintage bomber jacket, but I plan to be back very soon for some more trinkets and items!

⏰ Time spent doing work: 0 hrs (Rest days are important!)

While not every week looks like this, I strive for my weeks to encapsulate that college is not fully centered around grades but also the fun, engaging experiences you get to encounter along the way.

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Occupational Awareness Abroad ⟩
January 29, 2026, by Makayla

Diversity International School/Life Balance

Over the course of my winter break, I had the pleasure of traveling to 3 different countries in Asia—Bangkok, Thailand; Saigon, Vietnam; and Hong Kong, China. While traveling with my family, I couldn’t wait to get some much-needed relaxation from a busy fall semester and enrich myself in the new cultural landscapes that each country had to offer. However, stepping into new cultural environments in each country heightened my awareness about how meaningful daily activities are deeply embodied and shaped through access, space, and societal values.  Viewing these cities through an occupational lens transformed what would have been ordinary or overlooked travel moments into thoughtful reflections of how occupational awareness and accessibility are embedded in every aspect of life. Here, I want to share some instances of my trip where I noticed small moments of occupational awareness and justice in action.

 

Bangkok, Thailand

1. Massages
One of the biggest things I noticed in Bangkok, Thailand, was the prevalence of many massage services all across where I stayed. Even before coming to Thailand, many people recommended that I try their massages. To me, the act of getting a massage is a luxury, a paid service towards one’s own self-care, or part of a therapeutic practice, at least in the United States. However, in Thailand, the emphasis on massages as a therapeutic intervention is not just a tourist must-do; it is an essential, culturally embedded, health-maintenance occupation. Massages are more than a service but rather a routine, vital practice integrated into daily life that supports the occupational performance of all individuals across the lifespan. They are a part of one’s daily body maintenance rather than an intervention used after experiencing pain, injury, or ongoing discomfort. In doing so, massages support individuals’ occupational performance by improving mobility, reducing pain, and most importantly, supporting an individual’s ability to meaningfully participate in everyday activities with greater independence and ease.

2. Transportation
While riding the BTS Skytrain, I watched as people used these means of transportation for commuting to work, travelling to schools, and participating in social and leisure activities. What stuck out to me was the priority seating readily available to those who needed it, including disabled passengers, elderly passengers, pregnant passengers, women with infants, and monks. What surprised me was not only the inclusion of monks, reflecting a deep-seated and high respect for their spiritual, social, and cultural significance in Buddhist society, but also the fact that people respected these directions and offered these seats for passengers with these special needs. While priority seating is nothing new in the United States, I became especially aware of this inclusive signage because it is often overlooked or not completely followed in the United States.

3. Chair Lifts

In densely packed cities such as Bangkok, it can make for a lot of tall buildings with multiple floors. While I found that elevators and escalators were readily accessible in transit spaces, malls, or official city buildings, areas dense with local street vendors, like Bangkok’s Chinatown, often required navigating uneven surfaces or stairs. As a result, mobility limitations can shift even just from one block to another, which can be largely inaccessible for vulnerable populations, including older adults. One place that caught my eye was a restaurant where I went for dinner with my family. Here, there was a chair lift on the stairs that led to the restaurant’s entrance. While I overlooked this feature at first glance, it wasn’t until I was leaving the restaurant that I noticed this and snapped a quick picture. This moment underscored how these essential accessibility features can go unnoticed to those who do not need them, yet are critical for mobility for individuals whose participation in daily activities requires them for support.

4. Tactile Paving

Braille on railing

Braille and Tactile Floor Plan of Stanley Island

2. Pedestrian crossings

Aids for Visually Impaired Persons

Another Aid for Visually Impaired Person

While crossing the busy streets of Hong Kong, I noticed yellow aids for visually impaired persons.  I tried this out for myself by waving my hand underneath the button and found that they serve two functions. The button vibrates underneath to indicate when it is safe to cross while also emitting a beeping/clicking sound on both sides of the street to help individuals navigate across the street.

3. Tactile Paving and Signage

Tactile Paving and Signage

Here is another example of tactical paving with different surface indicators, as well as indicators for priority seating and elevators.

It was such a privilege to visit Asia, and the act of noticing can go such a long way. I hope I can visit again in the future!

Mural in Macau, China

 

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