Author Archives: Rachel LeBeau

A day in the life of a student occupational therapist

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.

Alumni Spotlight: Sabrina Teles and Sofia Mirzazada

When an individual or couple begins their fertility journey, there are several health-care professionals they can expect to encounter on their path to parenthood. At Tripod Fertility, Sabrina Teles (Class of ‘22) and Sofia Mirzazada (Class of ‘22) are bringing their knowledge and skills as occupational therapists to a team of physicians and nurses working to support the overall well-being of clients who are undergoing fertility services, prenatal and/or postpartum care.

As students in the Master of Science in Occupational Therapy (MScOT) program, Sabrina and Sofia completed a LEAP (Leadership, Emerging, Advocacy, Program Planning and Evaluation) placement at the fertility clinic, meaning the clinic did not already have an occupational therapy program. They knew there was a growing occupational therapy presence within maternal and women’s health and they saw an opportunity to establish a program within the fertility and pre-conception care space. They self-initiated a placement at Tripod Fertility clinic where they developed an occupational therapy program designed to address all areas of their clients’ health: physical, mental, emotional, social, spiritual and environmental. During their placement, they demonstrated the value of occupational therapy services, which helped them to secure full-time roles at the clinic and further develop the program.

The role of occupational therapy in fertility and pre-conception

Sabrina and Sofia say the team they work with has been very welcoming and open to embracing their services. At the clinic, they work with physicians and nurses to get an understanding of a client’s fertility journey and treatment plan. When an individual or couple is experiencing fertility challenges, it can have a significant impact on their physical and mental well-being. This can present as anger, frustration, guilt, avoidance, grief, and decreased self-esteem. The added stress that comes from starting fertility treatments can affect other areas of their daily life, roles, and routines. Sabrina says, “This is where our background and role as occupational therapists come in. We provide a holistic lens to help our clients reflect, cope, and move forward in their fertility journey. In our roles, we offer clients a wide range of services like stress and anxiety management, counselling, pain management, fatigue management, sleep hygiene, routine development and adjustment and much more.”

For example, one of their clients, Samantha*, was referred to Sofia by one of the clinic’s physicians. Samantha had been struggling to conceive naturally due to a health condition and experiencing high levels of stress and anxiety as she prepared for In Vitro Fertilization (IVF). During their consultation, Sofia asked Samantha about her daily routine and learned that the stress and anxiety was affecting her ability to function at work, communicate with her partner, and was disrupting her sleep. Sofia worked with Samantha to create an individual treatment plan. Their therapy sessions gave Samantha a space to share how she was feeling and learn self-management strategies to cope with her stress and anxiety. Over the course of two months, Samantha showed improvement in her overall well-being and felt better prepared to start IVF and embark on her fertility care plan.

The growing need for occupational therapy in fertility care

Over the past several years, more and more public figures have shared their personal stories of their fertility journeys and the challenges they have experienced. Sabrina and Sofia say they have both known people in their personal networks who have experienced challenges on the path to parenthood. “This inspired us to self-initiate our placement at Tripod Fertility. We saw there was a gap in fertility care that we knew occupational therapy could help support,” says Sabrina.

“We were also inspired by the stories, challenges, and feedback shared by the clients we worked with through one-to-one and group interactions. They endorsed the value and positive difference occupational therapy was making to their care during their fertility journey,” says Sofia.

From the classroom to the clinic

“The MScOT program prepared us for this role in insurmountable ways,” says Sofia. “Specifically, the Occupational Therapy Practice III course encouraged us to develop the skills to advocate for our services and engage in program development planning. As part of this course, we created a project proposal for our LEAP placement at the fertility clinic – which led to our fieldwork placement and subsequent employment at Tripod Fertility. Overall, this program encouraged us to be change agents and advocate for our profession to further enhance client care across a variety of practice settings.”

*name changed for confidentiality

Meet the MScOT class of 2025!

Four students share what inspired them to pursue occupational therapy and what they are most looking forward to over the next two years.

