Shooting film photography is an occupation that has supported my identity since I was a child, and it involves using a point-and-shoot film camera to capture memorable moments, whether it be with friends, family, nature, or my life as it plays out. The nature of film photography is that it can be an intentional or spontaneous activity where I am able to express my creativity and capture candid shots. Something special about my own film camera is that it was passed down from my dad, who captured film of his own life as well. The element of surprise when I review my developed film is what makes film photography so enjoyable because it is not viewable in the moment, so you never know what to expect or how one moment of my life was captured. Over the years I have acquired countless photographs, from when I was little up until now, that have captured candid memories that can take me back to a brief moment in my life whenever I reflect upon them.

My practice of shooting film photography contributes to my own identity, as I am a very sentimental person. This extends into my collection of photos, shirts, and other trinkets that are reminiscent of enjoyable past experiences. As a result, this trait can manifest in how I interact with people or people I had known previously, acknowledging our prior experiences or history of knowing each other before. I always come back to photos and these memorabilia to reflect on how I lived out those experiences and how different a person I was.

Additionally, creativity is central to my identity, as I capture photographs stemming from my inner imagination to craft the best representation of the important events in my life. A photo never changes, even when the people in it do. With a few clicks of a button, I embrace the side of me that never wants to stop crafting and creating the perfect shots while having tangible items to be remembered by.

In this current day and age, while it is easier to use your phones in capturing photos of much higher quality, I see using film photography as preserving tradition, and I believe that there is power in raw memories when you cannot see them right away. I recognize how associations from the past are able to reinvoke new meanings through a present lens. I realize that longing for past memories is a mark of a life well-lived, and in the face of life’s ups and downs, these memories serve as a reminder that better days are to come with different people, places, and contexts.

Going to the beach is another occupation that has supported my identity, and this entails riding my bike on the strand, walking my dog, sharing a meal with a friend, tanning on the sand with a good book in hand, celebrating birthdays, or swimming in the ocean’s waves. Because I live close to the beach, it has become central to my identity, as it contributes to my sense of leisure through relaxation and rejuvenation, while other times it offers me physical health benefits through exercise and vitamin D. My participation at the beach contributes to my identity as a Southern California native because when I gaze upon the beach, I recognize what a privilege it is to savor these moments and be able to share the beauty of nature with so many close friends, relatives, and fellow beachgoers as well. Participating in different activities at the beach contributes to my identity as a nostalgic and introspective person, where I can prioritize my mental well-being while basking in nature’s solace, as well as recognize how many different versions of myself have been to the beach for different capacities.

Attending concerts is an occupation that has supported my identity, and this activity involves seeing a musical artist’s performance at a venue while I am accompanied by friends or family. The concert experience for me can include dressing up, buying merchandise, and singing along to the musical artist that performs. Seeing a musical artist in person is a surreal experience for me because I am able to reflect on the moments where I am listening to them in my own day-to-day life. Seeing them before my eyes, singing live, is exciting and a full-circle experience to me. My participation in concert-going is reflective of my musical expressions that are central to my identity, as I feel deeply compelled by the emotions and song lyrics that the musical artist sings.

Participating in the collective effervescence of the concert experience contributes to my sense of social closeness, and these experiences, alongside other music fans, contribute to my identity in belonging, community, and deep emotional connection through musical curation. Collective effervescence at a concert entails synchronized singing, dancing, clapping, or cheering that follows concert norms and social etiquette. Concert-going is not only an occupation for community gathering, belonging, and mutual appreciation for artistry and culture, but it also reflects life’s realities and experiences around us.

Throughout my experience, I created a film to encapsulate the entire Mural Therapy process, documenting this past year’s murals’ impact on the students, mural artists, and surrounding communities alike. I had the pleasure of having attendees experience my film, where I shared interviews from key players of this project who are challenging stigmas surrounding disability, people of color, and graffiti. By introducing culturally sustaining, disability-inclusive creative practices that promote mental health, belonging, and student freedom and agency, I sought to reframe and affirm public art as a legitimate pedagogical and occupational therapy tool.

