Student Blog

Connecting, growing, and navigating new beginnings ⟩
April 9, 2025, by Tanya

Beginnings and Endings Community International Living in LA

At the start of this Post-Professional Master’s of Occupational Therapy (PP-MA) program, I often wondered if I would truly make the most of the Person-Environment-Occupation fit I was hoping for. Fast forward to now, and we are nearing the end of the Spring semester, and I can confidently say that this journey has been a transformative one.

Stepping into the unknown with the PP-MA program felt like embarking on an adventure, one filled with excitement, fear, and anticipation all at once. But maybe that is the point. The discomfort, the uncertainty, the moments of doubt — these are not barriers but catalysts, pushing me toward experiences I never imagined for myself. Being away from home and out of my comfort zone has made me confront and learn new things about myself. It has opened my eyes to new perspectives, strengths, and vulnerabilities. This journey has been more than just an academic pursuit; it has been a quiet, steady unveiling of self. A reminder that growth often happens in spaces where comfort does not exist.

Adjusting to my new role as a student was something I had to learn to embrace, and now, I have grown to enjoy every moment of it. The routine of readings, assignments, quizzes, and presentations no longer feels foreign or overwhelming. They have become a regular part of my academic life, and I found myself discovering new knowledge that bridges the gaps in my understanding — knowledge that I am looking forward to apply when I return back into practice.

As I continue my studies, I am constantly amazed by the vast body of knowledge in occupational therapy and the humbling realization of how little I know. We often get caught up in treating clients, but I have learned to question the evidence behind our practices and truly reflect on whether we are as evidence-based as we think. It will be a lie to say that all has been smooth sailing. There are moments when I miss my previous occupation as a working adult. As I pursue the Sensory Processing/Sensory Integration Graduate Certificate and begin managing my caseload at the clinic, I cannot help but feel a sense of nostalgia for the certainty and routine of my previous career. Yet, in these moments of uncertainty, I realize how much I have grown and how much I still have to learn.

Being far from home, with a 15-hour time difference, made staying connected with family and friends challenging. Technology helped bridge the gap, but time zone differences meant missed calls, delayed responses, and moments when I simply could not share my experiences in real-time. No matter how much I valued those relationships, there was an inevitable disconnect — a gap between my world here and the one I left behind. What truly kept me grounded in this new chapter of my life was my social environment — my classmates and housemates. They became more than just people I studied or lived with; they were my biggest source of support, encouragement, and comfort. They turned what could have been a lonely experience into one of growth, shared memories, and unexpected friendships.

One of the greatest surprises was discovering how my classmates, despite our differences, fit together like a puzzle. We came from diverse backgrounds, cultures, and personalities — some were quiet and introspective, others loud and full of energy, and some a mix of both. But somehow, when brought together, we complemented and strengthened each other.

It was through them that I learned and grew the most, not just as a student, but as an individual. They challenged my perspectives, encouraged me when things got tough, and made even the most stressful moments more bearable. Whether it was discussion, bouncing around ideas, or gathering for a meal, there were always ways to uplift each other with both encouragement and laughter. I have learned simple phrases in Korean, Spanish, and Tagalog while also refining my Mandarin speaking abilities.

Beyond academics, they became my family away from home. We explored new places in LA, introduced each other to foods from our cultures, and even navigated unforeseen situations together — like the recent fires. There was something deeply reassuring about knowing that no matter what, I had people to turn to.

Stepping into a new environment can feel daunting, but the connections you build can define the experience. Here are some lessons I’ve discovered along the way.

1. Be open to people & experiences
It is easy to stick to what is familiar, but real growth happens when you open yourself up to new friendships and different ways of thinking. The people around you have so much to offer — culturally, intellectually, and personally — if you take the time to connect.

2. Support goes both ways
Just as much as you seek support from others, be there for them too. A strong support system is built on mutual encouragement, whether it is celebrating small wins, helping each other through tough times, or simply being a good listener.

