USC Chan Student Blog

Mural Therapy: Arts Justice Advocacy and School-Based OT Intervention

2026-03-24T07:31:00Z

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.

Evolution of Blue - Dodgers Mural

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.

Mural Therapy made it to the news!

Muralist Mister Alek and I

Mister Alek next to his iconic “LA” sign

Stenciling painting shirts

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.

Mister Alek and Dodgers Coloring Sheets by the students

Hanging the students’ coloring sheets on the fence next to the mural

Mister Alek coloring sheet

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.

Teaching a Dodgers Lesson to the students

Teaching about Jim Abbott - MLB pitcher born without a right hand

Showing my Dodgers jersey and their tactile features

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 index finger isolation used to position a spray paint can on a vertical surface mirrors the same 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.

Students painting the base of the mural

One of my favorite students - using his standing wheelchair to paint

Here is me painting fills

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.

Different shades of spray paint cans

Watching Mister Alek spray paint an eye

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.

Mister Alek and I on the lift

Learning to spray paint clouds

Learning to spray paint fills of hair

Learning to spray paint fills of clothing

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.

Mister Alek, OT Serena, and I

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.

The Women of the Dodgers Mural Therapy Team with OT Serena and Dr. Natalie (Past Student Ambassador)- All different generations representing USC Chan!

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!

An International Student’s Guide to Learning to Drive in Los Angeles

2026-03-20T23:25:00Z

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:

Practice near your DMV. Test routes are often located within the same neighborhood.
Narrate your actions while driving. Statements such as “checking mirrors” or “slowing down” help maintain focus and demonstrate awareness.
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.
Approach four way stops with confidence. The first vehicle to stop proceeds first, and hesitation can create confusion.
Match freeway speeds when merging. This ensures smoother transitions and safer entry onto high speed roads.
Bring all required documents and extras. Unexpected requests are common, and additional documentation can prevent delays.
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.

From USC to Tokyo: My Level IIB Fieldwork Journey in Pediatric OT

2026-03-11T22:34:00Z

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.

From “The Pitt” to Puppies: A Week in the Life with Ciara

2026-03-02T00:32:00Z

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.

Occupational Awareness Abroad

2026-01-30T07:31:00Z

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.

My Trip to Asia! (˶ᵔ ᵕ ᵔ˶)

Bangkok, Thailand

Bangkok’s Chinatown

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.

BTS Skytrain Priority Seating

BTS Skytrain Priority Seating Signage

3. Chair Lifts

Accessible Chair Lift

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

Thailand’s Tactile Paving

At airports and train stations, tactile paving is everywhere, whether it be in front of an elevator, an escalator, for caution, or to locate the nearest exit. They are often designed with contrasting colors to improve visibility while also serving as indicators for upcoming direction changes, hazards, or raised surfaces.

Saigon, Vietnam

Saigon, Vietnam

1. Vespa, Motorcycle, and Biking Culture
One of the main means of transportation in Vietnam were Vespas, motorcycles, and bikes that tightly packed the streets and closely zipped by each other. As an essential occupation for daily life, all walks of life used these as a means of transportation and for different purposes. Some people were commuting to work or making delivery runs, while others were transporting their families, with up to 4 people riding on a Vespa. I even got to ride on the back of a Vespa using Grab, a transportation and delivery service app similar to Uber in the United States. What I found interesting was that even older populations used Vespas as their main means of transportation, many times while juggling cargo, suitcases, or bags. Riding motorized or wheeled transportation requires a combination of strong postural stability, core strength, motor control, and quick reflexes to ensure one’s safety and mobility. As people age, their physical and cognitive health declines, which can increase the risk of injuries and accidents. It is amazing to see how older populations can remain physically active and alert in navigating demanding forms of transportation, highlighting how necessity, rather than age alone, shapes continued occupational participation and independence.

Busy Streets of Vietnam

The incredible cargo people can carry on their bikes

2. Sidewalks as Multifunctional Occupational Spaces
Sidewalks in Saigon host a range of occupations, including selling, socializing, eating, cosmetic services, repairs, and the list goes on. Street vendors that line the sidewalks sell quick eats, fruits, vegetables, household goods, and souvenirs. Seeing how people embrace public spaces and their different functions reinforces how essential these spaces are in maintaining their vibrant city life by uplifting small businesses while fostering social cohesion and economic activity.

Eating on a low plastic stool and table

Eating bò né

Fruit Stand- with a small visitor ≽^•⩊•^≼

Hong Kong, China

Hong Kong: Avenue of Stars

1. Braille and Tactile Floor Plan
I noticed while visiting Stanley Island and the Hong Kong Museum of Art that Braille signage and tactile paving are often designed into maps with audio descriptions. On a systems level, ensuring accessibility through universal designs, such as bilingual signage and international symbols (such as for “No Smoking,” toileting, exit/enter, etc.) to seamlessly blend into the environment, highlights how accessibility is intentionally embedded into public space.

Braille and Tactile Floor Plan of Hong Kong Museum of Art

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

Occupational Therapy- A Family Affair

2026-01-21T20:30:00Z

At the beginning of the year and just following time with my family this holiday season, I am prompted to reflect on how I got here, now a second year in the occupational therapy doctorate program. When looking back, I started to realize that I have not been on this journey alone. There have been so many people in my corner, and I wanted to take this moment to thank them.

I got to thinking about this topic because of a photo my brother sent me recently:

The caption reads “new pincer grasp practice just dropped,” and he is holding a fork between his thumb and index finger in a traditional pincer grasp. My brother is not an occupational therapist, but he has endured countless nerdy monologues about different grasps and developmental milestones from me. Now, he will always point out when he is using a particular grasp because he knows it is what I study. As we develop as occupational therapy students, we also share what we know with those around us, including our loved ones, which is a method of advocacy in itself.

Not only has my family been subject to lecture-like soliloquies on the ins and outs of occupational therapy, but they have also been my willing guinea pigs as I trial new interventions on them. All members of my family from my smallest cousin to my great grandmother have helped me try some new occupational therapy tricks.

