When Grace* found herself without a safe, stable place to stay, she turned to Covenant House Toronto, Canada’s largest shelter serving youth experiencing homelessness or sex trafficking.  

Youth at Covenant House, whether they are there to access short term shelter or the community drop-in programs, have access to a team of professionals to support them. Like other shelters and agencies, youth are assigned a caseworker and have access to mental health counselling, education and employment programs. Unlike at other youth shelters, Grace was given the opportunity to work with an occupational therapist. 

Jordan Higa and Amy Weisner (MScOT Class of ’22) are in-house occupational therapists at Covenant House, which established their roles after a previous student from our MScOT program completed a LEAP (Leadership, Emerging, Advocacy, Program Planning and Evaluation) placement at the shelter. Since then, the program has expanded into two roles: Higa works as the residential occupational therapist and Weisner is the community occupational therapist. 

Young people who come to Covenant House, like Grace, need caring support in order to transition from shelter to independent living. Youth who have experienced abuse and neglect often lack the necessary life skills to thrive on their own. When Higa and Weisner work with youth, their focus is on function — looking at their clients as whole people to help them figure out their goals and what it means for them to be functioning well. 

“The main need that we notice when youth are experiencing homelessness and crisis is that they are in survival mode, just trying to get to the next safe place,” says Weisner. “Once youth come here and their basic needs like food and shelter are met, we start asking ‘What does the rest of the day look like for you? How do you want to fill your time?’” 

“A lot of the youth that we work with have never really had the opportunity to sit down and ask themselves what they want to do, because they’ve been in crisis for so long,” Weisner adds. 

 

Residential occupational therapist  

When Grace came to Covenant House, she was given a bright, clean bedroom in the short-term crisis shelter — a place she could stay temporarily while she looked for long-term housing. Here, her physical needs were being met — a warm shower, daily meals, and a caseworker to help her navigate social assistance applications. But Higa, as her occupational therapist, also asked her: “What else can I help you with? What are the goals you want to work on?” 

“The goals I help my clients with are very much youth-led and based on whatever they feel is most helpful for them at that time. Our assessment and intake is really a lot of occupational interviewing and asking about different areas or life skills, and figuring out which ones are most important for them to use.” 

For Grace, a part-time college student, this meant managing a schedule and working on emotional regulation. Higa worked with Grace to build a daily schedule that incorporated her classes, mealtimes and routine sleep. She also offered Grace tools for managing emotions and setting healthy boundaries – both skills that Grace hadn’t been able to develop after years in a stressful living situation. 

 

Occupational therapy in the community 

Support from Covenant House doesn’t end when youth move out of the shelter. Weisner, as an occupational therapist, is available to support youth through this transition. “It’s so wonderful when our youth, who have been through a lot, move out into the community and into safe, reliable housing,” she says 

But in the transition from shelter to housing, clients have to figure out many things, she adds. At the shelter, their meals are all provided. So when clients secure a new home, Weisner asks if they know how to cook and grocery shop – tasks they may never have had the opportunity to practice. 

“When clients are in the shelter, there are a lot of activities that are planned throughout the day,” Weisner says. “So when they suddenly have a whole day to fill for themselves, I help them figure out what they want to spend their time doing and help them figure out how to do it.” 

For one of Weisner’s clients, Jesse,* everything seemed to be falling into place. Jesse had found a roommate to share a small apartment with and was about to start a new retail job downtown. But Jesse’s sensory issues meant that the subway, with its loud noises and overcrowded trains, was not an option for traveling to and from work.  

During one of their sessions, Weisner worked with Jesse on route navigation. Together, they took a trip on public transit, starting from Jesse’s apartment and going to the new workplace, following a route that could be taken without a subway. Weisner even secured a pair of noise-cancelling headphones so Jesse could block out surrounding noise and have a more peaceful, less overwhelming commute. 

 

Setting them up for success 

Covenant House was one of the first youth shelters to include occupational therapy as a service. “We are lucky to have a team here of wrap-around supports including case management, transition services, harm reduction, counselling, psychiatry and primary care services” says Higa.  

“What’s unique about our role is that we focus on the fun and function. We get to sit down with our clients to learn about what they want to do, and help them build these foundational skills to set them up for success.”   

