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Why I chose Occupational Therapy (OT) ⟩
April 16, 2026, by Az

Beginnings and Endings Community

After experiencing a firsthand experience of occupational therapy 4 years ago, I chose to pursue a career as an occupational therapist and learn more about hand therapy after a rock climbing incident. Working at an outpatient hand therapy clinic with an occupational therapist opened up a specialty/focus that I didn’t know existed.

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.

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Mural Therapy: Arts Justice Advocacy and School-Based OT Intervention ⟩
March 24, 2026, by Makayla

Community Getting Involved Living in LA School/Life Balance

Every Friday, I have the pleasure of volunteering with USC Chan alumnus and school-based occupational therapist Serena Au, servicing students (ages 4-16) with moderate to severe disabilities at a special-education school.

Over the past winter, I participated in Mural Therapy, an interdisciplinary and accessible arts program that OT Serena founded at this special-education school in South Central Los Angeles where, every semester, professional artists are invited to collaborate with the students to provide culturally responsive art education and community-based healing.

While embracing the rich cultural scenes of L.A. public art, Mural Therapy results in the students painting an entire school-wide mural that helps beautify the campus and surrounding neighborhoods as well. This collaboration involves everyone on campus, including students, muralists, occupational therapists, physical therapists, healthcare assistants, special education teachers, and surrounding community members.

While Mural Therapy supports their mental and emotional health, students build connections between life skills development and occupational therapy treatment interventions. In doing so, students develop and work on a wide variety of occupational therapy goals, such as shoulder flexion/extension, fine motor skills/grasps, postural control, and bilateral coordination. Here, public art and graffiti are legitimized as pedagogical and therapeutic tools.

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!

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From USC to Tokyo: My Level IIB Fieldwork Journey in Pediatric OT ⟩
March 11, 2026, by Guest Author

Beginnings and Endings Community Diversity Fieldwork Housing and Transportation International

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.

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Occupational Therapy- A Family Affair ⟩
January 21, 2026, by Trinity

Beginnings and Endings Community

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

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

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

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

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

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

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

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

 

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My Sponsored Weekend Trip to Catalina Island Care of USC ESA ⟩
December 19, 2025, by Makayla

Community Getting Involved Living in LA School/Life Balance

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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