3. Embrace differences
Living and studying with people from different backgrounds means encountering different habits, beliefs, and perspectives. Instead of seeing these as challenges, view them as opportunities to grow and expand your understanding of the world.

4. Communicate & set boundaries
Especially in shared living situations, setting expectations early helps prevent misunderstandings. Respect each other’s space, communicate openly, and do not be afraid to address small issues before they turn into bigger problems.

5. Find joy in the little moments
Some of the best memories are not made in big, planned events, but in the little things — conversations in the kitchen, impromptu outings, and moments of laughter after long days. Appreciate these, because they often turn out to be the most meaningful.

Looking back, I realize that my classmates were not just part of my academic journey, they were an integral part of my experience as a whole. They made a foreign place feel familiar, turned challenges into shared struggles, and celebrated victories together.

If you find yourself in a new program or environment, take the time to build a support system around you. Be open to new friendships, create a space where everyone feels valued, and be willing to step out of your comfort zone. Some of the people you meet might just become more than classmates or housemates — they could become lifelong friends and, in many ways, family.

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What Kind of OT Do You Want to Be? ⟩
April 9, 2025, by Mason

Classes

Everyone goes to OT school for different reasons. Everyone has a unique and passionate dream for their future that drives them to work hard. I think one of my favorite parts about being a USC Chan Student Ambassador is hearing just that: having the opportunity to interact with prospective students and to listen to their unique dreams and goals of becoming future clinicians. No one occupational therapist is alike, and one of the coolest things about meeting a prospective OT student, current OT student, or practicing occupational therapist is that you never know what kind of OT they will be. What makes our profession so fascinating and so impactful is our ability to flexibly adapt to serve a never-ending variety of patient populations. What I love most about occupational therapy is that we never stop asking ourselves where our profession should end; instead, we ask ourselves how we can grow, how we can learn, and how we can increasingly serve those around us.

So, when facing the never-ending horizon of a holistic, flexible, and growing healthcare profession, one of the biggest challenges and fears of a current OT student is trying to figure out what kind of OT they want to be. I mean, come on, how many other professions can you name that could simultaneously teach handwriting skills to children in rural areas, rehabilitate hand injuries in an acute burn unit, support babies’ feeding skills in the NICU, develop lifestyle changes to manage chronic diabetes, train self-dressing skills to adults after a spinal cord injury, and so on, and so forth. Let’s just say, when trying to pick a specialty area…it gets complicated.

So, how do you navigate it? Well, to start, what has always helped me has been to embrace every semester, every class, every fieldwork, and every opportunity with an open mind. USC Chan’s OT program was cultivated by OTs working across dozens of unique and diverse specialties. So, rather than have students engage solely in the standards and learn in an academic program focused on just the basics, USC Chan enables students to also learn about the “why not’s”. Our 4 key practice immersions (adult physical rehabilitation, pediatrics, mental health, and geriatrics) teach students the most fundamental skills of how to be an OT across our most historic practice settings. But rather than stop just there, each semester, students take additional classes that begin to teach them to branch out beyond the basic levels of their education. These classes offer students an opportunity to see inside the window of more unique specialty areas of OT (such as preventative medicine, acute care, and non-traditional mental health), and importantly, give them the ability, if they choose, to take hold of their education and explore more niche topics further.

As students enter the second semester of their second year in the program, they gain the opportunity to take elective classes through the division. These classes are often taught by adjunct specialists and experts in their fields and allow students to experiment with new speciality areas they may be interested in. This semester, I had the opportunity to take an elective class that explores the role of occupational therapy in comprehensive adult neuro-rehabilitation, which involves working with patients experiencing spinal cord injuries, stroke, and traumatic brain injuries. I took the class because throughout the program, I had begun to have a real interest in these patient populations and wanted to explore the role of OT in supporting them.

Choosing what kind of OT you want to be is no easy task, and I would bet that even after finishing OT school, many new graduates still aren’t completely sure. But I would argue that when looking across OT programs, make sure to find a program that supports your curiosities and gives you the opportunities to explore them. I think finding learning opportunities after college can be a bit more challenging, so make sure to soak up all the knowledge and information while you can!

