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2020 OS&OT Alumni Achievement Award

We are delighted to announce that Isabel Fryszberg is the recipient of the 2020 Alumni Achievement Award in Occupational Science and Occupational Therapy.

Isabel Fryszberg is inspired by the creative spirit that shaped the early beginnings of our profession. Her life’s work is driven by the belief that arts based occupational therapy can achieve wellness for growing resilient communities today.

Isabel Fryszberg, OT Reg. (Ont.) is an interdisciplinary artist: a painter, musician and filmmaker known for her award winning work as an arts-based registered occupational therapist. Isabel founded and ran Creative Works Studio, the innovative community program for adults living with mental health conditions, through Toronto’s St. Michael’s Hospital for over twenty years. Most recently, Isabel has developed an educational initiative informed by evidence-based practice. Arts and Well Being is designed to integrate the principals of occupational enablement with the arts and wellness and is delivered nationally through online courses and workshops. Her clients includes the Canadian Association of Occupational Therapists and health, corporate, non-profit and arts organizations. As well, she mentors other professionals in arts based approaches and she has a private practice. With the support of an Ontario Arts Council grant, Isabel is creating a website to provide a toolkit for cultivating resilience through the arts.

Isabel is an adjunct lecturer in the Department of Occupational Science and Occupational Therapy, Temerty Faculty of Medicine, University of Toronto and is a consultant for the department’s student led initiative, The Art of Keeping Well, a creative hub for Graduate Students to promote mental health.

Listen to the title track Coming out of Darkness from the debut album by the Social Mystics—a band comprised of professional musicians and members of Creative Works Studio.

Congratulations to Dr. Sara Guilcher, recipient of the 2020 Alumni Achievement Award in Physical Therapy.

Prof. Bonnie Kirsh weighs in on stigma of mental health

Prof. Bonnie Kirsh addresses the stigmas associated with how the police and media portray people who have or are suspected of having mental health conditions. In this Narcity.com article “Toronto Expert Says That Police & Media Got This Morning’s Missing Person Story Wrong.”

In reference to a tweet made by Toronto Police Operations, Prof. Kirsh commented “I think it did not portray the idea that this man was in need of help, and instead there was the messaging that this person is to be feared.”

Kirsh said the original image, a picture that made the missing person seem threatening, didn’t help matters.

Read the full article by Anja Kundacina (posted October 15, 2020)

PhD Trainee Opportunity

Dr. Rebecca Renwick and her team are seeking a PhD trainee to work on the SSHRC-funded project “Moving beyond inclusion: Pathways to belonging for youth with intellectual and developmental disabilities.” This is a 12-month contract beginning as soon as possible, with an opportunity for extension, with an average of 12-15 hours per week.

This training opportunity is expected to complement the nature of the PhD trainee’s thesis research and augment courses taken in theory and methods and specialized courses (e.g., related to young adulthood, disability studies). The full job description, qualifications and instructions to apply are listed in the job posting.

Visit the project website at pathwaystobelonging.ca to learn more.

2020 U of T Student Leadership Award Recipient: Karishma Patel

The University of Toronto Student Leadership Award recognizes graduating students for their exemplary contributions and significant impact at U of T and on the university experience of their peers. This year, two MScOT students (Class of 2020) received this prestigious award: Timothy Spadzinski and Karishma Patel. Tim and Karishma shared their perspectives on leadership as occupational therapy students.

What motivates you to take on leadership roles?

My parents, who immigrated to Canada, are the key inspirations for my engagement in leadership roles. They made great sacrifices to provide better opportunities for their children. Having the opportunity to be a part of their struggles allows me to remain grounded and truly learn the importance of hearing one’s stories about their lived experiences. My previous experiences have shaped my lens, values, and beliefs, and being in a leadership role allows me to further enhance my skills and abilities to empower others. The experiences that I have acquired from leadership roles have shaped me and allowed me to practice in a client-centered manner as well as promote the inclusion of all members in our diverse community, thereby, ensuring their stories do not go unheard.

Tell me about the leadership role(s) you are most proud of, and why.

I believe one aspect of being a leader is recognizing where the gaps are and then advocating to address these gaps. Shahrose Aratia, Priya Thakkar, and I recognized that our MScOT program had a lack of involvement for OT students to engage in areas of assistive technology. This year, to address this gap, we co-founded OTech U of T, which is a student-led group that aims to bring together OT students who are interested in the intersectionality between healthcare, OT, and technology. Part of our vision is to advocate for more awareness of how OTs can play an imperative role in the assistive technology field through hosting workshops, speaker sessions, and tours of rehabilitation technology facilities. At the same time, we are building partnerships with other professions to promote an interprofessional approach within our community. It is through these leadership approaches we have the opportunity to spread awareness of the OT role, and I could not be prouder of this ongoing achievement as we have now expanded OTech U of T to a national level – OTech Canada where we bring together OT students across Canada!