My grandma who was 98 years old at the time of this photo tried my balloon batting activity. I am so grateful for her.

One of the defining features of occupational therapy is the importance it holds for a client’s individual values. In fact, we may walk the client through values checklists in sessions, and as a student, I have participated in the checklist multiple times. For me, family always comes out as one of the most important values. I am grateful for my family and all they have taught me.

I have learned that family is at the heart of occupational therapy. Whether that be a spouse who has taken on the role of care partner, a parent who is worried about their child’s development, a child who is transitioning their parent to a new living situation, or a friend who has been an active listener throughout challenges, family is almost always involved in some way. We have the responsibility to care for our clients, but we can’t forget about the people who love and care for our clients as well. As we appreciate the people who have helped us along the way, it can help us remember to acknowledge the efforts of a client’s family.

Wherever you are on your OT journey, whether you are nearing the beginning or the end, please do not forget the people who have helped you get there. They will be the ones cheering for you when you graduate, when you get your first job, and at every little moment in between. If you feel that you have not found those people yet, I guarantee you that you can find them at USC. The faculty and students here have become my family. It is with them, and with my family at home, that this journey has been possible for me. I invite you to say thank you to those who listened to you and supported you, to those who learned what occupational therapy is because you are pursuing it, those who are on this journey alongside you! We don’t do it alone, and what a blessing that is!

An OTAC Conference Adventure!

2026-01-14T21:46:00Z

Hi, my name is Mercy Deng, and I am a second-year Entry-Level OTD student at the University of Southern California. I am deeply interested in oncology rehabilitation and inpatient acute care and am passionate about supporting individuals as they navigate the functional challenges associated with cancer treatment and recovery. I am committed to advancing the role of occupational therapy in healthcare while continuing to grow as a clinician-leader.

The Chan Division Student Leadership Award supports full-time students in attending the Occupational Therapy Association of California (OTAC) Annual Conference. It recognizes students who demonstrate leadership through meaningful engagement in professional dialogue, collaboration, and service to the field. By supporting participation, the award fosters leadership development and promotes the dissemination of knowledge that advances occupational therapy practice across the healthcare community.

Attending this year’s OTAC 2025 Annual Conference & Innovation Expo left me both inspired and grounded in my journey toward becoming an occupational therapist. From the moment I stepped into the venue, I felt surrounded by people who genuinely care about helping others live meaningful and fulfilling lives. The energy in each room, the conversations drifting through the hallways, and the generosity with which attendees shared their knowledge all reminded me why I chose this profession.

One of the most impactful moments of the conference was Dr. Miri Lee’s seminar on preparing for the NBCOT exam. She opened by sharing her own experience of disappointment and resilience after her first attempt, which immediately brought a sense of honesty and encouragement to the room. Hearing guidance from someone who has walked alongside so many students through this milestone was incredibly reassuring.

Dr. Lee offered practical strategies, realistic study timelines, and meaningful approaches to managing stress, emphasizing her commitment to providing accessible resources for students. Her focus on consistency, self-compassion, and thoughtful planning helped me reconsider how I want to navigate my own preparation.

Another highlight was the session on inpatient acute pediatric care, which offered a meaningful look at how clinicians can support children and their families during some of their most vulnerable moments. The seminar centered on parent and caregiver empowerment, emphasizing how hospitalization can shift or even strip away aspects of a caregiver’s typical role.

Amid the fast-paced nature of the NICU and PICU, clinicians must remain grounded, use compassionate communication, and think creatively to help caregivers maintain or redefine their role. They often adapt interventions, using available hospital supplies to design meaningful and developmentally appropriate activities for children. I especially appreciated the seminar’s emphasis on supporting the family as a whole, highlighting the importance of treating both the child and their caregivers as integral parts of the care team.

I was also deeply moved by the seminar on eye conditions within the older adult population. The presenters discussed conditions such as glaucoma and age-related macular degeneration, sharing how these changes affect daily activities and community participation. We explored environmental modifications, adaptive strategies, and approaches for promoting independence while respecting each person’s dignity. This session reinforced my commitment to advocating for accessible environments and implementing thoughtful, client-centered interventions for older adults.

Some of my favorite moments, however, happened outside the formal sessions. Talking with other students and clinicians from different programs helped me feel connected to a larger community built on learning, reflection, and mutual support. These conversations reminded me how much our diverse backgrounds and experiences enrich the field of occupational therapy and shape how we care for others.

Ultimately, the OTAC conference deepened my commitment to providing compassionate, evidence-informed, and person-centered care across diverse practice settings. As I return to my studies at Chan, I am excited to share these insights with my peers. I am grateful for the opportunity to attend such a meaningful event, and I look forward to carrying these lessons with me as I grow in my journey as an occupational therapy student.

My Sponsored Weekend Trip to Catalina Island Care of USC ESA

2025-12-20T05:50:00Z

One of the amazing perks of being a USC student is the numerous free experiences that we can take advantage of throughout the school year. This semester, the USC Environmental Student Assembly (ESA) hosted its annual, fully funded, overnight trip to the USC Wrigley Institute for Environmental Science on Catalina Island. This free opportunity was one that I simply could not pass up, and I was lucky enough to be able to join their program. Especially during these stressful times in the middle of the semester that are filled with the never-ending stress of deadlines and midterms, having the opportunity to engage in nature-based occupations is essential. In doing so, participating in restorative and rejuvenating practices contributes to our sense of self and occupational awareness, not only for our overall well-being but also for our school performance.

We made it to the USC Wrigley Institute!

During my trip, I was able to stay at USC’s own, one-of-a-kind satellite campus at the Wrigley Marine Science Center on Catalina Island, with free room and board included. It is an active research facility and living lab where students and researchers uniquely investigate environmental and sustainability initiatives while immersing themselves in the pristine natural environment on Catalina Island. Here, I embarked on a weekend trip that I won’t forget, where we hiked through scenic views, snorkeled in the deep waters of rich marine life, kayaked across the rushing waves, and learned invaluable research from current students and USC researchers alike.