*names have been changed for confidentiality 

Note: Weisner left her role at Covenant House in August, 2023 and is currently working as an occupational therapist at a complex care housing team in another province. 

Image courtesy of Covenant House Toronto.

 

 

 

 

Sara Emira, Second-year MScOT student, U of T Mississauga

 

 

What time do you wake up, and what’s the first thing you do in the morning?

Most days I wake up between 5 and 6 a.m. to pray and then sleep in until 7 or 8 a.m., depending on what time classes start that day. Wednesdays are protected research time this term, so I let myself sleep in until 9:30 a.m. My friends and I have a tradition of getting to campus 30 minutes before class and spending some time together before tackling all our commitments, which has been great for our mental health.

What classes are you currently taking? What have been your favourite courses in the program?

The first year of the program focused on building our clinical and scientific foundations. Second year is more focused on interventions and application. We also have a full-year research capstone course.

My favourite courses so far have been Neurological Foundations and Mental Health Foundations. In the Mental Health Foundations course, we had to plan and conduct a group therapy session for one of our assignments and it was a pivotal moment in my career journey.

As for this year, I’m really excited as I’m going to be conducting qualitative research on racism in the profession with one of my close friends. It’s a topic we’re both passionate about and we’re lucky to have amazing supervisors, so I can’t wait to see how this project unfolds.

Where was your most recent clinical placement and what is one thing you learned there?

My most recent fieldwork placement was at the Child Development Centre at Michael Garron Hospital where I worked within two programs – the neonatal follow-up clinic and the autism early intervention program. My biggest lesson was that sessions won’t always go as planned and that you have to learn to improvise on the spot. It was definitely stressful, but it helped me become much quicker on my feet. Handling babies was another learning curve, but the cuddles made the struggles worth it!

How do you manage your time and stay organized?

I use Notion to plan out my weekly commitments and try to keep my routine consistent from week to week. Doing this and tracking how much I accomplished each week helped me figure out how much work I can realistically get done in a day without burning myself out. I also try to summarize and review my class notes day by day so they don’t pile up.

What do you do to manage stress and maintain a work-life balance?

Each week, I have a designated “no work” day – typically Fridays after class – which I spend doing things I enjoy with friends and family. I also sign up for a sports league each semester to make sure I have a fixed athletic commitment each week.

What advice do you have for students who are just entering the program?

Have goals but also keep an open mind. I came into the program with a goal to eventually pursue a PhD and thought I wanted to be a pediatric or neuro occupational therapist. I’m so glad I didn’t limit myself to opportunities within pediatrics and academia because I’ve come to learn that I love the area of mental health. My other tip is to use your student status to your advantage. There are so many free resources that are available to you while you’re in school and it’s much easier to find mentors and support as a student, so try to explore some of those avenues when you have time.

Priya Bhardwaj, Second-year MScOT student, U of T Mississauga

 

 

What time do you wake up, and what’s the first thing you do in the morning?  

As my commute to the Mississauga campus is an hour and a half, I typically wake up at 6 a.m. every morning to make my 9 a.m. classes. The first thing I do in the morning is stretch and listen to a YouTube video on anything I find interesting and then I eat and get ready for my day.

What classes are you currently taking? What have been your favourite courses in the program? 

My favourite courses in the program have been Neurological Foundations and Musculo-Skeletal Foundations. Both courses were quite engaging and readily applicable to real life situations. Having a foundational understanding of body mechanics and internal systems was quite valuable during placement as well.

Where was your most recent clinical placement and what is one thing you learned there? 

My most recent clinical placement was at Credit Valley Hospital in the inpatient stroke and neurological rehabilitation unit. It was rewarding to collaborate with patients and I learned how much creativity comes into play when figuring out ways to help patients re-engage in their daily occupations.

How do you manage your time and stay organized? 

The program is fast-paced and densely packed with material. I find myself heavily relying on a planner to organize assignment due dates, test dates and daily tasks that I must complete. I try to manage my time by breaking down assignments and into manageable pieces.

What do you do to manage stress and maintain a work-life balance?  