What advice or support can you give to students who would like to be active leaders but are unsure how to get started?

My advice to you would be to take advantage of the many different committees and clubs you can get involved in! If you think you might be interested in a particular role, you can give it a try. If there is an area you want to become more involved in, but you recognize that this particular area does not exist, then address the gap! It is easy to get swept up in our coursework, but one way we can expand our critical reasoning is through our involvement in extra-curriculars. One piece of advice that I received in my first year that really promoted some self-reflection was: You made it into this competitive program and now it is time to enjoy the journey. For me, enjoying the journey involved being surrounded by such great leadership within my peers and faculty members! It is through one another that we learn the most about the qualities that makes one a leader! I believe when you are passionate about what you do, your leadership capabilities will develop.

Do you have any role models who supported and encouraged your leadership capabilities, and if so, what did they do to support you?

Being surrounded by professors and supportive peers really encourage my leadership capabilities. Having an environment filled by such great leaders who not only support you but challenge you to flourish really provides you with a perspective that you can apply to your future role as a clinician. One of my professors who really supported my engagement in my leadership pursuits is Jill Stier. Jill is the epitome of what is means to be a leader. She is compassionate, respectful, and diligent to all of her students. Above all, she has been able to challenge me in my leadership pursuits and really support the initiatives we take on as students.

How did it feel to be nominated for this award, and to be a recipient?

It is a humbling experience to be nominated for this award and be a recipient. I would not be in this position without the support of my peers and faculty members. Above all, I am truly humbled by having the opportunity to work alongside my peers and faculty members who are inspiring leaders. Receiving this award provides me with more confidence in myself and motivates me to continue to engage in leadership pursuits.

Sandra Sokoloff
August 5, 2020

2020 U of T Student Leadership Award Recipient: Timothy Spadzinski

What motivates you to take on leadership roles?

Back in June, we were asked to reflect on what leadership meant to us and how it has framed our perspectives throughout the OT program. The following is what I wrote, and it seems fitting to share once again:

From books we gain knowledge. From experience we gain understanding. And through knowledge and understanding we find wisdom. To be wise, you have to know when and how to use the knowledge you have, and that comes from understanding. Acting when you should and not when you want to, helping others grow instead of telling them what to do, and putting others first are all signs of a wise leader. Now, having said this, it might sound like I am saying I have attained and perfected this skill, but that is certainly not the case. I have had opportunity to gain knowledge from books, and experienced many different leadership opportunities, but I believe to be a leader is to forever be in a state of learning and growing. This is the mentality I have tried to maintain throughout my time as an OT student – a student of life. I believe having this mentality has helped me develop as a professional and contributed to my growth as a leader.

So to answer the question, what motivates me to take on leadership roles is the opportunity for personal growth and the ability to learn and develop with those around me.

Tell me about the leadership role(s) you are most proud of, and why.

Last year was the first year that the OT program expanded to University of Toronto Mississauga (UTM), and I was lucky enough to have been a part of this beginning. Within a few months, I will also be a part of the first graduating cohort from the UTM campus. But getting here certainly came with a number of hurdles to overcome. The biggest being the limited voice we seemed to have in terms of what resources were available to the UTM students and the opportunities we had to develop as OTs. Having said this, the leadership role I am most proud of was in advocating for our own UTM MScOT student council. This year was the first of our UTM student council, and I was very proud to have played a hand in its development and proud to have been voted in as its first co-president. Having been in this role, I was able to provide current and future UTM OT students with an opportunity to have their voices heard on a greater platform and advocate for growth and development in their community – something I hope continues well into the future.

What advice or support can you give to students who would like to be active leaders but are unsure how to get started?

My advice to any student is quite simple and does not need to be complicated – take a chance! The leadership roles I have been blessed with came by speaking with those in my immediate community to see what needs there were and taking a chance on developing a solution. Yes, it might not stick right away, but if you don’t throw the dart, you’ll never hit the target. Only when you take the chance, see what the outcome might be, and make adjustments accordingly can you begin to develop these opportunities for yourself and others.

Do you have any role models who supported and encouraged your leadership capabilities, and if so, what did they do to support you?

