Student Blog
School/Life Balance

Climbing, OT, and Me ⟩
July 25, 2025, by Katelyn

Community Living in LA School/Life Balance

Even before starting OT school here at USC Chan, rock climbing was my escape. It was a place where I could disconnect from the noise of my life and simply move. The walls were puzzles, and my body was the solution. I loved the physical challenge, the focus it demanded, and the way climbing left me grounded and at peace.

So, where did my love for climbing come from?

Since I was a child, I’ve always loved the outdoors. My childhood best friend and I spent hours in our backyards. We dug for worms, chased lizards, collected rolly-pollys, and climbed the wall that separated our houses. Once we reached the top, we triumphantly ate unripe fruit straight off a tree. While I cannot pinpoint the exact moment my love for rock climbing started, I know I’ve loved the art of climbing, whether it be a tree, a backyard wall, or even a boulder. Climbing felt like a dance: hauling my body upwards, finding handholds I could trust, and shimmying my toes into the tiniest of footholds. It felt intuitive. Natural. Joyful.

Naturally, as I grew older, I explored opportunities to rock climb. At community fairs, I would scramble up plastic rock walls, catching fair technicians off guard as a scrawny little girl climbed up the wall as if her life depended on it. I loved climbing.

My eyes were opened in my freshman year of undergrad. My RA happened to be an avid rock climber and decided to invite a group of her residents to a rock climbing gym. The irony? We visited a climbing gym in my hometown of Arcadia, CA. I was stunned. My life was changed. Since that instance, I have bought a membership to Hangar18 and have climbed on and off for the last 6 years.

Climbing has become my outlet, a time when I can be fully present in my task. It has become a time for stress relief, to build confidence, and for me to nourish myself. Alongside these wonderful perks of climbing, it has also become a time when I connect with others. Whether it be sharing beta on a route, encouraging newly made friends mid-climb, or just laughing with friends during a bouldering session. I’ve come to appreciate climbing. Like many occupations, climbing holds many layers: physical, cognitive, emotional, and social.

Since beginning my program here, climbing has taken on multiple layers of meaning. In class, we often discuss “occupation” as more than what people do; rather, it’s who they are. Suddenly, I see climbing in a new light, not just as a sport, but rather a powerful occupation that shapes my identity, supports my mental health, and brings community into my life.

I’ve started seeing others at the gym differently. The people I interact with are not just climbers; they’re occupational beings. I’ve noticed how people adapt quickly when they fall, they self-regulate when frustrated, and how the climbing gym fosters inclusion. Ultimately, these are the same lenses I bring to fieldwork as a future clinician, observing, participating, and providing meaning all in real time.

Especially in such a demanding program like USC Chan’s E-OTD program, holding onto meaningful occupations like climbing has reminded me why I chose this path. Because at the heart of Occupational Therapy, there is a belief that what people do matters. And for me, climbing does.

Ta-ta for now!

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For the Adult Rehab Immersion, I Recommend Max Assist ⟩
June 24, 2025, by Katelyn

Classes Fieldwork School/Life Balance

Within the USC Chan E-OTD program, each year is divided into 4 different groups (A, B, C, and D). After a gentle Fall first semester to understand foundations, each cohort transitions into one of four immersions: Adult Physical Rehabilitation, Mental Health, Pediatrics, or Productive Aging and Geriatrics. At the start of our second semester, each cohort participates in a different practice immersion simultaneously.

My cohort, Cohort A, started with Adult Physical Rehabilitation, a class known to be intellectually stimulating and engaging. It was difficult. As the title states, I recommend Maximum Assistance. For those unfamiliar, in Adult Rehab, there are functional levels of assistance that determine the level of assistance a client requires. I required maximum assistance from my community to flourish in the class. It is clear that Adult Rehab is a team endeavour, and now that I have succeeded and have had the opportunity to reflect on my time within the Adult Rehab immersion, I am thankful. The Adult Rehab immersion, while stressful, was invigorating. The material was dense, but applicable. The practicums, while nerve-wracking, shaped us to be better future clinicians. It was fulfilling.

50-plus pages of weekly textbook reading, wading through dense articles, and weekly quizzes that felt like exams — I thought I was in a fever dream going 100 miles an hour in my Adult Rehab Immersion. I could never have gotten through the class without my amazing table group. Shout-out to Angie, Maya, Nicole, Noah, and Taylor. I could not have asked for a better group, and I was so grateful to have been able to work with all of you and divvy up each week’s work for our weekly IRATS (more on this in a second). Similarly, I am so grateful to have been taught by phenomenal professors Dr. Carly Roberts, Dr. Samia Rafeedie, and Jane Baumgarten.

So let’s get down to the nitty gritty. The Adult Rehab immersion, like all other immersions, is broken into three parts. One day of fieldwork and three 3-hour classes each week: two lectures and one lab. To deepen our understanding of Adult Rehab and promote collaboration, this class uses a Team-Based Learning method. Every student takes a weekly quiz, an Individual Readiness Assurance Test (IRAT), before immediately taking a Group Readiness Assurance Test (GRAT). These quizzes focus on collaboration. My group worked as a team, holding each other accountable and enriching our learning. This ultimately helped us hone our teamwork skills, skills we will later employ as practicing occupational therapists working within a healthcare team.