Saturday
6:45 AM
My friend and I loaded our duffel bags into the charter bus bright and early, excited to head to Catalina Island. First, we drove down to San Pedro to go to the Southern California Marine Institute, where our boat, Miss Christi, was docked. After some pictures and a safety briefing, we were on our way to the USC Wrigley Institute by 8:00 AM. While it was chilly in the morning, my friends and I sat on the boat’s deck to enjoy the fresh air and take in the vast sea around us

The Miss Christi boat

Off at sea!

Gorgeous views from the boat’s deck

USC Wrigley Institute

10:00 AM
We arrived at the USC Wrigley Institute and loaded into the campus. We had a trip briefing and mandatory campus orientation before we checked out our rooms and got ready for our first activity of the day. I learned so much about the rich history of the campus and local ecosystems, as well as their sustainability efforts, experiential learning programs, and research initiatives that advance meaningful work in helping our planet. The rooms were very spacious, just like a normal dorm on campus, but what was neat was that they also provided towels, blankets, and pillows.

Hiking with my friend

Stunning views on the top of Catalina Island

10:30 AM - Self-Guided Hike
My first activity of the day was a self-guided hike on Deer Valley Loop Trail with my group, where we were able to hike through the lush greenery and take in the scenic views of the ocean and the USC Wrigley centers. This hike was definitely not the easiest at the start, with winding paths of uneven terrain and prickly pear cacti, especially in the hot weather. However, it was definitely worthwhile, as it was a great way to start the day and get some exercise in. Along the footpath we were able to spot a deer on the way down! Then at 12PM, we had a tight window to eat some lunch and head to the next excursion.

A deer spotted on the Deer Valley Loop Trail

Hiking through the Deer Valley Loop Trail

1:00 - Snorkeling
Next, we went snorkeling in the Blue Cavern Marine Protected Area, home to California’s richest marine habitats. We suited up in our provided wetsuits, fins, and snorkeling gear, and we were well on our way. While snorkeling in the deep waters of the channel, I saw so many Garibaldi fish perusing the rocky reef kelp forest and graceful eelgrass swaying by the ocean’s currents. Gazing into the Garibaldi fishes’ eyes, it was cool to knowing that they see me as much as I see them. As I traveled further, I saw a Halibut on the reef’s sandy bottom and many marine mammals and seabirds in the distance. This was such an awesome experience, especially being able to interact with the marine life up close.

My friend and I gearing up in our wetsuits

Post-Snorkeling: Tired but worthwhile!

3:00 - Hyperbaric Chamber Tour
After snorkeling and freshening up in the dorms, we headed down for the Hyperbaric Chamber Tour. As one of the only emergency medical facilities in the country set up to treat diving emergencies 24/7, year-round, hyperbaric chambers provide the proper treatment for scuba diving accidents. This includes treating decompression sickness and air embolisms that can be permanently disabling and sometimes fatal. How cool is it that USC has these facilities right on the waterfront of its own satellite campus for medical and research advancement?

The interior of the Hyperbaric Chamber

Our group at the Hyperbaric Chamber

6:00 PM - Dinner and Smores
Following all of our excursions for the day, we returned back to the dorms to shower, get some homework in, and take a quick nap before heading to the dining hall for dinner. After, we had some campfires going where we roasted s’mores to cap off the night.

Making s’mores in the campfire

Yummy s’mores!

Sunday
5:45 AM - Sunrise Hike
On Sunday, we woke up bright and early to catch the sunrise. Getting up, especially after a long day before, was no joke. However, we all went to the dining hall to grab some hot chocolate and made our way with picnic blankets to see the sunrise. Taking in the calm of the ocean was very peaceful and complemented the surreal sunrise right before my eyes. After taking lots of pictures, we headed back to the dorms to have breakfast at 7:30AM and check out of our rooms by 8:30AM.

Sunrise on Catalina Island

Catching the sunrise - bright and early!

Group Sunrise photo - hot chocolate in hand!

9:00 AM - Kayaking
Our excursion for the day was kayaking within the Blue Cavern Marine Protected Area and beyond. I paired up with my friend to kayak around the island and even went a half mile off the cove to Bird’s Rock, a flat, oval-shaped island with so many birds perched on it. Looking down, we saw the amazing marine life below us, and while looking around the island, we saw other docks of boats touring the island as well. I couldn’t believe how far we went out and how deep the water was below us. After almost 3 hours out in the ocean, we headed back for lunch at 12PM.

Preparing to go kayaking

Views from the Blue Cavern Marine Protected Area

Kayaking with my friend!

Kayaking around Catalina Island

1:30PM - Departure
Sadly, my weekend trip on Catalina Island came to a close as our boat, Miss Christi, departed Catalina Island to take us all back to the mainland and arrive at the Southern California Marine Institute. While I was so sad to leave, I took in the rich scenery on the boat’s deck as we traveled back to the mainland. I put my headphones on since the rudders of the boat were very loud and watched the endless blue waves crash next to us and some seagulls that had followed us up above. To my surprise, we were able to catch a pool of dolphins swimming right next to our boat. They gracefully jumped out of the water, and I was in awe at how close we were to them. I couldn’t believe it! We arrived at the Southern California Marine Institute shortly after, where we met our charter bus that took us back to the USC campus at 3:30PM. And that was my trip!

Dolphin spotted on the way back from Catalina Island!

This trip was definitely a fever dream, being able to escape the busyness of college while finding much-needed calm in the midst of chaos. Especially in the thick of a busy fall semester, these worthwhile experiences give me clarity in hard or challenging moments that better days are to come. I am reminded to keep moving forward and that great moments can and will happen again in different ways, with different people, and in different places!

This trip served as a reminder in recognizing what a privilege it is to attend USC and have access to so much amazing programming. Having participated in this trip hosted by the USC Environmental Student Assembly (ESA), I was surrounded by many environmental studies and biological science majors. I am neither of those majors; however, I am so lucky to have been able to get to know so many new people that I would not have otherwise known or had any classes with. So, to anyone reading this, I highly recommend taking a chance at joining a new club or program on campus where you could meet so many people and communities that you would have never crossed paths with before.