That’s all for now, and Fight On!

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New York, New Lessons ⟩
March 25, 2025, by Cara

Beginnings and Endings Life Hacks

Spring break just finished and I’ve returned to my regularly scheduled programming! Usually, I go back home, but since this is my senior year of college, I wanted to make the most of my remaining time with the people I’ve grown close to over the years before we all go our separate ways. So, a couple friends and I went to New York (cue “Empire State of Mind” by Alicia Keys)! It was an unforgettable experience — not because of the excitement that comes with exploring a new place, but because it taught me a lesson in adaptability.

I’m accustomed to traveling with my family, where we always have an itinerary and are all keen on the same activities. But I realized that with friends, everyone had different visions of the ideal trip. I wanted to start each day early and visit the tourist attractions, while my friends preferred taking it day-by-day and explore New York’s social life.

Initially, I felt frustrated when the trip wasn’t going as expected. Wanting to keep peace in the group, I compromised my interests and desires. Yet I felt rather disappointed, as I wasn’t getting my money’s worth. Feeling sorry for myself, I considered leaving early. But in reflection with others about my frustrations, I realized that splitting up at times was okay. Fixating on the literal meaning of “group trip” and dwelling in self-pity distracted me from understanding that my friends were free to enjoy the trip however they wanted, and so was I. I could still have an amazing trip, even if it meant being on my own sometimes.

Exploring solo made me feel more confident and introspective, which was rewarding. I learned I’m capable of navigating a subway system and loved fantasizing about living in New York while walking through Central Park and admiring the townhouses in Manhattan and Brooklyn. The sound of honking taxis, towering skyscrapers, and New Yorkers walking steadfastly against bustling streets, reaffirmed my interest in this exhilarating city. Best of all, I checked off everything I wanted to do — visit a museum, pretend to be an NYU student (why not?), and of course, eat a New York bagel!

All in all, traveling with friends is a whole new experience, but that’s what makes it so valuable. It teaches you patience, open-mindedness, and perseverance. If the trip makes it out of the group chat and you find yourself in a predicament, act on what you can do and that which is in your control. At the end of the day, the best adventures happen when you make the most of the unexpected.

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First 4 Fieldwork Sites Done! ⟩
March 24, 2025, by Patricia

Beginnings and Endings Fieldwork

Level one fieldwork is a clinical hands-on opportunity where you get to observe and apply the knowledge you’ve learned within the four immersions: adult rehab, mental health, pediatrics, and productive aging and geriatrics. As the level one fieldwork experience comes to an end I can’t help but reflect back at my experiences - especially day one! I remember waking up super early to get ready, arriving at my destination 30 minutes early, standing outside the facility and feeling nervous to enter. Honestly, this is something I did for every fieldwork site I was placed at, so let’s get started. 

On the first day of each fieldwork experience I never really knew what to expect so I entered each space with an open mind. I started off my first fieldwork experience at a community-based mental health site with no OT on site and the staff themselves did not know what OT was. I realized the need for OT in mental health settings and I walked away building rapport with the clients and staff by sharing how OT can support individuals with mental health challenges. And I won’t lie, it wasn’t easy creating that experience for myself. I definitely remember going back to class and having discussions with the professors and sharing during our debrief groups in the lab to get feedback and suggestions on what I could do. There was another student from my cohort group at this site and we both created group sessions which were a major success. I enjoyed my experience at the mental health site and I wish I had more time because it wasn’t until near the end of my fieldwork experience that I felt confident in practicing the strategies we learned in class.

My second fieldwork experience was at a pediatric outpatient clinic. The structure of this setting was much different than mental health because there were OTs on site. What I really loved about the site was that my fieldwork educator (OT) involved me during the treatment session and supported my learning during my time there by answering my questions. They shared with me what the child’s goals were, what type of interventions they were using, and asked for my input on what therapeutic activities could be done in order to meet the child’s goal. I will say what was new and interesting to observe was the approach of sensory integration and sensory strategies used during sessions. I enjoyed my experience as there was definitely a lot to learn about and observe that nine weeks was not enough.