When it comes to leadership, it’s important to have a support group that is encouraging and motivating, but who also tells you the truth even though you may not want to hear it sometimes. This role for me was fulfilled by my parents. They have always been such amazing role models and have encouraged me to be a leader through living by example, and making sure to balance the responsibilities and stressors that come with academia with positive life experiences within the communities I find myself in. By simply listening and guiding me through stressful times, I have learned the value of just being there for someone.

How did it feel to be nominated for this award, and to be a recipient?

To be honest, I was only made aware that this award existed when I was nominated by one of my professors, and I was somewhat hesitant to even send in the application once being nominated. I found it quite difficult and awkward to write about some of the things I have done as a leader because these accomplishments would not have been possible without the support of my classmates and the others in my program. That being said, I was honoured to be nominated and extremely blessed to have been selected as a recipient. To be recognized for my contributions to the growth of the OT program and the UTM cohort is such an honour that I will cherish forever. But again, I could not have done this without my support system around me.

Sandra Sokoloff
August 5, 2020

Going Virtual: Resources for The Clinician, The Client, and The New Grad

You’re invited to check out “Going Virtual”, a series of practical resources for clinicians, clients, and new grads using virtual therapy! University of Toronto MScOT students Hailey Benedict, Michelle Goldsand, Yass Salehi, and Anthea Wong interviewed and surveyed over 60 practicing OTs using virtual therapy to produce a series of resourceful tips made for OTs, by OTs. Through these resources, we hope to provide clinicians, new grads, and clients with concise and practical tips that would help them navigate virtual healthcare.

Four resources address different stakeholders in the therapy process: Clinicians, Paediatric Clinicians, Clients, and New Grads. Download these tip sheets below, and feel free to share widely.

Resource Type	Download Resource (Click image to download PDF)
The Clinician Resource outlines tips and tricks for clinicians, by clinicians, and is organized using the Canadian Practice Process Framework (CPPF). Topics include: setting up your space, online consent processes, establishing norms and expectations, rapport building, choosing and administering assessments, and goal setting- all specific to virtual practice.
We heard from an abundance of paediatric OTs who had many virtual practice insights specific to children and parents, so we chose to create an additional resource specific to this population. This resource is similar to the clinician resource in terms of organization and structure, but with a pediatric focus.
We heard over and over again from clinicians that there wasn’t enough information out there to support clients in preparing for, and participating in, virtual practice. In light of this, we dedicated our third resource to guide clients and their caregivers through virtual therapy. Again, we mention very practical tips and considerations for clients.
Our fourth and final resource in the series was inspired by both our own positions as senior students and from dialogue we heard about employers being reluctant to hire new OT grads into virtual practice positions. We decided to explore this further in our clinician questionnaire and gathered some really interesting (and mostly positive) perspectives! The result is a statement that discusses challenges and opportunities that new grads face as they enter the workforce in the expanding virtual practice context, and why new OT grads are fit for practice in this setting. It is intended to help new grads advocate for their place in virtual care. It also includes practical tips and tricks for new grads, and for them to share with potential employers, when starting out in a virtual practice setting.

Welcome New Faculty in OS&OT

The Department of Occupational Science and Occupational Therapy is delighted to announce the appointments of our newest teaching and tenure stream faculty members, effective July 1, 2020:

Andrea Duncan, PhD (cand.), MBA, BScOT, OT Reg. (Ont.), Assistant Professor, Teaching Stream. Ms. Duncan has been an instructor in the Department of Occupational Science and Occupational Therapy since 2000, and has held an appointment as Lecturer in the Dept. of OS&OT since 2013, providing in-class instruction, fieldwork development and supervision of MScOT students. Ms. Duncan has championed the unique and exciting role emerging fieldwork opportunities for students in the MScOT program, and has led the development and execution of the LEAP (Leadership, Emerging, Advocacy and Program Development) Placement Model. Ms. Duncan has been an enthusiastic early adopter of pedagogical innovation and technologies, and is involved in developing international education programs for occupational therapists. Additionally, she is the sole proprietor and principal operator of a consulting firm that provides education and curriculum development, marketing and group facilitation services to clients in the Canadian health care industry.

Ms. Duncan is completing doctoral studies at the Institute of Health Policy, Management and Evaluation in the Dalla Lana School of Public Health, University of Toronto. Her research is focused on community mental health service delivery, educational scholarship and education as an intervention for vulnerable populations. View faculty web page.