Throughout our session, we invited participants to doodle or color on our provided coloring sheets that depicted some of the mural artists’ pieces or graffiti alphabet. While doodling for learning, this practice helped them engage with our material and learn about how educators, community leaders, and students can co-create learning environments that challenge deficit-based narratives surrounding disability, migration, and graffiti cultures. Additionally, we led an intergenerational panel discussion featuring our team examining our lived experiences of implementing Mural Therapy, and closed with a Q+A that facilitated dialogue about transferring these strategies into other institutions. In doing so, attendees left with actionable strategies for building collaborative, human-centered learning environments that advance racial equity, disability justice, and immigrant community advocacy.

This was my first time at an academic conference, let alone presenting, and I was very nervous at first simply being in the room full of highly educated people. However, over the course of the conference, I was able to attend some very insightful sessions that helped ease my nerves, such as attending breakout sessions, panels, affinity breakfasts, networking receptions, and listening to keynote speakers.

Here are some highlights from the sessions I attended:

1. From Harm to Healing: Participatory Design for Just AI Futures

Here, I participated in an interactive design workshop investigating how AI increasingly shapes the education landscape, while reinforcing inequities, particularly for Black, Brown and low-income communities. I learned how centering cultural and embodied knowledge as a core design tool is imperative in using AI and education for true engines of innovation.

2. Designing Schools for Human Nervous Systems

In this session, I heard student testimonials about co-regulating classroom structures and how healing-centered practices, nervous system regulation, and relational safety can be embedded into school culture rather than just isolated within counseling spaces. I learned from a school’s empowerment team on how they use joy as resistance and focus on restorative justice systems that replace punitive discipline.

3. AOCC Founders Panel and Keynote Address

I learned about the sacred art of teaching and how, in education, we must treasure the spirit of our students and must not fall into spiritual bankruptcy. Every soul is worth saving, even with individuals that we may find challenges and hardship. Radical vulnerability and rich dialogue take patience, not just working with the ecosystem we are embedded in.

Additionally, I got the opportunity to immerse myself in the art scene that Harvard and Boston uniquely offered. I got to visit the Harvard Art Museum, where I got to meet contemporary Nepali artist, Sneha Shrestha, known artistically as IMAGINE, whose art installation was recently acquired by the Harvard Art Museum. Alongside the student volunteers, we learned about the architectural elements of her piece that were inspired by her hometown and how the latticed and arched shapes echo the doorways of many South Asian revered spaces. It was so enlightening being able to learn from this Harvard alumnus, and the work she has done in starting the Children’s Art Museum of Nepal and curating art programs and exhibits of South Asia across the world.

This day was especially special because it was International Women’s Day, and to be in the presence of strong women on this day served as such a great reminder for the wonderful work that raises the standards for our future generations and is continually being done to advance our communities and world at large. Here, I am pictured by two strong USC Chan alumni, Serena Au and Dr. Natalie Palencia, who was also a USC Chan student ambassador like myself.

Also, I got to explore the Harvard Art Museum’s Forbes Pigment Collection that houses rare and historic pigments actively used by conservation scientists at the museum. While recalling the Dodgers mural from this past winter that we worked on, it is interesting to learn about the intentionalities and the rich histories that pigments carry beyond the paint at our fingertips. Here, I learned that the very pigment that is used to create the iconic Dodger Blue pigment (Lapis Lazuli) is primarily and historically sourced from Afghanistan.

Lastly, I got to explore the Boston area with the team before I headed back to sunny, Southern California. I got to visit Faneuil Hall for some Boston clam chowder and even got to squeeze in a visit to see my cousin for dinner and check out Tufts University.

Attending Harvard AOCC was one of the first academic conferences that I have been to, and I was just so appreciative that I was able to inhabit the same space as so many knowledgeable and intelligent people. In the midst of so many hardships in the news and around our communities, it is reassuring to know that the work is still being done by so many dedicated individuals who continuously push the bar to advance education for all.