Lectures were insightful. We learned about case applications, how to write SOAP notes, and how to go about applying our knowledge on amputations, lymphedema, and durable medical equipment, and more at our Fieldwork (FW) Level I sites. I had an amazing experience at USC Verdugo Hills’ outpatient hand therapy clinic. I was able to follow my FW educator and apply the knowledge I learned in class to my time at Verdugo Hills. My FW focused mainly on patients with carpal tunnel, pain in the upper extremity, and also patients who were diagnosed with breast cancer. My FW educator was certified in lymphatic drainage and saw many patients to prevent or decrease lymphedema, typically secondary to breast cancer.

And labs. I loved labs. We had the ability to have hands-on experience on the very things we were learning in lecture. Each class focused on a different aspect within the Adult Rehab curriculum. Some of my favorites were: Standardized Patients: Bed Mobility, Wheelchair Mobility lab with Juan Angulo, and Orthotic Selection, Design, and Fabrication. Each had their own difficulties. The standardized patients helped scaffold our learning. They provided lots of feedback and provided us a safe environment to make mistakes (even though those mistakes felt traumatic at the time!), and subsequently learn from them. While the wheelchair mobility lab was fun, it was also eye-opening. From turning around a corner to propelling yourself forward up a hill, each was difficult and had its nuances. While Juan made it look easy, he made it clear that it came with time and practice.

Finally, fabricating orthotics. This might have been my favorite lab, as I have always loved hands-on crafting. I enjoyed the act of refining my orthotic, focusing on minute details in an attempt to prevent blisters or rubbing against the skin. I felt useful applying my creative side to the profession I love.

Ultimately, one key takeaway from reflecting on my time in my Adult Rehab immersion was the importance of balance. While it is important to learn about spinal cord injuries, wheelchairs, and other things of the like, it was equally important to do meaningful activities. Being completely honest, I found it difficult to find that balance. There were weeks when I felt I was swamped by Adult Rehab and struggled. However, there were other weeks I did better! I took up running and ran two 5Ks in the month of March, I had good food and yap sessions with friends, and I even went to Six Flags!

Run With All Your Heart Annual 5k hosted by Keck Medicine Students for #CuringKidsCancer

Six Flags with Az, Shanan, and Diego right after CraZanity!

In the end, I loved my time in Adult Rehab. I am forever grateful for such an amazing cohort and program. I feel like my blog post is only the tip of the iceberg in regards to what Adult Rehab truly entails. Regardless, just remember… take breaks and find balance, even in the hardest of semesters.

Ta-ta for now!

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Burnout to Balance: Revisiting 75 Soft ⟩
May 30, 2025, by Katelyn

Life Hacks School/Life Balance

Hi! I’m Katelyn, a current E-OTD student in her third semester of the program.

Following a ~very~ challenging Adult Rehab semester this past spring (that I will get into in my next blog post), I have the luxury of spending my first summer semester learning more about Mental Health.

The shift from the Adult Rehab immersion to the Mental Health immersion felt dramatic. Each immersion that we take has its own value, similar to how different work settings and clinical sites have different paces. That said, going from 50+ pages of textbook reading, wading through in-depth articles, and weekly quizzes that felt more like exams, to a slower pace in Mental Health, I felt as though I slammed on the brakes when I was going 100 miles an hour.

Honestly, it made me feel restless. I catch myself feeling that I’ve forgotten something important – like a quiz peeking around the weekend. My sense of urgency hasn’t left. In an effort to engage my restlessness into action, I decided to revisit something I tried during my Adult Rehab semester that I had pushed to the back burner when life got overwhelming: 75 Soft.

Before I dive into what the 75 Soft is, I have to introduce you to the 75 Hard. If you haven’t heard of the 75 Hard, the idea was originally coined by Andy Frisella as a “Transformative Mental Toughness Program” specifically designed to emphasize discipline and determination.

Let me tell you, the requirements are absolutely mind-boggling.

• Follow a structured diet
• No cheat meals or alcohol
• Two 45-minute workouts (1 of them MUST be outside)
• Drink a gallon of water
• Read 10 pages of a non-fiction, educational book (no audiobooks)
• Take a progress photo

The challenge lasts a total of 75 days. The kicker? If you fail to complete any of the daily tasks, you start back at Day 1.

While it might sound absolutely wild, 75 Hard has taken social media by storm. I have seen so many people on my feed who are trying it, have failed it, or have finished it. However, the popularity of the 75 Hard has created many spinoffs, one of which is the 75 Soft. In my mind, the 75 Soft is a more manageable and realistic challenge.

At the moment of posting this blog, I am starting Day 12. I tailored my 75 Soft to be reasonable yet challenging. Here’s what the 75 Soft looks like for me.