Tara DeVouge

What made you interested in pursuing occupational therapy?

I have always been interested in health care, and after working in a physiotherapy clinic over the past year, I realized that I wanted to continue working in the rehabilitative side of health care. It was so rewarding to watch patients improve their mobility and learn about how they have been able to engage in meaningful activities. I like occupational therapy because you can work with individuals of all ages and abilities and aren’t limited to a clinical setting. You can work with individuals in their homes, workspaces, and outdoor environments to help improve their everyday occupations.

What did you do before coming to U of T?

I completed my bachelor’s degree in kinesiology at Dalhousie University and then worked as a physiotherapy assistant at a clinic in Halifax, N.S. over the past year.

What are you most looking forward to in your studies? What are you nervous about?

I am eager to learn more about the different streams of occupational therapy and I am excited to gain clinical experience in different health care settings. I am also excited to meet new people in my program. I am most nervous about the workload and being able to balance work-life outside of school.

What do you like to do outside of school?

I love to read, cook, try new cafes and restaurants, travel and do most outdoor activities in the summertime. I recently started bouldering and I just moved to Toronto, so I have been enjoying exploring the city.

Mahnoor Fatima

What made you interested in pursuing occupational therapy?

I want to pursue occupational therapy because I love how multifaceted and diverse the field is and how you can combine multiple passions in one field. One thing that really influenced my decision is how occupational therapists meet clients where they are in their recovery, create individualized recovery plans, and help clients get back to doing the activities that are meaningful to them.

What did you do before coming to U of T?

I completed my undergraduate degree at U of T majoring in global health and minoring in biology and psychology. After graduating, I worked at UTM as an undergraduate program assistant for the psychology department. Alongside that, I have been volunteering in many health centres and organizations with seniors and children, which has been fun.

What are you most looking forward to in your studies? What are you nervous about?

I’m really excited about my placements and figuring out which area of occupational therapy I am most interested in and passionate about! I’m nervous about finding the study, work and life balance again after being out of school and working full-time for a year. But I’m hopeful that it will all be okay!

What do you like to do outside of school?

Outside of school, I enjoy exploring my creative side with activities like knitting, painting and sewing. I also love being outdoors and finding new trails to adventure through.

Rachel Lisogurski

What made you interested in pursuing occupational therapy?

For as long as I can remember, I have always been interested in a career where I can help people improve their physical health as well as their mental, social and environmental needs. Through my work and volunteer experiences, I got to learn more about occupational therapy and see how therapists make a positive, long-lasting impact in people’s lives, which inspired me to pursue this career path.

What did you do before coming to U of T?

Before coming to U of T, I studied sensory motor systems with a minor in psychology at McMaster University. I got to learn about the neural and motor systems that help in controlling human behaviour and movement, which led me to the field of occupational therapy! During my undergraduate studies, I taught cooking classes to children with autism, ran science education workshops and worked as a teaching assistant. Since graduating in 2022, I have continued working on two occupational therapy related research projects with one of my professors from McMaster.

What are you most looking forward to in your studies? What are you nervous about?

I am most looking forward to meeting and collaborating with my classmates and future colleagues – I value learning from diverse perspectives. I am also really looking forward to the program’s research project and improving my critical thinking skills to become a leader in health care. Going into this program I am nervous about managing a heavier workload, and my responsibilities during placements, but I know there is lots of support available to me if needed!

What do you like to do outside of school?

Outside of school, I am passionate about cooking and I love spending time learning new recipes to share with others. I also love to read, listen to music and watch Blue Jays games. I like to stay active by going on walks, taking dance classes and swimming!

Hayley Ma

What made you interested in pursuing occupational therapy?