Since then, I have returned back to OT volunteering at the special education center — where Mural Therapy all started — and my film has been considered into the Harvard Film Archive. I have since presented about Mural Therapy in Dr. Gabe Craven’s OT310 course, Exploring Creative Occupations with OT Serena. I am so honored to share this amazing experience not only with Harvard, but also bringing it back to USC Chan. It is such a full-circle experience, as I previously took Dr. Gabe Craven’s OT310: Exploring Creative Occupations course this past semester, right when I first started participating in Mural Therapy as well. Being able to come back to Dr. Gabe Craven’s class and seeing the exact same excitement and curiosity this project gave me in the fellow undergraduate students engaged in the presentation gave me a deep sense of gratitude, purpose, and hope for the future.

During my pediatric OT work in the Philippines, I’ve learned that progress often shows up in the smallest, most meaningful ways.

I once worked with a young girl who wanted to tie her own hair at school. What seemed like a simple routine was actually a complex task that challenged her fine motor skills, executive functioning, motor planning, and visual perceptual abilities. Each attempt required coordination, sequencing, and persistence, but also patience, resilience, and courage to keep trying.

At school, this was not just about her appearance. It was about independence. There were times when she did not have a caregiver or teacher available to help her, and something as routine as tying her hair became a barrier to her participation and confidence.

So we practiced again and again. We broke the task down into manageable steps, used repetition, and built strategies that worked for her. Progress was not immediate, and there were moments of frustration. But then one day, she did it. She tied her hair on her own.

That moment may seem small to others, but it was everything to her. It meant she could take care of herself at school. It meant confidence, autonomy, and a sense of accomplishment she could carry into other parts of her day.

Experiences like this remind me that occupational therapy is not just about teaching skills. It is about creating access to everyday life. In my journey from practicing internationally to continuing my training in the United States, I have come to appreciate small wins in my own life. As a student, it may look like understanding a challenging concept, communicating with classmates despite language barriers, or building confidence in clinical reasoning. As a person, it can be as simple as adapting to a new environment, finding my voice, or continuing to grow through change.

This Occupational Therapy Month, I invite you to look closer at the small wins. Whether it is tying hair, buttoning a shirt, returning to work, or simply getting through a difficult day, these moments build toward something bigger.

Because in occupational therapy, small wins create lasting impact.

As a result, I thought that it would be both beneficial and fruitful to shed light on the importance of DME and how they are the real MVPs.

Looking at DME through an occupational therapy (OT) lens, the use of DME enhances independence, participation in day-to-day activities, and can address a wide spectrum of needs. These needs can relate to someone recovering from an injury, managing chronic conditions, or simply aging into some physical challenges. The very core of the OT profession focuses on meaningful daily activities such as getting dressed, eating, bathing, and engaging in significant hobbies. However, when everyday tasks or empowering tasks become difficult, it affects more than just independence. It can lead to a loss of identity, purpose, confidence, and overall well-being. Adaptive equipment ultimately can bridge the gap between what a person wants to do and what their body allows them to.

One example would be dressing! Individuals who may be limited by mobility, varying levels of pain, or even decreased fine motor skills can find the act of putting on socks or fastening up clothes frustrating. Adaptive equipment such as sock aids, long-handled shoehorns, or even button hooks can all restore independence quickly. When looking through an OT lens, this equipment isn’t just about increasing convenience or efficiency; it’s about preserving dignity and improving independence.

When puttering around the kitchen, adaptive equipment can transform an exhausting activity into something more manageable and even enjoyable! Rocker knives, jar openers, or built-up handles can reduce the amount of strain or grip that an individual will need. Tools like these can mean the difference between feeling the need to skip a meal and feeling confident in prepping food. As OTs, we not only assess any individual’s physical abilities, but also take into consideration their roles, routines, and environment before recommending tools. This way, the tools we recommend align with their habits and goals.

