share a unique and new perspective of what occupation therapy is and can provide for the populations they work with.

We met in person a couple times each week, but had daily interactions.

,

.

help them navigate the uncharted territory of this disease for several of the therapists.

, but

and success in regaining function once lost in therapy.

,

in the

While treating,

that demonstrate

At evaluation, more times than not

ASD (Autism Spectrum Disorder

on.

how smoothly and successful it was

y.Th

.

her self

the

unemployed

homeless

population

them rather

While building the occupational profile within the evaluation, one question always asked was about who the child lives with in their residence.

clinic I was

that they may find meaningful, but may be difficult since an injury or illness.

ability

requiring maximal assistance improve their abilities to setup assistance of modified independence and returning home

I made for a young boy who seemed impossible to hold his attention via Telehealth

This was risky due to fall risks and at any time he could simply give up

expecting my first baby in July!

She often made many comments about how happy she was

I personally relied

To do this,

Additionally, i

dis-regulation

an

their chart

Parents and teachers were also included in the school system evaluations

I developed an occupational profile during an evaluation in both my level II fieldwork to determine what each factor under each domain of occupational therapy

,

During treatment sessions and forming plans of care, I used the information gathered from an occupational profile in addition to best evidence to maximize treatment outcomes and motivation to participate in therapy.

assess

documentations

Due to this,

in patient

infections/diseases.

cloves

client's

functional goals

As needed, I provided support to his back and encouraged weight bearing through his affected side.

address

wanted to address transferring. First, we had to address sitting balance

for

Physical Therapist, Physical Therapy assistants, and their students

Additionally, d

to provide the unique perspective of sensory diets

inter

processionals

for

a

I believe that entering a room to address the client's basic needs while asking open ended questions is the best way we can use therapeutic use of self during an evaluation or intervention while demonstrating how unique occupational therapy is!

through

dis regulated

notices

when learning

​My first Level II fieldwork was a school based therapy rotation and my second Level II was at a SNF. I am very thankful for these two settings because I got two completely different views of the various influences on occupation throughout the lifespan. In school based our primary focus was on handwriting and sensory issues that impacted a child's ability to learn or participate in the classroom. During my time at the SNF, I always asked my client's what their primary occupations are. Many people were retired but always gave me something that they loved doing and gave their life meaning. It was interesting to hear so many various occupations and how they brought meaning into their lives. I was provided with the opportunity to score Sensory Profiles completed by the child's classroom teacher. I used the results to form a list called "SPM Quick Tips" that I would create for the teacher and the parent. I would explain what the tips are and how they related to the child's occupation of learning. Socio-cultural factors are very important to consider when looking at effects on occupations. Some children I had the privilege of working with came from completely different cultures and socioeconomic backgrounds. The school I was primarily serves a lower income area. The school strived to have the basic needs of each child met so the child could best engage in learning. That stuck out to me because we learned in OT school that basic needs have to be met first, then proceed with therapy. If a child is hungry or not getting adequate rest due to their living situation, they may display behaviors that interfere with engagement in occupation. All behaviors are a form of communication and their therapist may be the only ones who listen. 

school I was primarily serves

. 

I had to learn to navigate the program very quickly, and I still ran into confusion or technological issues throughout my time at this facility

".

,

didn't

start

discouraging.

build

During my experience in at one of Baptist's outpatient facilitie

that every healthcare professional has.

.

and our

both dynamic and splinting

the

y client loved this wheel because he felt that it was easier to do tasks like opening a door much because those muscles were prepared to do the task.

. 

can

Around Valentine's Day, I had some of my clients make these crafts that involved some of the same skills needed for fastener manipulation--pinch strength to peel off the backing of some pieces, grip strength to squeeze glue, and this activity also addressed visual scanning for clients who needed to work on visual scanning skills by choosing the appropriate pieces for their craft.

activities, so I

If the client is challenged so much through the treatment session that they are discouraged, their confidence is gone

than he normally did

who

accomplishments, but d

situations, so many

t

relax

prevent the progression

encourage

and

come

every for

roll,

s so

pain and rapport

, but

r therapy and t

s and when

m h

ns a

till

fully

Pi Theta Epsilon, as well as AOTA and TNOTA

are doing aren't

try

return

feel

tell

thought and they a

progress

ensuring

and once

allows

are

rotation, is

and

t and c

ot all of these activities, but some of them

what

, however

us and told

down, but it turns

A few examples

weak a

are several

find yourself in several situations

setback and it definitely paid off. 

the

had several worries in my head about whether or not I was going to be able to prove my abilities in enough time to

back to my out of state location to the facility

morning when I wen

off, however,

for the day and got a call

r a

days as a new patient in the facility I was in, we would administer

when

clients which

being

with the

and

created with the best interest of the client in mind to address deficit

to

, see photo provided below

and tha

and

now but

but also using the strengths of my team members.

and I

effectively so

s,

if it was a Friday and I was traveling home and I found that I reached my goal of documenting with minimal errors as I had discussions with my educator and reviewed my midterm evaluation.

after, if it

always

hours and I

, which

back and we needed to be prepared

times w

and when

ality

Further, I

ensure

perfect and she

learning and w

were

n, t

to learn about all the details that need to be paid close attention to when working

Also, I

to

the

had

at the site as well

topics the staff may need further education on

r e

practice and not only assist us with the evaluation, but it would also guide our practice for writing

talk wit

prepare

I was assisting with an evaluation with my fieldwork educator and in the department where my fieldwork educator worked, we mostly treated children 13 years of age or younger.

I can use my knowledge of all the skills an activity addressed when I used it on my pediatric rotation and use it with an adult to address the skills the client is having difficulty with.

I did with children, such as puzzles and lacing activities,  I can do

talk

as, h

or

on it and found

Further, s

Further,

mpact muscle tightness and neurologic concerns/developmental delays

There were several articles to represent some of the interventions used in practice and some of the strategies that were consistently used in the facility,

patients may not even know what a stroke is or a lot of times, when someone

because

haven't seen before so that was very interesting to practice with.

TIA s

Later, we found out

me