• 8,000 steps a day
• Workout for an hour 3 times a week
• Increase my protein intake
• Drink half my body weight in fluid ounces of water
• Read 10 pages of any book
• Avoid alcohol except for social occasions

Surprisingly, I have met all of my requirements. Having failed the previous semester, I came into this second attempt determined, hopeful, but wary. However, I have found myself prioritizing this challenge. During breaks and between classes, I walk around the USC Health Science Campus. I enjoy the hustle and bustle of fellow students, faculty, and staff while also achieving my daily 8k steps. Constantly sipping on water, I find myself feeling better: fewer headaches or bloating, and even better-looking skin. I have always heard about the benefits of drinking an adequate amount of water and walking throughout the day. However, having been intentional for almost two weeks now, I see improvements. If anything, I’m disappointed that I see improvements… because that means I’ll have to continue doing it even after the 75 Soft.

The biggest improvement about this challenge, however, would be my mental health. Ironic, because I’m in my mental health semester. But with more thought, it’s fitting. This challenge, paired with a slower semester, has regulated my emotional and mental well-being. Am I completely regulated? Absolutely not. But being able to read a good book to unwind, or to walk around a park after school, has helped me more than I would have ever expected. This challenge has given me the time, space, and excuse to slow down and do the hobbies I find meaningful.

Given my great emotional and physical start to my 75 Soft challenge, I have the full intention of completing this challenge. Maybe one day I’ll find myself embarking on the even greater challenge of the 75 Hard.

I look forward to updating you in my future posts on my progress and completion!

Ta-ta for now!

P.S. My wonderful boyfriend made me this 75 Soft Tracker spreadsheet that is super easy to use! If you find yourself interested in trying the 75 Soft (or Hard), be sure to check it out!

There are helpful notes located all around the Google Sheet that will tell you how to use it. Let me know if you end up starting 75 Soft! I’d love to hear from you! (:

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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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How I Learned To Effectively Communicate Boundaries as a Student & Future Clinician ⟩
February 24, 2025, by Jowy

School/Life Balance

Hey there! It’s Jowy Cenat.

I want to talk about something that’s been a total game-changer for me lately:

The power of saying no and communicating your needs effectively.

If you’re like me, it’s easy to get caught up in saying “yes” to everything because you don’t want to disappoint anyone or fall behind. But here’s the thing: learning to set boundaries has made me a better student, and it’ll make me a better clinician too.

So, if you’ve been struggling with how to say “no” without feeling guilty, or wondering how to communicate your limits, this post is for you. Here’s how I’ve learned to do it in a way that’s both respectful and kind — to others and to myself.

1. Know Your Limits First

This is the foundation of setting boundaries — you need to know where you stand. Before you can communicate your limits to others, you have to understand your own.

I used to say “yes” to everything — from extra projects to helping friends with everything under the sun. Eventually, I realized I was running on empty, and I wasn’t giving my best to anything.

Take a step back and figure out what your body and mind can handle at any given moment. Are you overwhelmed with coursework? Struggling to stay active?

Recognizing when you’re stretched too thin is the first step to saying no without feeling guilty.

2. Be Direct and Honest (Without Apologizing)

Here’s something I had to learn: You don’t have to apologize for saying no. Being honest and direct is actually the most respectful thing you can do. It’s not rude, and it’s certainly not selfish.

For example, instead of saying “I’m sorry, but I can’t help,” try:

• “I’m currently focusing on my studies, so I can’t take on any additional tasks.”
• “I’d love to help, but I really need to take care of myself right now.”
• “I’m at capacity at the moment, but I can check back in with you next week.”

You’re setting a clear boundary without feeling the need to justify yourself. And that’s okay!

3. Use “I” Statements

One of the most effective ways to communicate your boundaries is to use “I” statements. This helps you focus on your needs and makes it clear that it’s about your well-being, not about rejecting someone else.

Instead of saying, “You’re asking too much of me,” try:

• “I need to take a break to recharge.”
• “I’ve realized I need to prioritize my health right now.”
• “I’ve got a lot on my plate at the moment, so I can’t commit to this.”

4. Offer Alternatives When You Can

I know that sometimes you don’t want to just say no and walk away, especially if you still want to help. So, if you can, offer alternatives. This keeps the relationship positive and shows you care, but without overcommitting yourself.

For example:

• “I can’t meet this week, but I’m free next Tuesday — let’s schedule then.”
• “I’m tied up with coursework, but I know someone else who might be able to assist you.”

Offering alternatives shows that you’re still supportive, just not at the expense of your own time or energy.

5. Set Expectations Early

This one’s a biggie: be upfront about your availability. As a student, you’ll get a ton of requests — from study groups to social events.

Setting expectations early on helps people understand when you’re available and when you’re not.

For example, if you know you need weekends for studying or self-care, let your friends or classmates know ahead of time. That way, you’re not always scrambling to find a balance later on.

Setting and communicating boundaries doesn’t come naturally to everyone, but it’s one of the most important skills you can develop as a student and future clinician.

Saying no isn’t about being selfish; it’s about prioritizing your well-being, so you can show up as your best self especially for the people around you.

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