Emily S. Ho, PhD, MEd, BScOT, OT Reg. (Ont.), Assistant Professor, Tenure Stream. Dr. Emily S. Ho received her PhD in Rehabilitation Sciences at the University of Toronto in 2019. She is the Research Director and a Clinician Investigator in the Division of Plastic and Reconstructive Surgery at The Hospital for Sick Children. Dr. Ho’s scholarship focuses on understanding, fostering, measuring, and evaluating occupational engagement and functioning in young people with musculoskeletal conditions, specifically brachial plexus birth injuries and congenital limb differences. She strives to place the voice of youth with upper limb disabilities at the centre of her research, partnering with them through research initiatives that focus on physical and mental wellbeing to empower independent living.

Dr. Ho has established an international and national reputation for her research and professional activities around musculoskeletal conditions. Early in her career, she developed the Brachial Plexus Outcome Measure, which has been adopted as a national standard for measuring activity function in children with brachial plexus birth injuries. This measure has been used internationally and is undergoing cross-cultural translation in several countries.

Dr. Ho has been involved in the Dept. of OS&OT as a status only lecturer and research project supervisor for many years, and is the recipient of the Department’s 2020 Award for Excellence in Research Supervision. View faculty web page.

Behdin Nowrouzi-Kia, PhD, MPH, MScOT, OT Reg. (Ont.), Assistant Professor, Tenure Stream and Emily Geldsaler Grant Early Career Professor in Workplace Mental Health. Dr. Behdin Nowrouzi-Kia received his PhD in Interdisciplinary Health from the School of Rural and Northern Health, Laurentian University in 2013 with a focus on occupational health. Dr. Nowrouzi-Kia’s research program addresses workplace mental health focusing on prevention and occupational performance, return to work and workplace psychological injury, and occupational therapy interventions in mental health management and prevention. His research is motivated by efforts in the field of work disability prevention that extends beyond the efforts to prevent or cure diseases from a purely physical perspective towards more holistic approaches. The major tenets of his work take a biopsychosocial perspective to understand work disability and extend towards incorporating personal characteristics (e.g., psychosocial) and environmental (e.g., healthcare system, workplace, workers’ compensation system) factors in improving health outcomes.

Dr. Nowrouzi-Kia has held appointments in the Department since 2016 and is cross-appointed to the Rehabilitation Sciences Institute. He is also CEO and founder of a private OT practice in Northern Ontario focusing on return to work, mental and physical health, and work disability prevention, and CEO and founder of a consulting group specializing in work disability management, prevention and population health. View faculty web page.

Virtual Fieldwork Webinar Week, June 1-5

The department of Occupational Science and Occupational Therapy is thrilled to welcome you to Virtual Fieldwork Webinar Week! The Year 2 MScOT students have completed their fieldwork block “virtually” and are excited to share their experiences with you.

From June 1 to June 5, students will present their projects and tele-rehab initiatives every day from 12pm – 1pm. Themes for presentations include: Telerehabilitation and Occupational Therapy, Occupation and Sport, OTs as Educators, The Complex Brain… and many more.

View the attached schedule of multiple webinar options each day next week. Simply click the link to the topic of your choice and you will be able to view three or four amazing presentations over your lunch hour. Feel free to share this post and invite your colleagues to join!

Date	Topics	Schedule
Monday, June 1	The Complex Brain:Acquired Brain Injury & Intellectual Disability; Occupation and Sport 1; Professional Education	Download schedule with virtual presentation links
Tuesday, June 2	Occupation and Sport 2; OTs and Pediatrics 1; OTs and Pediatrics 2	Download schedule with virtual presentation links
Wednesday, June 3	Education, Dissemination and Evaluation Beyond Our Front Door; Telerehabilitation and OT	Download schedule with virtual presentation links
Thursday, June 4	OTs as Educators; Advocates and Policy Change Agents; OTs in Emerging Areas of Practice	Download schedule with virtual presentation links
Friday, June 5	OTs and Pediatrics 3; OTs in Community Mental Health; Enabling Occupation with Older Adults	Download schedule with virtual presentation links

“We’ve gOT Your Back: The Ergo Minute” Podcast Series

You’re invited to tune in to a new podcast called “We’ve gOT Your Back: The Ergo Minute,” hosted by University of Toronto MScOT students Julia Giancola and Madison Lazarou. Julia and Madison will bring you advice from U of T experts on how to apply ergonomic strategies in your home office, so that you can work more comfortably and productively, and reduce the risk of stress and injury on your body.

There are four podcasts addressing different issues: Be sure to check them all out!

