Student Blog

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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Pursuing a Sensory Integration Graduate Certificate: My Journey So Far ⟩
March 5, 2025, by Tanya

Classes Fieldwork International School/Life Balance

Sensory Integration (SI) has been an area where I’ve always wanted to delve further and bridge my understanding of its theory and practice. While I was confident in addressing factors (e.g., fine and gross motor challenges) that impacted occupational performance in children, I could not ignore the strong association between sensory integration and occupational therapy, especially in pediatric settings. Like many occupational therapists, my knowledge of pediatrics was built through formal education, journal articles, continuing education courses, and hands-on experience.

This led me to question: Am I truly practicing Sensory Integration? Am I offering the right treatment?

And that’s what led me to USC, the birthplace of Sensory Integration theory. USC offers a Sensory Processing/Sensory Integration Graduate Certificate, that can be taken as part of both the Post-Professional Master’s of Occupational Therapy (PP-MA) and Post-Professional Doctorate of Occupational Therapy (PP-OTD) programs. The program spans over the Fall and Spring semesters, being a cumulative learning experience that includes in-person and online lessons, assignments, exams, case discussions, and hands-on clinical work with your own portfolio of clients.

Now, as I navigate the clinical aspect of this course, I would say that this has been a huge learning experience. There have been challenges, surprises, and plenty of moments where I had to pause and rethink everything I thought I knew. Here are some key lessons I’ve learned along the way:

1. Unlearning and relearning
Did you know that sensory strategies and Sensory Integration (SI) are not the same thing? This was a huge realization for me, and I had to relearn and understand the implications of SI, exploring the sensory systems in a much deeper way. It can be easy to interchange key concepts, and as such, revisiting the foundations of SI has been essential in strengthening my clinical reasoning.

2. Expanding my toolbox
I learned about new concepts surrounding praxis, motor planning in relation to sensory systems, and the impact it has on occupational performance. I also had the opportunity to learn and practice new assessments like the SOSI-M and COP-R on my peers, all under the supervision of our professor. Getting hands-on experience with these tools has made such a difference in my confidence and understanding!

3. Rolling with the unexpected — being flexible
One of the biggest lessons I’ve learned? Things do not always go as planned. Sometimes, you do not get placed at your preferred clinical site. At times, the treatment plans go completely off track. Other times, your caseload and schedule shifts, requiring you to adjust your travel plans. Speaking of travel, I have truly learned to embrace what people have warned me about the LA traffic — almost 1.5 – 2 hours is spent commuting home each time I go to the clinic. I have also woken up extra early to carpool with my peers so they could see their caseload and we could save on transport costs. Staying open-minded and adaptable has been key to making things work.

4. Managing energy, not just time
Balancing clinic and coursework in the Spring semester has been an adjustment, especially coming from Singapore, where long commutes were not part of my daily routine. I quickly realized that time management is not just about fitting everything in — it is about knowing when I will have the energy to do it. Instead of leaving work for the end of the day when I am exhausted, I use small pockets of time between classes or while waiting for my peers to finish at the clinic. A little planning goes a long way!

5. Finding confidence in not knowing
SI is complex; assessing and providing intervention does not come with a straightforward or clear answer. I am still learning to be comfortable with not always knowing the ‘right’ responses. Sharing my thoughts with my clinical mentor and professors can feel intimidating — what if I sound ridiculous? However, I am learning that the best way to grow as a clinician is to ask questions, share my clinical reasoning, reflect on the treatment, and even being wrong is part of the learning process.

6. Learning is better together
One of the best parts of this experience has been learning alongside my peers. Whether we are brainstorming intervention ideas, analysing cases, or simply processing our experiences together, having different perspectives has made learning so much more meaningful. At the clinic site that I am at, I also get to interact with E-OTD and PP-OTD students, which has added another layer to our growth. We are all figuring things out together, and that has been incredibly reassuring.

Pursuing the SI graduate certificate has been a journey that has been filled with challenges, unexpected twists, and plenty of “aha” moments. It has pushed me to rethink what I know, step outside my comfort zone, and embrace both the uncertainty and growth that come with learning. Some days feel overwhelming, and I would be lying if I said it has been a breeze. Be open, lean on your peers (they are such a great support system), ask questions — even the ones you think sound silly — and trust that every challenge is shaping you into a better clinician. Growth does not happen in perfect, predictable steps; it happens in the messy, uncertain, and in-between moments. So, take it one day at a time, and enjoy the journey!

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