Category Archives: news archive

Assistant Professor, Teaching Stream and UTM Academic Coordinator

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 at the rank of Assistant Professor, Teaching Stream. The successful candidate will be appointed the Academic Coordinator at the University of Toronto Mississauga (UTM) campus. The position will start on July 1, 2021 or shortly thereafter.

The successful candidate must have a PhD in occupational science, occupational therapy, rehabilitation science, or a related field at the time of the appointment; 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 practising occupational therapist. Eligibility for registration with the College of Occupational Therapists of Ontario is required.

Candidates must also have teaching expertise in an entry-level Master of Occupational Therapy program. Additionally, candidates must possess proven leadership abilities and a demonstrated commitment to excellent pedagogical practices and teaching-related scholarly activities. 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. We seek candidates whose teaching interests complement and strengthen our existing departmental strengths.

The successful candidate will work in close collaboration with the Department of Occupational Science and Occupational Therapy’s Graduate Coordinator and the Vice-Chair Education, and has UTM-specific responsibilities related to the implementation of the MScOT program and graduate coordination.

The University of Toronto is strongly committed to diversity within its community and especially welcomes applications from racialized persons / persons of colour, women, Indigenous / Aboriginal People of North America, persons with disabilities, LGBTQ2S+ persons, and others who may contribute to the further diversification of ideas. 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.

Visit the University of Toronto Careers Website for full details, including links to apply.

Application Deadline: March 31, 2021, 11:59 pm ET

Welcome New Tenure-Stream Faculty: Rotenberg, Farragher

The Department of Occupational Science and Occupational Therapy is delighted to announce the appointments of our newest tenure stream faculty members, Shlomit Rotenberg and Janine Farragher:

Shlomit Rotenberg, PhD, MSc, BScOT, Assistant Professor, Tenure Stream. Dr. Rotenberg received her PhD in 2017 from The Hebrew University, Jerusalem, Israel and completed a post-doctoral fellowship at the Rotman Research Institute, Baycrest, Toronto. Dr. Rotenberg’s scholarship focuses on understanding occupational challenges and enabling participation in meaningful activities of people experiencing cognitive impairments due to aging and/or neurological deficits. Dr. Rotenberg uses both quantitative and qualitative methodologies to examine the nature of occupational limitations experienced by adults and older adults with cognitive impairments and the factors that impact their activity participation. Dr. Rotenberg also focuses on the development and validation of standardized ecologically valid cognitive functional assessments. Using the knowledge gained on facilitators and barriers to participation, Dr Rotenberg has developed and examined meta-cognitive interventions to promote everyday functioning, health and wellbeing of older adults, with a specific interest in older adults with subjective cognitive decline.

Dr. Rotenberg worked as an occupational therapist for 10 years in an inter-disciplinary geriatric clinic and community-based rehabilitation unit, working with adults and older adults with cognitive impairments.

Dr. Rotenberg has taught undergraduate and graduate occupational therapy courses at the Hebrew University and Haifa University in Israel, and has been a guest lecturer and student research project supervisor in the MScOT program in the Department of OS&OT since 2017, and joined the Department in her current position in October 2020. View Dr. Rotenberg’s faculty web page

Janine Farragher, PhD, Assistant Professor, Tenure Stream. Dr. Farragher received her PhD in Rehabilitation Sciences at the University of Toronto in 2018, and completed post-doctoral training at the University of Calgary’s Cumming School of Medicine and via the Kidney Research Scientist Core Education and National Training (KRESCENT) Program in Montreal.

Dr. Farragher’s research focuses on holistic approaches to the management of advanced chronic diseases, with a focus on geriatric conditions such as chronic kidney disease. Such approaches include an occupation-focused energy management intervention, a mindfulness practice called mindful “doing”, and a focus on environmental design that promotes mental well-being in care settings. Dr. Farragher is also interested in applying a life course perspective to understand experiences of and responses to chronic conditions.

Dr. Farragher has been involved in the MScOT program in the Dept. of OS&OT since 2017 as a sessional course instructor, student research project supervisor, guest lecturer, teaching assistant, and workshop facilitator, and joined the Department in her new role in January 2021. View Dr. Farragher’s faculty web page

Two faculty awarded prestigious Canada Research Chairs

Researchers to examine traumatic brain injury for underserved people, pediatric concussions

Two faculty members of the Department of Occupational Science and Occupational Therapy will be doing research in expanding understanding of traumatic brain injuries and pediatric concussions, after receiving Canada Research Chairs.