Rewarding and fulfilling experiences are out there and are free; you just have to look for them!

Finding My “Just Right” at USC Chan

2025-11-13T09:00:00Z

As occupational therapists, we often talk about finding the “just right challenge.”

It’s one of those guiding OT principles that stays with you long after you leave the classroom or the clinic—that perfect balance between too hard and too easy. It’s the sweet spot where growth happens: not so high that it leads to frustration, and not so low that it leads to boredom or disengagement.

For three years, I lived by that phrase as a pediatric occupational therapist back in the Philippines. Every session, every activity, every goal I created for my kids was built around that idea. I wanted to make sure each child was supported just right—challenged to reach a little higher, yet still confident and motivated to keep going.

Back then, “just right” was something I applied to my clients. I had always reserved it for my clients, never considering my own journey.

When I entered USC Chan three months ago, I was filled with excitement, anticipation, and a little bit of fear. I had dreamed about being part of this community for so long—a place known for excellence, compassion, and innovation in occupational therapy. I was ready to learn, to grow, and to experience what it truly means to be part of the Chan family.

But as the days turned into weeks, I was struck by just how remarkable all my classmates are. In group discussions and reflections, they shared thoughtful insights about OT, ideas that made me pause and think, “How did they come up with that?” Beyond their knowledge, I was inspired by their professional experiences, their expertise in different areas of OT back in their home countries, and their achievements, including international programs like conferences and summer exchanges abroad. Each conversation opened new perspectives, and I often found myself quietly listening, trying to absorb as much as I could.

Soon, that admiration began to turn into self-doubt.

I started to feel small, even a little insecure. I questioned my abilities and wondered if I truly belonged in a room full of such talented and articulate people. I thought, Maybe I’m not as smart. Maybe I don’t have as much to contribute.

There were moments when I stayed quiet, not because I had nothing to say, but because I doubted whether my thoughts were good enough. I began to question myself, my knowledge, my experience, and even my place here.

Then, a quiet realization began to settle in the back of my mind.

This feeling—a mix of challenge and discomfort—was familiar. I had seen it before, not in myself, but in my clients: the look of frustration when a task felt too hard, the hesitation when they weren’t sure they could succeed, and the quiet pride when they finally did something they couldn’t do before.

I realized I was living my own just right challenge.

And in adulthood, that balance can feel even more delicate. Too much challenge can lead to anxiety, burnout, or even trauma. Too little, and we risk staying in places that feel safe but stagnant.

Being a student again after years of practice is not easy. You’re reminded that growth means starting over—being open, curious, and humble enough to say, “I don’t know, but I’m willing to learn.”

Those moments of doubt weren’t signs of failure; they were signs of stretching. Maybe I felt “not enough” because I was being pushed in the best possible way: challenged, but not defeated.

I came here not to prove I’m the best, but to become better. And growth doesn’t happen in comfort. It happens when you’re surrounded by people who inspire you to think differently, reflect deeper, and reach higher.

At Chan, I’ve learned that it’s okay to not have all the answers. It’s okay to listen more than you speak. It’s okay to be in a season of learning, because that’s exactly what being a student is about.

In occupational therapy, we remind our clients and their families to trust the process. Progress doesn’t happen overnight; it unfolds through small, meaningful steps. Maybe we, as students and future occupational therapists, need to extend that same grace to ourselves—taking things one step at a time, one just right challenge at a time.

Looking back on my first few months at USC Chan, I can see how much I’ve grown, not just in knowledge, but in perspective. I’ve learned to value moments of discomfort because they mean I’m learning. I’ve learned to celebrate small wins: understanding a difficult concept, sharing an idea in class, connecting with peers from all over the world who share the same passion for OT. I’ve learned that being surrounded by people who are “better” in some ways isn’t something to fear, it’s something to celebrate. It means I’m in the right place to learn.

More importantly, I’ve learned to extend the same compassion to myself that I always gave to my clients.

Before leaving for USC, one of my patient’s mother shared a photo of me and her son in a post online as I said my goodbyes. Her words reminded me why I do what I do, and what it truly means to meet someone at their “just right” level. It’s not only about helping someone achieve their therapy goals; it’s about understanding their story, celebrating small victories, and walking beside them through both struggle and success.

So now, whenever that familiar sense of self-doubt creeps in, I tell myself: This is my just right. This is where I’m supposed to be—learning, growing, and embracing both the challenges and the joys that come with this journey.

Because life, like therapy, isn’t about being perfect. It’s about finding that balance—that meaningful middle ground—where growth happens.

And for us as adults, that “just right” isn’t just about skill: it’s about readiness to learn, a sense of safety in trying new things, and having the courage to stretch without snapping. It’s about honoring our limits while still leaning into discomfort, trusting that growth doesn’t require perfection—only presence and persistence.

And here at USC Chan, I’m learning that sometimes, being in that just right space is exactly what I need.

A photo I’ll always remember, proof that small steps, taken just right, can make a big impact.

My Experience Shadowing at School-Based and Pediatric Outpatient Clinics

2025-11-11T19:19:00Z

In continuation of my previous blog, My Guide for Finding Volunteering and Shadowing Opportunities, I wanted to share some of my experiences this past summer, where I volunteered at two different pediatric outpatient clinics and shadowed with a school-based Occupational Therapist. As an aspiring Occupational Therapist in the future, these experiences align with my innate desire to understand pediatric patients’ experiences and their application to broader implications on healthcare outcomes and treatment approaches in the field of Occupational Therapy.

Pediatric Outpatient Clinics

This summer, I volunteered at playSense and Kids in Motion Pediatric Therapy, where I gained invaluable exposure in considering a career working in pediatric outpatient clinics. I found these clinics via USC Chan’s OS/OT Volunteer Opportunities page , and I simply reached out to them through email. Since I am a planner, I reached out during the spring in order to start right away when summer started. I recommend planning ahead because programs and clinics can become bombarded with volunteering and shadowing requests. It is important to reach out and initiate getting involved early!