I set clear boundaries between school responsibilities and personal life. I try not to do any schoolwork past 8 p.m. and give myself time to relax before the next school day.

What advice do you have for students who are just entering the program? 

My advice for students who are just entering the program is to have fun, be curious, and do not be afraid to ask questions. I implore new students to explore what occupational therapy has to offer and work towards finding what population to provide healthcare to resonates with them.

Jenny Ying, Second-year MScOT student, U of T St. George

 

 

What time do you wake up, and what’s the first thing you do in the morning?  

When we don’t have early classes, I usually wake up at 8:30 a.m. and eat a quick snack before I head over to the gym. I find it really helpful to get some movement in right when I start my day as it helps boost my energy levels and helps me stay focused. When we do have 9 a.m. class, I get up at 7:45 a.m. and do my skincare routine as the first step in the morning (wear sunscreen everyone!). However, I wouldn’t be truthful if I omit the part where I go on my phone for 10 minutes right after opening my eyes.

What classes are you currently taking? What have been your favourite courses in the program? 

Currently, I am taking Enabling Occupations with Children, Enabling Occupations with Adults, and Enabling Occupations with Older Adults along with the other students in my OT2 cohort. We are also enrolled in a year-long research course where we conduct our own research projects with a partner. I am also taking a Healthcare Consulting course at the Rotman School of Management where I work in a small team with classmates from different graduate programs.

So far, my favourite courses in the program are Musculoskeletal Foundations for Occupational Therapy Practice and our Mental Health Foundations course. These classes expanded my understanding of anatomy and mental health in ways I hadn’t previously considered. As I enter Year 2, I believe the knowledge I gained from these courses has laid a strong groundwork for my future career as an occupational therapist.

Where was your most recent clinical placement and what is one thing you learned there? 

My most recent fieldwork placement was at Toronto Rehab – University Centre, where I worked in an in-patient multisystem and musculoskeletal rehabilitation unit. It was an immensely valuable learning experience with a lot of hands-on opportunities, which allowed me to gain more insight into the role and scope of occupational therapy.

The most important thing I learned there was that there is no better way to learn the profession than by diving headfirst into the field. My preceptor and the other amazing therapists were supportive and gave me a lot of guidance, but I was also given a lot of independence and responsibility. By being immersed in the professional environment, I was able to absorb a wealth of knowledge about occupational therapy that I would not have gotten if I was just observing from the sidelines.

How do you manage your time and stay organized? 

I religiously use Google Calendar and to-do lists to keep track of everything that needs to be done – I would not be this far in my academic career without it! I would also be lying if I didn’t admit that sometimes a bit of sleep is sacrificed in order to get everything done on time – I’m sure other students can relate.

What do you do to manage stress and maintain a work-life balance?  

In this program, I have met some of the most wonderful, kind, compassionate, and fun people that I have ever encountered, and I consider myself very fortunate to call many of them my friends! Since most of us are from out-of-town and living in a new city, we naturally end up spending a ton of time together. I find that my friendships and social connections really help me maintain a healthy work-life balance and handle the pressures of the program.

What advice do you have for students who are just entering the program? 

For many of us, we have had to work extremely hard in our previous programs to get here, so sometimes it’s easy to get caught up in the minutiae—like how you performed on an exam or the little details you missed on an assignment. My advice would be to not worry so much about grades and just focus on extracting practical insights from your learning and applying them in your future practice. Also, don’t forget to make time for fun experiences with your friends! These two years are going to fly by, and you’ll likely remember the blast you had with friends on the weekends more vividly than the hours spent inside working on papers.

Sarah Watson, Second-year MScOT student, U of T St. George

 

 

 

 

What time do you wake up, and what’s the first thing you do in the morning?  

Typically, I wake up around 6 a.m. to get ready before commuting downtown. The first thing I do in the morning is make coffee (and drink a lot of it)!

What classes are you currently taking? What have been your favourite courses in the program? 

Currently, I am taking Enabling Occupation in Adults Part 1, Enabling Occupation in Older Adults Part 1, and Enabling Occupation in Children Part 1. My favourite course so far has probably been Neuroanatomy! I completed my bachelor’s degree in medical biophysics so I find the anatomy-based courses to be a steep learning curve but I’ve gained a surplus of knowledge.