Deciding what I wanted to pursue was not a linear path. I spent quite a lot of time during my undergrad exploring my options and I eventually consulted a career counselor who suggested I look into occupational therapy. I was reminded of when my grandpa, who had Parkinson’s disease, saw an occupational therapist. It was one of the first times I had seen a health care professional try to communicate with and understand my grandpa’s wishes. Since he was non-verbal, he was often excluded from decisions regarding his care. Recognizing the profound impact occupational therapists can have on both the client and their loved ones, I am excited to do the same for others.

What did you do before coming to U of T?

I graduated from the bachelor of health sciences program at McMaster University with a specialization in child health. I also volunteered at McMaster Children’s Hospital where I worked with a team of Child Life Specialists to plan and deliver toys, crafts and other activities to the patients during their stay. I saw the impact this had on their wellbeing and became interested in working as an occupational therapist in an acute pediatric setting.

What are you most looking forward to in your studies? What are you nervous about?

I am most looking forward to learning with and from my peers since we are all coming from diverse educational backgrounds. I am also looking forward to applying my knowledge and practicing my clinical skills during fieldwork. Since fieldwork is a unique opportunity to learn from practicing occupational therapists, I am excited to explore different fields and further develop my skill set. I am nervous about prioritizing my well-being while juggling the course load and other extracurriculars. However, I am thankful to be surrounded by loved ones who I know will be there to support me.

What do you like to do outside of school?

I enjoy learning new things in my free time, especially arts and crafts. Some skills I have picked up are air-dry clay sculpting, painting, embroidery and sewing. I love using these skills to create things to give to friends and family. I also enjoy reading, cooking and exploring new food and study spots with friends!

Shone Joos receives award for Excellence in Professional Values

Congratulations to Prof. Shone Joos on receiving a 2023 Temerty Award for Excellence in Professional Values.

These professional values are exemplified in many ways, including (but not limited to): dealing fairly and ethically with colleagues and others; actively facilitating psychologically-, culturally- and physically-safe learning and work environments; demonstrating kindness, respect, civility, humility, integrity and self-reflection; and committing to anti-oppressive and anti-racist practices, consistent advocacy and inclusion for equity deserving groups and allyship.

Prof. Joos is an assistant professor, teaching stream, in the Department of Occupational Science and Occupational Therapy. Nominators lauded Prof. Joos for always thinking of others and for her enthusiastic efforts to make the department, its work culture and the learning environment more fun, inclusive and high in integrity. A much sought-after faculty advisor, she actively participates in multiple departmental committees and serves as a member of the U of T Governing Council’s Academic Board and the Association of Canadian Occupational Therapy University Programs’ Community of Practice for Research on Education. Prof. Joos has pursued training in the area of anti-oppressive practices, including engagement in the Building the Foundations for Anti-Oppressive Healthcare Program at the Centre for Faculty Development, and strives to incorporate the principles she has learned into her teaching. In the classroom, Prof. Joos is dedicated to presenting material in a way that fosters engagement and prepares students to navigate ethical decision-making in real-world situations. She places a special emphasis on recognizing the strengths of clients and their families, adopting a neurodiverse-affirming approach and providing care considering an anti-oppressive lens.

First established in 2021, these awards were launched to recognize these exceptional community members. All faculty and learners from across Temerty Medicine’s clinical, fundamental science and rehabilitation science sectors are eligible to be nominated by one or more peers, supervisors, colleagues, staff members or program leaders.

This story is an excerpt from an announcement from Temerty Medicine.

Prof. Christie Welch appointed Graduate Coordinator

The department of occupational science & occupational therapy is pleased to announce that Prof. Christie Welch has accepted a full-time teaching stream position, which includes an appointment as the department’s Graduate Coordinator.

In her role, Prof. Welch will be splitting her time between teaching courses, conducting research and supporting our current cohort of graduate students to ensure their success in the program.

Prof. Welch started teaching in the department in 2018 as a sessional instructor and became a part-time faculty member in 2020.