Here are some important takeaways that I learned!

Volunteering at Kids In Motion Pediatric Therapy

1. Using play and intrinsic motivation to inform the patient’s session treatment and goals

In the pediatric outpatient clinics that I volunteered at, I found that Occupational Therapists would let patients play and pick out their games or activities right off the bat at the start of their session. Then, Occupational Therapists would use these influences to adapt and inform their sessions to empower patients to participate in meaningful occupations with greater independence, ease, and confidence. In doing so, occupations are used as both a means and an end goal to maintain independent skills or to find solutions to challenges that may make participation in daily living difficult. Whether it be through toys, board games, swings, or obstacle courses, kids are intrinsically motivated to engage in activities that they are personally drawn to or interested in. For example, to aid in the development of proper pencil grasp, an Occupational Therapist would have patients use tweezers to pick up small figurines hidden in a container full of rice. Using a spoon to scoop up kinetic sand or puff balls into a toy ice cream cone can also help patients work on their pencil grasp while also working on foundational bilateral skills as well. As a result, the interventions by the Occupational Therapists are made easier for patients in completing treatment goals and applying these skills for everyday use!

2. Therapy exhaustion is real

Oftentimes, I would see that the schedule of the Occupational Therapist was jam-packed, with back-to-back patients with only lunch as their break. It is not easy having to run from one session to another while having to debrief parents at the end of a session and then jump to introduce another patient at the start of their time. Additionally, patients may cancel or run late, or even sessions can go over time or run short if any difficulties arise. In order to alleviate some of these stressors, I line up the specific toys, materials, or adaptive tools ahead of time for the Occupational Therapist so that we are ready to go when each session starts. In addition, I have a new appreciation for the stillness and calm in between sessions, where Occupational Therapists are able to rest and recharge in whatever time they have left. I can only imagine the exhaustion after the end of a day’s work, so this serves as an important reminder to me to prioritize restorative occupations as well!

School-Based OT - Extended School Year (ESY)

This summer, I shadowed an Occupational Therapist during an Extended School Year (ESY) program. An Extended School Year (ESY) program provides special education services to students with intellectual disabilities extending beyond the regular school year. Many times, ESY programs have smaller class sizes and may be at no cost to parents as well.

I got connected with this opportunity through my involvement with the Asian Pacific Alumni Association’s (APAA) Scholar Program. Alongside receiving a scholarship from the program and participating in year-long service hour requirements, we are put into families with board members. Fortunately for me, my board member is an Occupational Therapist who also graduated from USC. I had simply reached out to talk with her, and she quickly connected me to an Occupational Therapist whom I could shadow in the school district that she worked in. Easy peasy; the connections in the Trojan Family are real! She has a breadth of knowledge and has since worked in schools as an Occupational Therapist, School Principal, and Director of Special Education. Now, she works at the County Office of Los Angeles, formulating plans to make inclusive college graduation requirements and integrate greater services for individuals with intellectual disabilities across the University of California System and USC. This is all good news!

Here are some important takeaways that I learned!

1. Sitting in on Individualized Education Program (IEP) Evaluation session

While sitting in on an IEP meeting, I learned how comprehensive this process can be in order to determine if special education eligibility is required to fit the educational needs and curriculum of a student. One student’s file contains multiple documented evaluations over time, and different parties are involved in the meeting to consider the intervention plans for a student. This includes Occupational Therapists, Speech-Language Pathologists, parents, case workers, teachers, school administrators, and even lawyers/attorneys. I watched how emotionally laborious these meetings can be, especially for the parents when there is a legal presence and school administration in the room discussing their child. Nonetheless, it is nice to know that these teams of professionals are comprehensive and thorough when formulating educational plans for each student.

2. Career change is normal and encouraged!

The Occupational Therapist that I shadowed had started working in the biology field out of college, working in a genetics lab. However, she sought out a job that had a greater work-life balance when starting a family and decided to change her career to Occupational Therapy when she was 27 years old. If it weren’t for her biology background or her life’s circumstances, she would not have these experiences to inform her direction into the field of Occupational Therapy. Now, as an Occupational Therapist, she has greater meaning and purpose in her career, as well as in the current occupations she participates in.

3. Picking a field in occupational therapy: Personal experiences shape preferences

The Occupational Therapist that I shadowed shared that she had a greater inclination and cause toward working in younger populations because they are sponges for knowledge and have so much life ahead of them. She wasn’t attracted to older populations as much because they reminded her of her father, who dealt with Parkinson’s Disease, and this deeply affected her. She had been around hospice care and hospitals for a good while, and she knew that this field was not for her. On the other hand, her colleague, who is also an Occupational Therapist, enjoys working with older populations within geriatric care. The motivation for this person was working with people who were able to live out their whole lives and have extensive knowledge from their lived experiences. As a result, personal experiences can shape personal preferences, leading to greater motivations to serve specific populations.

4. Teacher, Occupational Therapist, and Speech-Language Pathologist - Same team, different roles

I found that balancing the needs of the teacher, Occupational Therapist, and Speech-Language Pathologist can be challenging when disrupting the student’s educational flow; however, maintaining a careful balance and encouraging intersectional collaboration between them all is crucial for worthwhile results. Sometimes the same student may need the services of both the Occupational Therapist and the Speech-Language Pathologist, so careful planning of classroom activities and schedules can help maximize the student’s time in these services. Additionally, The Occupational Therapist that I worked with utilized the push-in method, where they provide support directly with the student in the classroom. This intervention supplements the classroom instruction, instead of pulling the student out of the classroom for separate instruction.

