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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