When using the bathroom, adaptive equipment can play a major role in assistance. Shower chairs, raised toilet seats, or even grab bars are not simply “add-ons” for an individual’s home. In reality, they can be a preventative measure and reduce the risk of falling and can increase confidence in the bathroom.

Some individuals may resist the change or transition towards DME and adaptive equipment, associating them with being weak and frail. In reality, DME simply supports enabling independence by creating a safer environment. What makes OTs especially unique is our individualized approach to selecting adaptive equipment for each individual. Rather than handing out DME willy-nilly, OTs carefully consider the wants and needs of each individual. We carefully ensure proper fit, educate intentionally, and help with seamless integration of DME into daily routines. DME that is chosen incorrectly or DME being used improperly can cause frustration and even pose safety risks.

Something that is especially worth noting as I rave about DME’s versatility and the expansive types there are: Adaptive equipment isn’t always high-tech or expensive! Sometimes the most impactful are the simplest, like simply putting a non-slip sticker under a slippery rug. As OTs, we are trained to think creatively to find low-cost solutions to make significant differences.

So ultimately, adaptive equipment and DME aren’t about the limitation. It’s about possibility. We want individuals to continue engaging in activities they find the most meaningful on their own terms. That’s the goal: to help people function, but also to help them live safely, fully, and with autonomy.

Ta-ta for now!

Four years ago, I injured my thumb while rock climbing and found simple tasks such as picking up weights, pens, gripping jars and bottles challenging. Through my recovery, I worked closely with a hand therapist who not only helped me restore my strength and mobility but also showed me how meaningful it is to build rapport with your patients and help individuals regain independence. The experience gave me a deep understanding and appreciation for the complexity of the hand and the importance of occupational therapy’s holistic and client-centered approaches. Experiencing occupational therapy for myself inspired me to follow a path where I can support others through similar setbacks, helping them return to their chosen activities and routines that matter the most to them.

At USC Chan, that versatility is embraced with the immersion model of the E-OTD program. By the end of my education at USC Chan, I will have had opportunities to learn about and work in the populations of mental health, pediatrics, geriatrics, and adult rehabilitation. This has helped me understand what I want to do and also what I do not want to do as an occupational therapist.

For this blog, I want to share a brief lesson I learned from each immersion about occupational therapy, and a bit about being human too, with a few vignettes from my time at my immersion fieldworks . Any details shared about specific encounters have been changed to protect identities. Please take care as themes of addiction, death, and hardship are explored or eluded to. I will be sharing the stories in the order I went through the immersions: mental health, pediatrics, geriatrics, and finally adult rehabilitation rather than sharing in a chronological life span format.

In my mental health immersion, the greatest lesson I learned was to lead with empathy rather than judgement. We all have occupations (or activities, habits, things we do) that we wish we did not do. Some of these are less socially acceptable than others, a theme that is explored in depth in the Theoretical Foundations course in the first semester of the program. During this immersion, someone shared with me that although they wanted to stop a certain occupation, it was also the only thing that had been consistent throughout their whole life. This changed my perspective. While occupational therapists should promote health, it is important to remember that giving up certain habits is very difficult. Even if we can’t relate to the individual occupation or behavior, we can relate to the challenge that comes with making change. The empathy that I learned in mental health immersion is a trait I hope to take with me to every future client interaction. Judgement does nothing to promote meaningful action, so start with genuine care instead!

Pediatrics taught me the importance of keeping therapy fun! The number one way to build rapport with a child is to play tag on the playground, build a Lego tower, or race them in an obstacle course. Children need to know that I am an adult that cares about them, who would go the distance to advocate for them, and I found fun to be a way to show that care in a way that is easy to understand. It may seem like a waste of time occasionally, but nobody cares what you know unless they know that you care. A child knows you care when you take the time to speak their language, the language of play and carefree fun. I think this helped me prevent burnout too. When we were having fun together, it was not hard to want to do it forever.