Check out Student Ambassador Cara’s blog about the differences between Occupational Therapists and Physical Therapists

5. Sensory Integration in a school setting can be hard, but worthwhile

Sensory integration is a therapeutic framework aimed at aiding individuals in organizing and responding to sensory information from their bodies in relation to their environment. While volunteering at the pediatric outpatient clinics, sensory integration was everywhere; however, in a school, these interventions can be hard to do within the confines of the school’s resources, funding for equipment, and school schedules. However, if sensory integration can be supported in school-based occupational therapy practice, it can have a wide range of benefits in supporting student participation, inclusion, and regulation in schools. Learn more about Ayres Sensory Integration (ASI) here:

Check out more about Ayres Sensory Integration (developed here at USC Chan!)

6. Caseload vs. Workload

Caseload is the total number of students that the Occupational Therapist is responsible for supporting; however, the workload encompasses the amount of time and effort to support a student directly, and indirectly, through additional tasks and responsibilities that go into advocating for a student’s support towards their goals. Yet, in many school districts, only their caseload is recognized, which can invisibilize the extensive labor in additional responsibilities and can lead to burnout. School-Based Occupational Therapists are responsible for more than just treatment of students; Ongoing evaluations, IEP meetings, consultations with school administrators, and traveling between schools are just a short list of items that a School-Based Occupational Therapist covers.

Additionally, based on the school district, there could be one Occupational Therapist servicing multiple schools, leading to extensive travel time and careful planning to mitigate conflicts in scheduling. The work that School-Based Occupational Therapists do is invaluable to student success; however, it is difficult sometimes to quantify the depth and impact that they make in students’ lives. As a result, it is important to recognize setting healthy boundaries with the responsibilities that one manages, as well as advocate for greater school resources to supplement and support one’s role as an Occupational Therapist.

7. Occupational Therapy advocacy in the state legislature

The Occupational Therapist that I shadowed expressed challenges in explaining Occupational Therapy services and advocacy, especially in schools and state legislatures. She expressed that there are so many nuances and subtleties that come with the job that she did not know before entering the profession. Fortunately, since shadowing her, there have been great leaps in Occupational Therapy advocacy in the state legislature. California’s governor, Gavin Newsom, has since passed the California Bill AB 1009 law as of October 11, 2025, which modifies the current law to increase professional equity for Occupational Therapists and Physical Therapists to earn school-based administrative services credentials. In doing so, this is a huge stepping stone in giving state-licensed and highly educated professionals a pathway to pursue administrative leadership, opening doors for greater Occupational Therapy impacts on schools for generations to come.

When volunteering or shadowing, I’ll leave you with some parting advice:

Take the pressure off
Remember that this is your experience, so you get to ultimately decide what you want to get out of volunteering or shadowing experiences. Keep an open mind and flexible when entering a practice because you never know what you may encounter or find interesting.

Be real with your commitment
Although certain programs may have a specific schedule, be sure to block specific times to attend to this commitment. Changes in your schedule may happen, however be conscious of your time and their time as well. Sometimes you may be more available during the summer than during the school year. It is all up to you, however, keeping a consistent routine in your schedule is beneficial in establishing these relationships long-term.

Ask questions
No question is too dumb to answer. It is your experience at the end of the day, so the squeaky wheel gets the grease! A great question to ask is “In what ways do your professional and personal endeavors empower you to support the growth and development of the clients and students you work with?”

Have a notebook in hand
For me, I keep a small notepad to jot down notes during volunteering or shadowing sessions, where I write down observations or any questions I may have for an Occupational Therapist. For me, when I am shadowing a session, my main focus is observation, so as to keep the session as natural as possible and so as not to disturb the session. However, sometimes an Occupational Therapist may call upon me to participate with the patient as well, such as with a game or interactive activity. After a session, I will debrief with the Occupational Therapists on any questions I may have. Later, I add these notes to my own database of Occupational Therapy experiences!

Adhere to their dress code
Dress for success! Many times, volunteering or shadowing programs have a dress code, and it is for specific reasons. Having appropriate attire, especially when dealing with different populations, is crucial for stepping into a practice. For example, do not wear any dangly jewelry because it can be a safety issue in many settings that can potentially injure you. Don’t forget to wear your volunteer badge for easy identification in a clinic, if your program issues one as well!

Remember to get any medical clearances!
Many times, this may be proof of vaccinations or TB (Tuberculosis) tests in order to clear you to start at a practice. Try to do so early, and plan ahead so that you can get to volunteering or shadowing quicker!

Surviving (and Thriving) During Finals Week: My Personal Study Tricks

2025-11-06T23:46:00Z

With midterm season finally ending and finals being a few weeks ahead it is officially the marathon portion of the semester. Between group presentations, essays, and late-night cramming for exams, I know firsthand how hard it is to balance studying for all your courses while also trying to keep your sanity unscathed or to put it plainly not “crash out”. Those 24/7 Leavey Library cram sessions don’t have to be the way you study for this upcoming exam session. I like to apply the “work smarter, not harder” saying to my study methods, so if you are a little stressed for this upcoming final exam period and are on the prowl for some study tips then follow along:

Have an Idea of Yourself:

My biggest advice is simpler than one would think: know yourself. This can mean various things in the study context, but I like to think about this in terms of knowing what environment works best for you. For instance, coming into my freshman year, I didn’t exactly know what environment worked best for me but through trials, I quickly learned that I don’t work best in a group studying environment. It’s not beneficial for me to spend a chunk of my study time in groups when I usually find myself getting distracted or having my mind wander amongst the different personalities in the group.

On the flip side, if you work better and are more motivated in groups, then try to organize study sessions with classmates; a great way to truly comprehend content in a group setting is trying to teach it to your friends.

Leavey Library offers study rooms that you and some friends can book; this environment is the perfect mix of group work while also not having too many distractions, so if you’re interested, you can reserve study rooms (or study pods if you like to go solo) here. Whether you like group studying or solo studying, it’s good to stick to your strengths during this final period especially with how many exams you may have during a rather short period.

My Dear Friend: Quizlet

After quite a few exam periods, I don’t know how I would survive without Quizlet. I love studying with Quizlet for a few reasons.

First, you can use it wherever you have the app. When I have downtime such as waiting in line in the Village or sitting on the Metro, I pull out my Quizlet and already start familiarizing myself with the content I’m studying.