Prof. Welch has worked as an occupational therapist for more than 20 years and says that what she loves most about teaching future occupational therapists is rooted in what she loves about the profession. “Throughout my career, I have seen the ways that occupation can promote well-being. Meaningful occupation has been both my therapeutic medium and my goal. The knowledge and satisfaction I have derived from my clinical career is part of what I draw on when teaching future occupational therapists. It really energizes me.”

Over the years, Prof. Welch has seen our department change and adapt to prepare students for their future careers. She was part of the last cohort of 60 students to graduate from the bachelor’s program in 2001. The program has since evolved into a two-year master’s program welcoming 130 students each year.

Since returning to the department to teach, Prof. Welch has seen the program expand to the University of Toronto Mississauga campus, adding 40 students to the program. She taught throughout the pandemic and has supported students with the transition to online learning and back to in-person learning. She recognizes the challenges and changes students have experienced over the past several years but says this has also been an opportunity to do things differently in education – like looking for hybrid options to keep up with cultural shifts in how we approach work and education.

One thing that hasn’t changed is the importance of supportive faculty members. Prof. Welch credits Prof. Patty Rigby, who was her professor, academic advisor and research project supervisor when she was in the bachelor’s program, for mentoring her and encouraging her to pursue her PhD. She says, “I remember what it meant to have someone who cared about me as a student, who cared about my future, and who believed I was capable of great things. I try to be that person for the students who come to me in my role as graduate coordinator.”

Bridget learns value of community during fieldwork in India

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.”

400 guests attend Graduate Student Research Day

Last month, we held our annual Graduate Student Research Day. Nearly 400 people attended in-person to watch our second-year occupational therapy students present their research projects on a range of incredible topics focused on occupation, occupational therapy and occupational science.

Several People’s Choice awards were given out for the best presentation in each of the following categories.

Best Overall Presentation (2) – Jenna Westra & Mahshad Ashraf-Zadeh, “Co-creating a concussion education toolkit for Special Olympics Canada athletes” and Sophie Weaver & Larissa Chan, “A Cross-Sectional Study on the Participation of Children with Congenital Hand and Upper Limb Differences: Psychological, social, and physical determinants”

Occupational Science/Therapy Award – Souraiya Kassam & Emi Wong, “Identifying success indicators of discharge to community care and self-management within young adults with chronic pain: A qualitative descriptive study”

Aging and Caregiving Award – Saghar Baqizada & Bradley Wilson, “The influence of Dharmic religious practices at the End-of-Life: A scoping review”

Quality of Life Award – Emily DeHaan & Hannah Eborall, “Behind the Camera: A scoping review on using photo methods in research with people with Intellectual Disabilities”

Mental/Brain Health Award – Briana Bortolin & Anna Colebatch, “Yoga as a modality in occupational therapy for adults with mood disorders: A systematic review”

Pediatrics Award – Shazeen Alam & Sandy Brassel, “Evaluating the effects of the i_SibworkS virtual cognitive-behavioural program on social support in siblings of children with disabilities”

Musculoskeletal (MSK)/Upper Limb Award – Allyson Hodder & Isabelle Bhola, “Examining Clinician Experiences Using the Web Based Version of the Prosthetic Upper Limb Functional Index (PUFI-2) in Clinical Use”

Cognition and Everyday Life Award – Vanessa Fan & Anna Krosinski, “Out-of-home experiences of people with dementia”

Health Services and Supports Award – Vania Wu, “Aligning ‘cultural humility’ to occupational therapy practice: A scoping review”

Technology and Environment Award – Tetyana Ali & Amira Hegazi, “Exploring the child and family experience of the Clinical Brain Computer Interface Program”

Thelma Cardwell Lecture

In the afternoon, we held our annual Thelma Cardwell Lecture. This year’s keynote speaker was Prof. Carrie Anne Marshall, assistant professor, School of Occupational Therapy, Western University whose research focuses on intersections between poverty and mental well-being with a particular focus on homelessness among persons living with mental illness and substance use disorders. The title of Prof. Marshall’s talk was “Time use and well-being in an age of inequity: A call to action for occupational therapy.“

Prof. Marshall delivered a thought-provoking lecture emphasizing the need for poverty and homelessness to be in the purview of occupational therapy. She noted that “homelessness and inadequate housing affect how a person can participate in meaningful activities, and how they are able to function in their daily lives.”