On December 16, the 2020 Canada Research Chairs were announced. Professor Angela Colantonio was awarded a Tier 1 Canada Research Chair in Traumatic Brain Injury in Underserved Populations. Professor Nick Reed was awarded a Tier 2 Canada Research Chair in Pediatric Concussion.

Colantonio is a Professor in the Department of OS&OT and the Rehabilitation Sciences Institute and a Senior Scientist at University Health Network’s Toronto Rehabilitation Institute-KITE.

Reed is an Associate Professor in the Department of OS&OT and the Rehabilitation Sciences Institute and an Adjunct Scientist at Holland Bloorview Kids Rehabilitation Hospital.

We asked Professors Colantonio and Reed to share with us how their research will impact society and occupational therapy practice.

Professor Colantonio, Why is the area you’re doing research of public importance, and what are you hoping to learn more about through the Canada Research Chair?

Colantonio: My research explores health services for people with traumatic brain injury with a focus on marginalized Canadians who are underserved by the health care system.

We have to address the lack of awareness, understanding and support for people with brain injury, particularly among the most underserved populations. Some of these communities are women who experience intimate partner violence, people who experience housing instability or who interact with the justice system.

My work aims to create more capacity inside and outside the health care system to address the unique needs of Canadians who have a traumatic brain injury.

I hope to enable greater access to rehabilitation professionals, such as occupational therapists, who can support people experiencing cognitive and other health outcomes resulting from brain injury.

I also plan to address larger societal and environmental conditions that historically lead to discrepancies in health services available to underserved people, for example, by creating educational and training tools for health professionals and other front line workers who interact with members of these communities. My research considers sex and gender, ethnicity, age and other determinants of health that affect provision of and access to services.

What is the goal of your work, Professor Reed?

Reed: The goal of my work is to raise concussion awareness, improve concussion-related health behaviours and optimize care and rehabilitation options for children and youth following a concussion. The need for concussion support and care has never been higher in Canada.
Concussion, which is a mild traumatic brain injury, isn’t only a sports injury and can happen from many different causes.

As a society, we need to know more about concussion so that we can properly recognize when an injury has taken place and take the right steps towards recovery and positive health outcomes.

My goal over the next five years is to create and share new treatments for concussion, positively change concussion knowledge, attitudes, and health behaviours, and improve social support for children and youth with concussion.

Concussion, which is a mild traumatic brain injury, isn’t only a sports injury and can happen from many different causes. Because of this, I hope to engage a broader population beyond athletes to provide necessary supports to children and youth impacted by concussion. This research will have a particular emphasis on populations and communities that have largely been left out of concussion research, education and care initiatives to date.

How will your research benefit occupational therapy practice and education?

Colantonio: Occupational therapists are uniquely positioned to advance the health and well-being of people with traumatic brain injury in underserved populations because of their holistic approach to care. They understand the impact of the environment and the wider social context in which people live, and are therefore well equipped to recognize and address barriers.

Occupational therapy and rehabilitation in general have not yet been included in the care of people with traumatic brain injury in underserved populations.

However, occupational therapy and rehabilitation in general have not yet been substantially included in the care of people with traumatic brain injury in underserved populations. This program of research will highlight the important role of occupational therapists and rehabilitation to improve health outcomes and reduce social injustice, and ultimately, advance occupational therapy practice with, and the profession’s contribution to, this area.

My research program embodies the values of the occupational therapy profession and I couldn’t think of a better place to conduct this research. This program will provide extraordinary research and clinical training opportunities and will open the door for new areas of practice for occupational therapy students. I feel extremely fortunate to be advancing our research in this environment.

Reed: This research is fundamentally grounded in occupational therapy by virtue that it aims to enable children and youth with concussion to do the things they need, want and love to do in their lives.

Often after a concussion, a lot of emphasis is put on the symptoms that a child feels or reports (e.g., headaches, nausea, decreased attention etc.). However, we really need to focus on how these symptoms impact function, or what a child can or cannot do in their lives, for instance go to school, play sports, or spend time with friends or family.