My third fieldwork experience was at a continuing care retirement community (CCRC) that provides four levels of care: independent living, assisted living, memory care, and skilled nursing facility. In this setting most of the interactions were with elder individuals in the independent living and assisted living level of care and there was no OT on site. At this site there were three other students from my cohort group and we created activities for the residents while keeping in mind their abilities and limitations. This experience has a special place in my heart as the residents were so welcoming, shared their life experiences, and allowed us to share what OT is about.

Lastly, this semester I am in an outpatient setting for adult rehabilitation. Patients with different diagnoses are seen in this setting for the following reasons: a referral for an OT evaluation, continuing clients attending their treatment sessions, and/or wheelchair evaluations. I truly appreciate my fieldwork educator (OT) as they facilitate my learning when they explain what and why they are doing a screen test and/or assessments for an evaluation. Similarly, during treatment sessions they explain what the client’s goals are and will ask me what therapeutic activities can be done to help meet the client’s goal.

Overall, the level one fieldwork experiences for me have been such eye opening experiences filled with memorable moments. I hope my sharing of experiences serves a glimpse into the fieldwork experience and that you get to create these experiences for yourself. Until next time, Fight On!

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Writing a Personal Statement ⟩
March 24, 2025, by Kimberly Rochin

Admissions

Applying to graduate school was no joke! It took lots of planning, researching, asking questions to both professors and students, and writing (and LOTS of rewriting) my personal statement.

Like many others, especially first-generation college students pursuing a graduate program, I did not have a clue of how to write the “perfect” personal statement for an OTD program. Leveraging the style I had once used for undergraduate writing, I wrote in a very fluffy manner. Too many metaphors, unnecessary filler words, and honestly a bunch of story-like conjugations.

At first, I approached the personal statement through an extensive metaphor of a broken landline, where I highlighted different discrepancies in healthcare within my family, where health and seeking therapeutic measures are often seen as taboo. But this version, while creative, did not allow me to delve into my journey as a prospective OTD student.

Although when I had sought out advice, my ego took somewhat of a strike, I realized that the writing style that had once worked would not make the cut in admissions. Application readers do not necessarily want to read metaphor-filled narratives but rather understand what prompted you to pursue a career in OT, why OT, and what you plan to contribute to the growing field.

Here are some tips that worked for me:

1. Be direct and concise: OT programs receive hundreds of applications. Make your points clear without excessive storytelling.

2. Connect personal experiences to professional goals: Instead of just telling a story about healthcare disparities, explain how those experiences shaped your specific interest in occupational therapy.

3. Show, don’t just tell: Rather than stating “I’m passionate about OT,” demonstrate this through concrete examples of relevant experiences or observations. I started my statement with a conversation or setting up a scene to intrigue the reader to continue reading.

4. Highlight your unique perspective: For instance, I am a first-generation student, so my background provides me valuable insights, not many may encounter. Make sure to frame this as a strength rather than a limitation.

5. Research each program thoroughly: Tailor your statement to address specific aspects of each program that align with your goals. Generic statements are easy to spot!

6. Get feedback from multiple sources: Seek input from professors, current OT students, and writing centers. Be open to constructive criticism (even if it hurts your ego!)

7. Demonstrate understanding of the profession: Show that you comprehend what OTs do and how the field impacts healthcare.

8. Balance personal and professional: While your statement should be personal, it should also demonstrate professionalism and readiness for graduate-level work.

9. Revise, revise, revise: My final statement looked nothing like my first draft, and that’s a good thing! Give yourself time for multiple revisions. I found that roughly writing my ideas on a scratch piece of paper and connecting my experiences and identities, helped me create my narrative/brand.

10. Stay authentic: Find the balance between professional writing and your authentic voice. Admissions committees want to know the real you.

Remember, the personal statement is your opportunity to showcase not just your writing abilities but your critical thinking skills and genuine commitment to the field of OT. Good luck with your applications!

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