Podcast #1: What do healthy tissues need?

The topic for this podcast is “What Do Healthy Tissues Need?” You will learn about how your tissues (i.e., muscles, joints, ligaments, nerves) are impacted when working from home, what tissues need in order to stay healthy, and some practical strategies you can implement while working from home.

This episode was created in collaboration with Dr. Sharon Switzer-McIntyre, Associate Professor and Program Director in the Department of Physical Therapy at the University of Toronto.

Sources:
Canadian Centre for Occupational Health and Safety: https://www.ontario.ca/page/ergonomics-workplace
Canadian Activity Guidelines: https://www.csep.ca/CMFiles/Guidelines/CSEP_PAGuidelines_adults_en.pdf
Nowrouzi-Kia, B. (2019). Joint Motion and Tissue Stress [PowerPoint Slides].

Podcast #2: Creative home setups

The topic for this podcast is “Creative Home Setups.” You will learn about proper body positioning, risk factors that may contribute to injury, and creative and no-cost home setup ideas you can implement to help you work more safely and productively at home.

This episode was created in collaboration with Pat McKee, Associate Professor Emeritus in the Department of Occupational Science & Occupational Therapy at the University of Toronto.

Sources:
Switched onto Safety: http://switchedontosafety.com/ergonomics-in-the-workplace-2/
Posturite: https://www.posturite.co.uk/webinars/2020-webinars/working-from-home-quick-fixes
Taylor’d Ergonomics Incorporated. (n.d.). Ergonomics and Home Offices [PowerPoint Slides].

Podcast #3: Eyestrain & lighting while using electronic interfaces

The topic for this podcast is “Eyestrain & Lighting While Using Electronic Interfaces.” You will learn about blue light and how it affects your eyes, risk factors that may be contributing to your eyestrain or tiredness, and some practical strategies you can implement to help protect your eyes when working from home.

Sources:
The Canadian Association of Optometry: https://opto.ca/health-library/the-20-20-20-rule
Canadian Centre for Occupational Health and Safety: https://www.ccohs.ca/products/courses/office_ergonomics/
Blue Light Exposed: http://www.bluelightexposed.com/#what-is-blue-light

Podcast #4: Work-life balance and restorative sleep

The topic for this podcast is “Work-life Balance and Restorative Sleep.” You will learn about the importance of work-life balance and restorative sleep, tips on how to integrate work-life balance into your daily routine, and strategies to help you achieve better sleep quality and consistency. These strategies will help you find the right fit between your goals and daily tasks, which will contribute to overall feelings of happiness, productivity and satisfaction while working from home.

This episode was created in collaboration with Marina Rezkalla, OT Reg. (Ont.), a University of Toronto alumnus who currently works on a family health team and Judith Mendoza, OT Reg. (Ont.), who runs a private practice specializing in mental health and insomnia treatment.

Sources:
https://www.camh.ca/en/camh-news-and-stories/achieving-work-life-balance
https://www.nature.com/articles/d41586-020-01059-4
https://www.ccohs.ca/products/posters/pdfs/mentalFitness.pdf
https://www.sleepfoundation.org/sleep-guidelines-covid-19-isolation

Corkhill, B., Hemmings, J., Maddock, A., & Riley, J. (2014). Knitting and Well-being, Textile, 12 (1), 34-57. doi: 10.2752/175183514×13916051793433

Manber, R., & Carney, C. E. (2015). Treatment plans and interventions for insomnia: a case formulation approach. Guilford Publications.

Suetsugi, M., Mizuki, Y., Ushijima, I., & Watanabe, Y. (2002). The relationship between rhythmic activities during a mental task and sleep spindles: a correlative analysis. Progress in neuro-psychopharmacology & biological psychiatry, 26(4), 631-637. doi:10.1016/S0278-5846(01)00216-0

Podcast #1: What do healthy tissues need?	Podcast #2: Creative home setups	Podcast #3: Eyestrain & lighting while using electronic interfaces	Podcast #4: Work-life balance and restorative sleep

Listen to the podcast	Listen to the podcast	Listen to the podcast	Listen to the podcast
Download the infographic	Download the infographic	Download the infographic	Download the infographic

Information for Applicants to MScOT Program re COVID-19

We are pleased to inform all current applicants to the MScOT program that there has been no impact on our admission review process, though some ORPAS dates for the notification of application decisions have changed. We have been working closely with our university partners through OUAC-ORPAS to ensure the timely release of admission decisions by a reasonable date.

Check here for regular updates on applications.