While geriatrics is not always considered a traditional immersion or practice setting, the older adult population is growing, and I feel there will be many opportunities for occupational therapy as we do our best to care for our elders. Although unexpected, I found geriatrics to be my favorite immersion of all. This is truly because of the connections I made with clients and the kindness I experience at my fieldwork site. I developed a special friendship with one client. My first week at fieldwork, this client took me under their wing and showed me the ins and outs of the facility. They told me that there was something to learn from everyone I interacted with. Every week, I would look forward to seeing this client and learning about their life, their love story, and their career. In short, this was one of the best people I have ever met! About half way through the semester, I learned that this client had passed away. Although this was devastating, it also made me profoundly grateful that I could meet them. If I had geriatrics even a semester later, I would never have met them. This really taught me that we are meant to meet the people we meet, even if it is just for a short time. In OT, there will be clients I only know for a brief period, so I have to do my best for them while I can.

Adult rehabilitation is truly the immersion I felt I experienced the most growth. I was at a non-traditional placement for this fieldwork experience. It reinforced the lesson I had learned in geriatrics: you can learn something from everyone. It is beyond helpful when you let a client be the expert on something! One client that I developed a strong bond with is a fashion guru and interior designer. They helped me understand what colors look best on me. In return, it became much easier for this client to take my advice, and together we built a lasting rapport!

I am grateful for the experiences I have had in this program. The immersions allowed me to get a feel for what I want to do as an occupational therapist, and they taught me skills that will help me be a better care provider. Many of the skills of a good occupational therapist are also traits of a good person. I hope to continue to develop and embody these skills as I continue in my career!

I begin my day as an occupational therapist in an inpatient hospital setting in the rehabilitation office, where magnets with patient names shape my caseload of the day. I see patients who have just been admitted from a range of specialties—orthopedic surgeries, neurological conditions, and acute medical events. Before seeing anyone, I review medical charts to piece together each patient’s story—who they were before hospitalization and what independence looked like for them. At the same time, I assess their current condition—vital signs, precautions, and risks—to ensure therapy is safe.

There is no fixed schedule—the expectation is to meet visit targets while maintaining strong clinical care. Planning the day feels like solving a constantly changing puzzle. Some patients need pain medication before I arrive, while others are preparing for discharge and require urgent evaluation. Even with a plan, things shift. A patient marked “ready” may not be in their room, and I adjust in real time. Balancing in-person therapy with documentation is essential to stay on track with productivity while ensuring safe and effective care.

Once the nurse confirms the patient is stable and the patient consents, I enter the room to begin therapy. Each session is tailored to the patient’s condition and needs. For instance, a patient recovering from lumbar spinal surgery is often in significant discomfort, even with pain medication, and surrounded by IV lines and drains. Together, we work through the basics—learning how to log roll out of bed, wear a back brace correctly, stand at the sink without bending, and use adaptive tools to get dressed. I remind patients of spinal precautions—no bending, lifting, or twisting (BLT)—guiding each movement carefully to protect the healing spine. What seems simple—brushing teeth or using the restroom—becomes a meaningful step toward independence.

I often notice how meaningful these small moments are for patients. Some have not been able to brush their teeth for days, and even a clean, warm towel to wipe their face can bring a sense of relief. Moments like these are a reminder that the small, everyday activities we often overlook can mean everything when someone is trying to regain their independence.

By 4:30 PM, the day winds down, but what stays with me are these small moments. Occupational therapy is not just about recovery—it’s about helping people return to living their lives, one everyday activity at a time, and ultimately supporting a meaningful and healthy life.

Occupational Therapy
Occupational Therapy is the holistic based health profession involving Occupational Therapist helping individuals gain independence in occupation regardless of an injury, disability, illness, or obstacle in their life. We refer to everyday activities that add value to one’s life as occupations; they are a key entity in OT’s goal to promote well-being and independence in the categories of physical, mental, emotional, and spiritual health. 

What is involved?
Due to Occupational Therapy’s holistic nature and the various populations worked with, a day-in-the-life of an OT is extremely diverse. Some of the tasks OTs are involved in include redesigning the environment to be more inclusive to different conditions, treating children with autism or sensory processing disorders with self-care and social occupations, or helping adults to use adaptive equipment like dressing aids and eating aids.