Prof. Marshall urged occupational therapists to take action by advocating for evidence-based approaches and listening to and working with people with lived experience with homelessness.

The Thelma Cardwell Annual Lecture was established in 1997 under the leadership of Judith Friedland, by the friends and family of Thelma Cardwell, her professional colleagues, and the Canadian Occupational Therapy Foundation to honour one of occupational therapy’s most prestigious alumna, Thelma Cardwell.

Alumni Achievement Awards

This year at Graduate Student Research Day, we gave out an all-time record of four alumni achievement awards. These awards recognize alumni of the occupational therapy program who exemplify excellence in education, practice, scholarly activity and service.

Ellen Yack (Class ‘79) is the recipient of this year’s Legacy Alumni Achievement Award. Today, Ellen is the Director of Ellen Yack and Associates, serving in both management and direct service provider roles. The business now employs 12 occupational therapy associates delivering services to children and their families. Ellen has shown commitment to ongoing professional development and education and shares her knowledge of the day to day lived experiences of families, the issues that arise in the range of everyday occupational environments of children and current literature and scholarship through various parent and teacher workshops.

Emily Ho (Class of ‘97) is the recipient of the Mid-Career Alumni Achievement Award. Emily has been an Occupational Therapist at The Hospital for Sick Children since 2001, where she holds clinical and research appointments. She has demonstrated her commitment to lifelong learning and education. After graduating from the BScOT program, she completed an MEd in Developmental Psychology and Education, and later a PhD, and now works in our department as an assistant professor where she has supervised several MScOT students. In 2020, Emily received the Award for Excellence in Research Supervision recognizing her commitment to going above and beyond to inspire and challenge her students. Throughout her career, Emily has also published 30 research papers with a focus on upper extremity function and participation in young people with musculoskeletal conditions.

Jennifer Ho (Class of ‘06) is a recipient of the Mid-Career Alumni Achievement Award. Jennifer exemplifies the areas of service and practice in occupational therapy through numerous achievements and roles throughout her career in the public sector. In her current role as a director at Ontario Health, she has supported the Ministry of Health and Ministry of Long-Term Care with pandemic planning and implementation of emergency services. Jennifer is also an active board member at Autism Canada, where she advocates for proper access to funding and resources for individuals on the spectrum.

Jenni Diamond (Class ‘17) is the recipient of this year’s Early Career Alumni Achievement Award. After graduating, Jenni joined the Neurology Centre of Toronto (NCT) as their first occupational therapist where she developed and implemented a new program for concussion rehabilitation. Since then, Jenni has become the director of the occupational therapy program where she oversees a team of five other occupational therapists. Jenni also helped create NCT’s Concussion Care Team – an interdisciplinary team with expertise in concussion rehabilitation and management. In the short time since Jenni’s graduation, she and her team have provided services to thousands of patients recovering from concussion and persistent concussion symptoms.

Six faculty members receive recognition awards for their contributions

Last month at the Rehabilitation Sciences Institute’s (RSI) Research Day, six of our faculty members received recognition awards to honour and celebrate their outstanding contributions to student learning, leadership and support for their colleagues.

Emily Nalder received the Dr. Patty Rigby Award for Early Career Excellence in Supervision and Mentorship.

Nick Reed received the Dr. Dina Brooks Award for Continuing/Sustained Excellence in Graduate Student Supervision and Mentorship.

Rosalie Wang received the RSI Teaching Award.

Sarah Munce and Alison Novak, who are both cross-appointed to the department, received RSI Faculty Service Awards.

Sander Hitzig received the RSI Peer Mentorship Award.