Where was your most recent clinical placement and what is one thing you learned there? 

My most recent clinical placement was at Credit Valley Hospital in the Neonatal Intensive Care Unit (NICU) and Neonatal Follow-up Clinic. I had a fantastic preceptor who contributed to me absolutely LOVING this placement and reaffirmed my love for pediatrics. One thing I learned from this placement is the integral role that occupational therapy plays in bridging science and medicine with empathy and compassion. Working with new parents and engaging in emotional conversations enhanced my understanding of the therapeutic role that occupational therapists play.

How do you manage your time and stay organized? 

This is still a work in progress for me. I use my Google calendar religiously and slot in self-care activities as well as important classes and meetings (e.g. lunch with friends or gym time). I work two part-time jobs so I try to plan my week well in advance, if possible, and take it one day at a time.

What do you do to manage stress and maintain a work-life balance?  

As a commuter, I use my time on the train as regular “down-time” where I read a book or listen to a podcast without thinking about work or school. I have family and friends to spend time with when I’m stressed, and I often rely on fitness to manage stress. I also try my best to get adequate sleep — it is a work in progress!

What advice do you have for students who are just entering the program? 

Two years go by very fast! Relax and know that you will be successful even if you struggle on one or two assignments. Try your best to network and make connections on your placements, especially if you have a placement you really enjoy. Last but not least, enjoy the friendships you make in school…a lot of us have shared interests and it is great to learn from one another.

Assistant Professor, Teaching Stream – Clinical Education in Occupational Therapy

The Department of Occupational Science and Occupational Therapy, in the Temerty Faculty of Medicine at the University of Toronto, invites applications for a full-time continuing teaching-stream appointment in the area of occupational science and occupational therapy. The successful candidate will be appointed as Director of Clinical Education. This position will be at the rank of Assistant Professor, Teaching Stream and will start on January 1, 2024 or shortly thereafter.

The successful candidate must have a PhD or other doctorate degree in occupational science, occupational therapy, rehabilitation science, or a related field at the time of the appointment or shortly thereafter; will have a degree in occupational therapy from a World Federation of Occupational Therapists (WFOT)-approved educational program; at least three years of experience as an occupational therapy educator, and at least five years of experience as a practicing occupational therapist. Eligibility for registration with the College of Occupational Therapists of Ontario is required. Candidates must have a demonstrated record of excellence in teaching and evidence of excellence in innovative scholarship, as well as teaching expertise in an entry-level Master of Occupational Therapy program, including lecture preparation and delivery, and curriculum development. Additionally, candidates must possess proven leadership abilities and a demonstrated commitment to excellent pedagogical practices and teaching-related scholarly activities. Teaching will include clinical education as part of the MScOT program. Candidates must also convey a demonstrated commitment to, and appreciation of, equity, diversity and inclusion issues impacting student mental health, learning experiences and access to the program.

Visit the University of Toronto Careers website for the full job description and instructions to apply for Assistant Professor, Teaching Stream – Clinical Skills and Theory in Occupational Science & Therapy (Req. ID: 28814).

Diversity Statement
The University of Toronto embraces Diversity and is building a culture of belonging that increases our capacity to effectively address and serve the interests of our global community. We strongly encourage applications from Indigenous Peoples, Black and racialized persons, women, persons with disabilities, and people of diverse sexual and gender identities. We value applicants who have demonstrated a commitment to equity, diversity and inclusion and recognize that diverse perspectives, experiences, and expertise are essential to strengthening our academic mission.

As part of your application, you will be asked to complete a brief Diversity Survey. This survey is voluntary. Any information directly related to you is confidential and cannot be accessed by search committees or human resources staff. Results will be aggregated for institutional planning purposes. For more information, please see http://uoft.me/UP.

Accessibility Statement
The University strives to be an equitable and inclusive community, and proactively seeks to increase diversity among its community members. Our values regarding equity and diversity are linked with our unwavering commitment to excellence in the pursuit of our academic mission.

The University is committed to the principles of the Accessibility for Ontarians with Disabilities Act (AODA). As such, we strive to make our recruitment, assessment and selection processes as accessible as possible and provide accommodations as required for applicants with disabilities.