A great source is to learn more about OTs work is USC Chan’s “Occupational Therapy in Action” page to see how OT’s are involved in various populations (pediatrics, adults, geriatrics, and mental health), while highlighting the Lifestyle Redesign® and Sensory Integration interventions provided at USC Chan:

Who do they treat?
Similar to ST and PT, OTs treat various populations; the graduate program at USC Chan allows students to gain experience with the pediatric, adult, geriatric, and mental health populations through practice immersions. For pediatric populations, it is quite common to find Physical Therapists, Speech-Language Pathologists, and Occupational Therapists working in the same facility. This past summer, I interned at a clinic where there were multiple PTs, SLPs, and OTs within the same facility to help children in a united manner.

What does the pathway look like?
Traditionally, the pathway includes a Bachelor’s degree (~4 years) and an Occupational Therapy Doctorate (~3 years). However, USC Chan offers a 6-year accelerated program where students can get both their BS and OTD degrees in 6 years, shaving off a year of schooling.

❗Personally, “Day in the lives” videos (on TikTok or Youtube) helps me observe and better comprehend what it’s like to follow suit in this career. Plus, finding creators who specialize in the career you’re pursuing can be a nice way to see what’s in store, what obstacles one may face, or any advice from their personal experiences.❗

If you’re interested in the BS-OTD program, watch USC Chan Undergraduate Ambassador Avery’s Day in the Life video: {exp:chanyoutube title="Day In the Life of an Undergraduate BS-OTD Student: Avery" id="fej47GkNTC4"}

Or if you’re interested in the OTD program, watch USC Chan Graduate Ambassador Cara’s Day in the Life video as a 1st year E-OTD student: {exp:chanyoutube title="Day in the Life of a First-Year E-OTD Student: Cara" id="WCvm8UpD2zM"}

Speech Therapy:
Speech therapy describes the treatment where a speech language pathologist helps one improve their speaking skills, communication skills, and use and understand other language skills. In fact, speech therapy may also be recommended for those who have a swallowing difficulty or hearing impairment that then impacts their speech.

What is involved?
Speech therapy activities can vary on the population, but usually speech therapy activities include word games, reading certain words out loud, helping using communication devices or sign language, exercises for using a hearing aid, and tongue and mouth exercises (this was an exercise I constantly did when I was younger!). The main areas of focus involve:

• Fluency
• Resonance
• Articulation
• Pronunciation
• Verbal and Written Language
• Swallowing

Who do they treat?
Personally, I took speech therapy for a few years in a school based setting in elementary school to help with the articulation of certain word sounds. However, speech language pathologists can treat both pediatrics and adults.

What does the school pathway look like?
Bachelor’s Degree (~4 years) → [Accredited] Master’s program (2-3 years)
Learn more about the Speech Language Pathology Master’s Program at USC:
{exp:chanyoutube title="USC Master of Science in Speech-Language Pathology" id="j436PY0OyQI"} 

Physical Therapy:
The second question I get when I tell people my major is Occupational Therapy is “Is that like Physical Therapy?” Well, Physical Therapy involves treatment from a Physical therapist to help improve strength, mobility, and flexibility as well as relieve pain. It is common to see physical therapy incorporated into one’s life after surgeries or injuries, but a surgery or injury is not necessarily needed for physical therapy to be in one’s life.

What is involved?
Physical Therapy activities include exercises to improve strength, coordination, mobility, and flexibility, as well as more techniques and treatments such as massages and hydrotherapy. Treatment plans are various– some people may need PT for only a few weeks while others may need it for more chronic conditions. Some of the many conditions physical therapist treat include:

• Hip Injuries and pain: (e.g., post hip-replacement surgery)
• Sports injuries (e.g., ACL tears)
• Cerebral Palsy
• Back pain
• Muscular Dystrophy

Who do they treat?
Similarly, Physical Therapists work with various populations ranging from pediatrics to the older adult population.