Judith Friedland reflects on her life and career in new memoir

Judith Friedland has worn many hats throughout her life. After earning her diploma in physical and occupational therapy from the University of Toronto in 1960, she went on to work as an occupational therapist, marry and become a mother, earn a PhD, and teach in the department of occupational therapy at U of T, moving through the ranks from lecturer up to professor and department chair.

In her recently published memoir, There Was a Time for Everything, Friedland reflects on her life and career, and how she has spent her time post-retirement. She spoke with writer Rachel LeBeau about the book and some of its themes, and the process of writing and editing.

What inspired you to write There Was a Time for Everything?

After I published my book on the early history of occupational therapy in Canada (Restoring the Spirit), I realized that I had more to say and that writing a book was doable. I thought that my life was a bit unusual and thought it could be good to write a memoir. The editor of that first book agreed and suggested I start by writing some vignettes about what I had found to be significant in my life. I started writing in 2014 and then the book took on a life of its own. I got into all these themes – my mother dying when I was very young and the issue of feeling “other” from that point on, being Jewish in non-Jewish schools and work communities, and my education and work in a little-known profession. But there was also a theme that was common to many women of my generation. After marrying young and supporting my husband in his academic career and enjoying motherhood, I soon wondered, “Where am I going to be after all this?” That story seems to resonate with many women but is one that we never read about. We know about women who’ve done amazing things, but we don’t know about ordinary women and all the things that we do in our lives. So, I thought my story was worth telling.

In your memoir, you write about having it all – what does “having it all” mean to you?

In my view, the part that follows “having it all” is “just not all at once.” Anyone trying to have it all has to give up something. I was lucky in the way my life unfolded. I really thoroughly enjoyed being a wife and mother, building a home and all that went with it. I would not have given that up for a minute. But once my three children were all in school, I was able to go back to work part-time and back to school part-time, and, after about five years of clinical work, start my academic career. It all just seemed to work out so that at the end of the day, it seems to me that I’ve had it all.

What did you learn about yourself as you went through the process of reflecting on your life to write this memoir?

I think I learned more about myself as I was editing than when I was writing. In those later stages of editing, I had to keep asking myself, “Is this an important part of my story, does it add to what I want to say, is it necessary?” For example, in describing my time in high school, I had initially named a teacher and at the end, I took his name out. It wasn’t necessary to name him, and it could be hurtful. That was an interesting exercise. I also thought some of the stories I wanted to tell weren’t the most flattering about me, either, but I thought I should share them anyways because they are real life, so I left them in. And I wrote about getting knocked down and getting back up and that made me realize that I knew how to persevere. So that was a good thing I learned about myself.

How do you think your career as an occupational therapist has shaped your life?

Most of my practice, my teaching and my research have been within the mental health and psychosocial field, and I carry a lot of that around with me. The other day I went for coffee with a friend who had just had a fracture from a fall. The fact that we were out doing something social was good for her because she can’t go out by herself right now and I know how important it is to her recovery to have social support and not feel isolated. Adjusting to whatever life has in store is something I guess I picked up early on and I think it has stayed with me, no matter what I’ve done in my life and career.

The other thing I learned, especially working in mental health, is the importance of interpersonal relationships. You don’t really get anywhere in health care without having a good relationship with the person you’re trying to help. That mindset has always stayed with me in my role as an administrator when I was the chair of my department, and in my interactions with family.

What advice do you have for young women entering the workforce, especially health care, today?

My advice is to try to find a job that you think will engage you; something where you can learn and grow. If it’s in health care, you need to go in with an open mind and try to understand the system – but when you do see what you perceive as unjust, do what you can to change it. Throughout my career, I have seen the undervaluing of women and their work and it’s something that needs to be challenged. That has been true whether I was in health care or academia. There have been salary inequities, promotion inequities, funding inequities, and so on. Health professions, in general, are amazing professions – they’re stimulating and you learn something new every day. You are also signing on to help make change – not only in the world of the patients you are working with but also in the larger society.