Bridget Deschenes, a second-year occupational therapy student, thought she would complete her clinical placements in Toronto, but when she learned about the opportunity to do an international fieldwork placement, she found herself half way around the world at Amar Seva Sangam (ASSA), a rehabilitation hospital campus in rural Tamil Nadu, India, where she was embraced by a community of health care professionals. 

Bridget learned about the option to do an international placement but she didn’t decide to apply until the last minute. “When I found out about the funding opportunities and I learned more about the value of the experiences, it was easier to just say yes and go.” 

Students in the MScOT program have the option of doing a fieldwork placement in one of several countries around the world, but it was India that most appealed to Bridget. “I knew that if I was going to pursue an international placement, I wanted to experience a different culture in a different environment. This was a really awesome opportunity to broaden and diversify my understanding of health care systems.” 

Bridget was thrilled when she learned that she had been placed at ASSA along with a few other students from the program. Part of her decision to apply to work at ASSA was because her living arrangements were taken care of – the hospital welcomes international students so frequently that they have a designated residence on the hospital campus. Here, Bridget lived alongside other students from across Canada and other parts of the world, which allowed them to share stories and connect over dinners in the cafeteria.  

After spending a couple of days getting settled into her new place and exploring the area, Bridget showed up for day one of her placement working with clients with spinal cord injuries. One of the first things she learned after stepping foot inside the hospital was that occupational therapists, like many other professionals in India, take their shoes off at work. But what stood out to her most was how similar the practice is. “I was really happy to see that a lot of our core values were very much the same. On the first day that we worked with clients, we used the same occupational therapy assessment that I used in Canada.” 

“There weren’t a lot of differences in the approach to occupational therapy. The biggest differences were the resources I had access to and the time that we had with clients,” she adds. 

At ASSA, they have built a Valley for the Differently Abled; a 30-acre land where clients are welcome to stay for up to a year while they work on their recovery. “There was less of a rush, which was a really beautiful part of this placement. Every day we got to have a solid hour with our clients, which was a bit of a luxury compared to what I experienced in Canada where there is more push to discharge patients,” says Bridget. 

Another unique feature was the variety of resources they offer. In one of the buildings, a team of professionals are available to build custom devices to help occupational therapists meet their clients’ needs. “For one of my clients, I needed a custom orthosis for his hand. They have a seamstress on site to build people saris as part of their uniform. I was able to go to a seamstress and tell him my idea and he built this custom orthosis, which was so cool. We just had this creative license that we don’t always have in Canada.” 

Bridget found that ASSA takes a village-based approach to rehabilitation. At the hospital, clients’ families are welcomed to stay on campus to make it easier to visit and support the recovery process. Bridget says, “The community culture of the hospital was really wonderful to witness. There were a lot of other facilities, too, like vocational training for people with different abilities to train to get jobs in the future. There were so many people around and everyone was so warm and welcoming – it felt like the whole campus was a little community designed for everyone to come and thrive just as they are.” 

On top of the support clients get from having family nearby, ASSA employs former clients to work as translators between Bridget and her clients. “The translators were actually previous clients at ASSA that had experienced spinal cord injuries themselves, so they could offer peer support and share their experiences with the people I was working with.” 

Bridget says she will be bringing the lessons she learned in India with her to her next placement in Canada. “In class we talk about how important it is to be curious. Active listening is such an important part of being a good clinician and working in India took those skills to a new level. I needed to ask so many more questions to understand my clients and learn about their background and day-to-day activities.” 

She says that working through language barriers is another important skill that she will use in her future practice. “Toronto is such a multicultural city and our clients speak all kinds of languages here. Learning how to work with an interpreter and getting used to communicating in a language that’s not your own is a really awesome part of the experience.” 

Bridget strongly urges future students to push themselves out of their comfort zone and apply for an international fieldwork placement. “This experience was so awesome! I didn’t come into this program thinking that I would do an international placement, never mind one on the other side of the world. But this experience has definitely helped me grow as a clinician and as a person, and I would recommend that anyone who has the opportunity to do an international placement should definitely do it.”