Occupational therapists focus on function, on getting people back to life after injury, and can provide such an important perspective during concussion care and rehabilitation.

Occupational therapy practice will benefit by putting the findings of this research into action, informing new approaches to education and care, and creating a role for occupational therapy when caring for children and youth after a concussion.

“As international leaders in their fields, Professors Angela Colantonio and Nick Reed are committed to enabling meaningful participation and improving the quality lives of people with traumatic brain injury,” states Heather Colquhoun, Interim Chair, Department of Occupational Science and Occupational Therapy. “The investment by the Canada Research Chair program will allow them to further advance their work and train the next generation of promising researchers in the field. I am thrilled to have their expertise in our Department and look forward to the contributions they will make to health and well-being in the groups they serve.”

The Canada Research Chair program was created by the Government of Canada in 2000 to help Canadian universities attract and retain world-renowned researchers, develop Canadian research expertise and achieve excellence in training. Tier 1 awards provide researchers $200,000 annually for seven years and Tier 2 awards provide researchers $100,000 for five years.

Authors: Dayna Frydman and Sandra Sokoloff

Chair and Associate Professor/Professor Position in Dept. of OS&OT

Applications are invited for the position of Chair of the Department of Occupational Science & Occupational Therapy , Temerty Faculty of Medicine, University of Toronto. The successful candidate must be eligible for a tenure-stream academic appointment at the rank of Associate Professor or Professor. The appointment as Chair will be for a 5-year term effective July 1, 2021, or shortly thereafter, renewable following a favourable review.

The successful candidate will have a PhD in a field relevant to occupational science and/or occupational therapy and have a degree in occupational therapy and be eligible for registration with the College of Occupational Therapists of Ontario. They must demonstrate an exceptional record of excellence in research, teaching, and leadership. We seek candidates whose research and teaching interests complement and strengthen OS&OT’s existing strengths. Candidates will have an established international reputation and will be expected to sustain and lead innovative and independent research at the highest international level and to maintain a competitive externally-funded research program. Candidates must also have demonstrated teaching excellence in a degree-granting program at the graduate level and significant experience as an effective mentor to successful trainees.

Candidates must have comprehensive knowledge of the occupational therapy profession—academically and clinically—and bring a vision for innovative research and education relevant to the future of occupational science and occupational therapy. They will have a record of accomplishment in collaborative leadership to engage with leads in other rehabilitation science disciplines at the St. George and Mississauga campuses of the university and across fully-affiliated hospitals, community-based health and rehabilitation organizations, school boards and private practices, as well as cultivate strategic partnerships with stakeholders in corporate sectors and government ministries including Canadian occupational therapy leadership organizations.

The University of Toronto is strongly committed to diversity within its community and especially welcomes applications from racialized persons / persons of colour, women, Indigenous / Aboriginal People of North America, persons with disabilities, LGBTQ persons, and others who may contribute to the further diversification of ideas. 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.

Visit the University of Toronto Careers Website to see the full job description, additional information about the application process, and a link to apply for this position.

Spotlight on Class of 2020 MScOT Students

Jasmine Bacola and Claudia Yousif, two of our exceptional students from the Class of 2020, are featured in the Temerty Faculty of Medicine news feature, Class of 2020: Celebrating our Rehabilitation Sciences Graduates.

Some excerpts:

Jasmine: I first learned about occupational therapy (OT) through my own family’s experience of caregiving for my beloved Great Aunt. An occupational therapist enabled my Aunt to age in place, which gave her the key to living her life to the fullest. Through this experience, I learned that engaging in meaningful daily activities adds quality to people’s lives…COVID-19 has highlighted to me how important daily occupations are; our daily routines and roles have been completely turned upside down due to the pandemic. I believe occupational therapists are needed now more than ever.

Claudia: I have witnessed first-hand the impacts of disability and injuries on my family members’ quality of life and engagement in daily activities. By pursuing occupational therapy, I hope to help people participate and engage in occupations that are meaningful to them, while understanding how various factors may impact their functioning… The COVID-19 pandemic has refocused my attention to the importance of maintaining occupations during life transitions. This pandemic has impacted all of us to some extent, whether it be how we interact with our social circles, our employment status, and even how we engage in our leisure occupations.

Article by Julia Soudat, Temerty Faculty of Medicine Communications, November 18, 2020. Read their full statements.

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.

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.