I would encourage women not to worry too much about taking on multiple roles or changing roles. You can get a lot of satisfaction from experiencing different things in life – whether that’s pursuing a career, continuing in school, being a wife and mother – these can all lead to fulfillment. It’s ok to do different things. You don’t need to take a linear approach to life.

How has occupational therapy changed over your career, and what trends do you see emerging in the future?

Occupational therapy has changed in some ways – and not at all in others. Our roots became firmly established during World War I and are now stronger than ever. We still focus on the centrality of occupation, on what people need to do and want to do in their lives to bring or maintain meaning. We still work with patients to help them find ways to cope and manage after illness, injury, or disability. Medicine and health care have changed throughout my career in so many wonderful ways, especially in acute care, but at the same time, I think we’ve lost some of the broader picture and don’t appreciate the importance of helping people adjust to their altered circumstances and prevent further health issues. I like to think that the health care system will soon understand the essential roles played by various members of the health care team, including occupational therapists, in facilitating that adjustment.

There is a lot of great progress being made within occupational therapy. I’m particularly proud of my profession and how it is taking on broader social issues, for example, how our occupational lens is helping to address homelessness or mental health in the workplace. Occupational therapy students are learning more about health inequities and how our work contributes to improving lives of vulnerable populations.

Is there anything else you want readers to know about your book?

I want them to know that the content will be of interest not only to occupational therapists but to a wide variety of readers. Some will enjoy the historical look at life in Toronto in the 1940s and 50s and what it was like for me growing up in that time. Others may be interested in my years at the university as a student and faculty member, or my stories of married life. I think many will be interested in the gender issues at play and the feminist lens I have used in describing my life. I’ve had feedback on the book from women old and young who seem to relate to my story, and also some from husbands who admit they didn’t realize the impact of the imbalance in their relationships. There’s a lot about aging and so-called retirement and travel and gardening, and, of course, family.

You can find Judith’s book, There Was a Time for Everything: A Memoir, through the University of Toronto Press and in bookstores and libraries.

Inaugural International Forum on COVID Rehabilitation Research

The Rehabilitation Science Research Network for COVID held its inaugural International Forum on COVID Rehabilitation Research on Friday, April 21, 2023 at the University of Toronto.

The Network, co-led by Jill Cameron and Kelly O’Brien, led the planning and implementation of this Forum. This hybrid (online and in-person) event brought together over 250 people from over 20 countries to hear from more than 20 guest speakers who presented emerging evidence in COVID rehabilitation, spanning acute COVID to Long COVID.

Attendees included persons with lived experiences, clinicians, researchers, policy stakeholders, representatives from community-based organizations and funders who contributed to the rich discussions.

The Forum aimed to exchange knowledge of COVID rehabilitation research and practices between international experts and disseminate knowledge far and wide. The Forum also provided opportunities to establish new and strengthen existing research collaborations and partnerships in the field of COVID rehabilitation. Throughout the course of the day, attendees engaged in discussions about perspectives on emerging issues and research priorities in COVID rehabilitation. These priorities will help to guide the future activities of the Network in the year ahead.

The Forum included a keynote presentation from Todd Davenport, Professor and Vice-Chair in the Department of Physical Therapy at the University of the Pacific in Stockton, California, on his instrumental work on safe rehabilitation for people living with Long COVID. A second keynote included a discussion panel comprised of community leaders who shared their experiences in COVID rehabilitation research. Embedded within the keynotes were two research evidence sessions, with five speakers each, who shared current research related to disability, rehabilitation approaches and interventions, and models of care in the context of acute and Long COVID.

This Forum, funded by Temerty Faculty of Medicine, was a collaboration with the multiple partners and members of the Network who have been instrumental in advancing evidence and practice in COVID rehabilitation, including Long COVID Physio, the Rehabilitative Care Alliance, Patient-Led Research Collaborative, and FISIOCAMERA.

Find more information about the Forum, including links to the video recordings from the speaker sessions, online.