What does the pathway look like?
Bachelor’s Degree (~4 years) + Doctor of Physical Therapy DPT (3 years)
Learn more about USC’s Division of Biokinesiology and Physical Therapy:
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USC Division of Biokinesiology and Physical Therapy Campaign Initiative" id="uTEcJMg4cCI"}

All these professions are essential and hold special places in people’s lives. What set apart Occupational Therapy from Speech Therapy and Physical Therapy for me was its holistic nature. The saying “There is more to a person than meets the eye” stuck with me as I gravitated more and more towards OT, and I’m so excited to continue my journey on the BS-OTD track at USC Chan.

The takeaway from this is not to say how one profession is better than the other, but rather to show how imperative each profession is in our society and how they are not opposing professions but rather supporting professions that work together to help a person feel their best!

As an occupational therapy student, this event taught me a lot about what kinds of adaptive equipment are out there. I learned about organizations that focus on adaptive sports and activities. That will be important for me to know so I can make good recommendations to my future clients and patients, both about devices and resources. I also got to interact with many individuals who are disabled and learn about them and their stories, another OT essential.

Some of the coolest equipment I saw included a portable bathtub, an adaptive rock climbing wall, a bowel program support, a standing frame, and adaptive grips for tool use. Most of the equipment was designed or endorsed by a disabled person.

Not only were they showing equipment, but they let us demo some equipment as well. I got to trial an independent lift system and a power chair. In short, it was an occupational therapist’s dream come true!

There was a performance by the Rollettes, a famous dance group known for empowering people with disabilities. Their performance was off the charts! Check their website here for more info!

At USC Chan, we have an assistive tech class specifically designed to help students become familiar with the equipment and devices commonly used by clients. In this class, you learn how to measure someone for a wheelchair, use different modalities for turning electronics on and off, complete a case study and a letter of medical necessity for a client who needs equipment, and learn how to 3-D print. The Abilities Expo was a great addition to that class and a reminder that technology is always changing and becoming better. We need to stay in the know so we can provide the best care and give the best resources.

If you are interested in attending the Expo next year, good news! The dates have been announced: January 14-16, 2027 in Long Beach, California. Check their website for more information and to stay informed!

The next part of the blog is by Cara, another ambassador, who attended the Expo with me!
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Until recently, I didn’t even know events like the Abilities Expo existed. I’m thankful to Trinity for inviting me, as it was a great opportunity to expand my understanding of how I can better support and advocate for my future patients.
In the Adult Rehab Immersion, I’ve learned a lot about mobile devices and adaptive equipment and how those both can improve patients’ independence, autonomy, and participation in their daily routine. It was cool getting to see many of the wheelchairs, arm supports, and accessible transportation services that I learned in class at the Expo. I, too, drove the power wheelchair and felt like I was in a Fast and Furious movie.

The Expo also featured the latest gadgets and innovations in assistive technology, from portable bathtubs and robotic feeding devices to specialized phone cases for carpal tunnel and smart beds for children with special needs. There were new fashion trends on display too such as fastening a shirt or jacket with magnets.

What stood out to me the most, though, was interacting with the exhibitors, many of whom live with a disability themselves. From cerebral palsy to spina bifida and spinal cord injuries, I was in awe of their resilience. Hearing their lived experiences redefined “disability”, a word that society often views negatively. Individuals with disabilities are not less capable. Rather they’ve just learned a new way of doing things, like anyone else adapting to life’s constant changes.

There was also an ally who wrote a comic book series about superheroes who have a disability, proving that anyone can be heroic. Selfless, empathetic individuals as such reminded me how important it is to provide services that are client-centered to more fully understand the patient’s needs while empowering them to take ownership of their lives.

Overall, the Abilities Expo was enlightening and I feel better equipped as I prepare to join the next generation of healthcare providers. Whether you live with a disability, are a caregiver, or a healthcare provider, I encourage you to attend to help move the needle towards understanding and kindness in society, so we can all thrive.

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 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.

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!

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.

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.

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.

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