Secondly, I feel like making the Quizlet yourself forces you to re-read notes and try to understand the content so that you can later test yourself. If you want to go beyond, I find it helpful to make practice exam questions after reading my notes and put them in a Quizlet and use the “Test” function to make my very own practice tests.

If you want to try the entire “Ciara Study Method,” then accompany Quizlet review sessions with writing and explaining concepts using a whiteboard. The combination of memorization-based studying provided by Quizlet and the visualization and active recall based studying provided by using whiteboards leaves me feeling my most confident going into exams.

Plan Ahead:

This next piece of advice may scare the community of procrastinators, but during the final period, I find it vital to plan ahead. For me, I use Google Calendar to put my exam dates and deadlines (ex: essays) in. Based on that, I can put when I should start studying for my exams, which is usually at least 3 days ahead of the exam during final periods.

If you find yourself always studying at the last minute I would highly suggest starting to start calendering or even starting out with writing To-Do lists for yourself. The last time I found myself procrastinating during final exam periods, I felt so stressed throughout the pre-exam period and during the actual exam. I felt more confident and performed academically better when I spaced out my studying amongst several days with breaks rather than doing it all in one night with no breaks, which takes me into my next point…

Take Breaks:

Going hand in hand with planning ahead, I find it essential to give myself breaks. I know the temptation to work for hours straight is strong but simply said: neither the mind nor body can run on fumes. I prefer to study amongst several days so that I naturally give myself breaks and time to enjoy college life and go explore California with my friends.

When I am running low on time, I like to do the Pomodoro technique. With the Pomodoro technique, one works in 25 minute intervals separated by 5 minute breaks and then a longer break after several intervals; the intervals characterizing the Pomodoro technique have shown benefits in improving focus, and combatting burnout and procrastination. If this technique sounds interesting to you, click here for a free Pomodoro timer.

Studying for finals can be stressful and overwhelming but it doesn’t always have to be. These 4 main tips help me feel academically prepared for exams while still taking care of my mental health. When I manage my time correctly, study with intention, and give myself breaks, I find myself saying “bon voyage” to burnout and panic.

Good luck Trojans and future Trojans, and during this upcoming exam season remember: be kind to yourself and trust the work you’ve put in!

Pre-OT Program: Learning and Advocating about Occupational Therapy (OT)

2025-11-06T19:34:00Z

The Pre-OT Pathway Program is an incredible opportunity for undergraduate and recently graduated students who are passionate about pursuing a career in occupational therapy. It’s the perfect stepping stone for anyone curious about what occupational therapy (OT) really is and how to navigate the process of applying to occupational therapy programs.

What makes this program so special is its structure: it meets once a month on a Saturday, bringing together students from different majors and backgrounds. Each session comes with valuable insight, featuring guest speakers (faculty members), interactive discussions, and advice from current students at USC Chan (student leads: Lilia and me!). It’s a welcoming space where curiosity meets community, and every meeting feels both inspiring and motivating.

As one of the student leads in the program, I’ve had the privilege of helping guide students through their Pre-OT journey. This leadership role has been one of the most rewarding experiences during my time as a Student Ambassador at USC Chan. Alongside my fellow second-year OT student, Lilia, I help plan the curriculum, coordinate speakers, and mentor students who are still discovering what occupational therapy truly means. It’s been such a fun experience and something that strengthened my leadership, organization, and communication skills while allowing me to support and inspire the next generation of future OT students.

Being a student lead has also helped me make meaningful connections between what I learn in class and how those lessons apply in the real world. As a second-year OT student, I’m constantly learning new theories, techniques, and clinical skills that I get to share with our Pre-OT students. Each monthly session reminds me why I chose this field and it’s not just about helping people, but about empowering them to live their lives to the fullest. Seeing that same excitement and curiosity in the students I mentor keeps me motivated to keep growing, both personally and professionally.

To learn more about the Pre-OT Pathway or to sign-up, visit https://keck.usc.edu/physician-assistant-program/student-life/usc-pa-pathways/, or reach out to uscpapipeline@usc.edu.

My Favorite Hidden Study Spots at University Park Campus

2025-11-06T00:28:00Z

Happy Midterms season, Trojans! As I am now in my third year living and studying on USC’s University Park Campus (UPC), I thought I’d share some of my favorite, and often overlooked, spots to study. Whether you’re gearing up for midterms, catching up on readings, or squeezing in those final essay pages, finding the perfect study spot can completely change your productivity (and your mood). Here are some of my favorite hidden spots at UPC to hunker down and knock it out.

Category One: Coffee shops
My favorite way to study is with a fresh iced latte and a good friend across the table. My two favorite spots near UPC for just that are Ministry of Coffee (MOC) and Eruta Nature.

Ministry of Coffee is tucked right next to the Trojan Catholic Center. It offers both indoor and outdoor seating, plus plenty of coffee, matcha, and pastry or lunch options to power you through the afternoon.

Inside of Ministry of Coffee

Studying outside of Ministry of Coffee with a friend

BONUS: Right above Ministry of Coffee is the Trojan Catholic Center library. It’s the perfect spot if you need a quieter, more peaceful place to focus. I like to take the stairs up to the library when I need to switch things up.

Eruta Nature, located inside Rock & Reilly’s in the USC Village, is another gem. By night, the space transforms into an Irish-themed pub and sports bar, but in the mornings, Eruta Nature serves up freshly baked bagels and excellent lattes. You can almost always find a table to sit at, and their coffee-and-bagel combo deals are hard to beat.

Desk, computer, bagel, and coffee at Eurta Nature

Category Two: Library Hidden Gems

Everyone already knows about the big two (Leavey and Doheny Library). These two huge libraries hold hundreds of students studying every day. However, there are some lesser-known hidden library gems on campus too.

The USC Hoose Library of Philosophy sits on the north end of campus, just above Mudd Hall. It’s hard to describe this library as anything but magical. Whenever family or friends visit campus, I always make sure it’s on the must-see list. It’s that beautiful. If you want to romanticize your study session and feel like you’ve stepped into a Disney movie, the Philosophy Library is the perfect place.
Be warned, though: it’s small, has limited hours (9 a.m.–4:45 p.m. on weekdays), and is closed on weekends. Plus, no food or drinks are allowed — so plan accordingly!

The Philosophy Library feels like something out of Harry Potter

The Doheny Memorial Library Bookstacks are one of USC’s best-kept secrets. While Doheny is known for its grand, ballroom-like study rooms featured in movies and TV shows, few students venture into the quieter, hidden side of the building (where the books actually live). Just past the front desk, you’ll find the entrance to nine floors of low-ceilinged, maze-like stacks. Tucked among the shelves are secluded desks and tables that make perfect hideaways when you need zero distractions. Just don’t get lost on your way back out!

There are desks hidden throughout the 7 floors of book stacks!

Category Three: Miscellaneous

Many students don’t realize that when classes aren’t in session, you can use empty classrooms to get some work done. I especially like studying in the classrooms in Taper Hall and DMC. It’s a bit of a gamble, as you will get asked to leave if a class starts up, but it often works well in the afternoons or evenings when the buildings are quieter. There’s something nice about having a whole classroom to yourself to focus, spread out and bring a study group, or even practice a presentation.

The Tutor Campus Center (TCC) sits right in the heart of campus, next to the bookstore and the Tommy Trojan statue. The first floor is home to several popular lunch spots that accept dining dollars, as well as the Admissions Center. But the real hidden gem is upstairs — take the grand staircase (or the elevator) to the second floor, where you’ll find several student lounges. These spaces are sometimes reserved for events, but when they’re open, they make for a perfect mid-day study spot or a comfortable place to relax between classes.

Happy studying, Trojans! I wish you the best of luck!

Day in the Life of a First-Year E-OTD Student

2025-11-03T03:17:00Z

Come spend a day in my life as a first-year student in USC Chan’s Entry-Level Doctorate program! One of my favorite things about this program is that I am never bored with the curriculum. The curriculum ranges from foundational courses like philosophy, kinesiology, and neuroscience to exercising my creativity through reflective practices and crafts. No two days are alike, and I leave each class more passionate about the profession and inspired by the impact I want to make as a future practitioner.

If you have questions about the program, please don’t hesitate to reach out!

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OS Symposium 2025

2025-11-02T05:29:00Z

Hello everyone!

A few weeks ago, I had the incredible opportunity to go to the USC Chan Occupational Science Symposium focused on Embodiment, Emplacement, and Occupational Science. It was held at a great venue, the Huntington in Pasadena. I am so grateful to the people who made this event possible! It was truly an experience I will never forget!

Photo Credit: Joseph Hsieh

The keynote speaker, Dr. Antoine Bailliard, gave a great talk on embodiment and emplacement and how they affect occupation. He explained that occupations are best understood through our perceptions of the world and the interconnectedness of our minds, bodies, and environments. I especially liked Dr. Bailliard’s focus on the sensory environment in our occupational experiences. When a sensory environment is familiar, it may make an experience more comfortable. It is important for occupational therapists to keep a client’s sensory needs as well as their sensory habits in mind when working with them. If you want to learn more from Dr. Bailliard, check out all of his publications!

Dr. Bailliard receiving the Wilma West Lecturer Award. Photo Credit: Joseph Hsieh

Next, I attended a breakout session with Dr. Rebecca Aldrich and Dr. Joy Agner, who, along with current PhD students, are studying “Third Places,” which are places that help individuals to socialize and build connections. Check here for more information into the grant supporting this research!

Dr. Aldrich giving a lecture. Photo Credit: Joseph Hsieh

Similar to Dr. Bailliard’s address, the researchers stressed that environments shape experiences rather than creating the backdrop for our occupations. They highlighted a way to conceptualize these third places, my favorite of which is the importance of diverse participants.
You can read about their research in full detail here:
Dr. Aldrich and team
Dr. Agner and team

Dr. Agner and PhD student Yousef Babish. Photo Credit: Joseph Hsieh

After this, we had a wonderful lunch and a walk around the beautiful grounds of the Huntington. The Huntington’s remarkable botanical gardens feature plants from all diverse regions that honor different cultures and communities. Walking around this beautiful place was a perfect break in the day.

Photo in the stunning gardens! Photo Credit: Joseph Hsieh

Afterwards, Dr. Diane Parham gave a tribute to Elizabeth Yerxa, a great mover and shaker in the field of occupational therapy and a founder of occupational science. Yerxa, who passed away within the last year, did so much for the field of occupational therapy, and I am so glad I could witness this tribute. To learn more about Elizabeth Yerxa, check here!

Dr. Linda Tickle-Degnen, the Elizabeth June Yerxa Lecturer, spoke on how to be an occupational therapy professional, how to be a change agent, how to be a scientist, and how to be a mentor in the context of her current research projects and the life of Elizabeth Yerxa. She researches Parkinson’s disease. My favorite quote from her lecture was “Rebel against an uncooperative environment.”

Dr. Tickle-Degnen with Dr. Grace Barnek. Photo Credit: Joseph Hsieh

Finally, I attended the lecture of Dr. Ashley Uyeshiro Simon and Dr. Diego Lopez. They talked about the importance of having an engaging classroom environment, especially in the university context. This was a great way to end a fantastic day as it prompted ample group discussion and activity. I learned how important it can be to disrupt a predetermined set of actions in the classroom by changing the environment, expectations, or the activity.

Dr. Uyeshiro Simon’s lecture. Photo Credit: Joseph Hsieh

This experience was incredibly beneficial for me as an aspiring occupational therapist. It is so wonderful to be in a room of people who all know what occupational therapy is and who all want to make the profession better. To be in a room where everyone has a vested interest in what is being shared is not an experience to take for granted, and I will cherish it as I continue on my occupational therapy journey. Remaining up to date with the latest research in the field is essential to providing the best possible care, and attending events like the symposium can be one way to stay informed.