Fieldwork Debrief

Reflection #2: Leading a Life Skills Group

Home Management and Establishment
"There's No Place Like Home"

To summarize the session, we discussed how "home" is a commonly referenced and shared experience of every human being, while also being very personal. We discussed what home means to us, and we searched for and shared something we want to establish in our home, now or in the future. We talked about how home can and will evolve through our life, and we applied it to the here-and-now by looking at resources to start a Home Management Binder. 

I feel that I explained the purpose of the group meeting, but the expectations for participation and respect were implied. I did not outline all of the activities at the beginning of the session, but I did explain each activity as I went through them. I did an introduction and warm up by allowing members to share how they left their house this morning with the following descriptors to help: rushed, excited, tired, dreadful, anxious, happy, determined.

The activities went smoothly. I prepared the members before the group began to bring a computer for the Pinterest activity. I did forget to have them bring a writing utensil, but everyone was able to get one quickly. I gave everyone time to share and tried to encourage them in their thoughts and ideas, without overstepping. We stayed in a pretty good time frame, maybe a little long. I believe the session went about 45-50 minutes before debriefing.

When asking for response, I tried to give personal examples to help members understand my thought process and begin to understand the direction of the session.

I made a point to pick out the similarities between group members' responses, but also wanted to highlight differences. I mentioned how a different population could have a completely different dynamic and group process based on personal history, age, and/or gender. At the end, I summarized what we had done that day and mentioned what we would be doing in future sessions, building off of the first meeting.

The session established the role and function of home in our past, our future, and how we can manage it now. We discussed how, like us, home has changed over time, and will continue to change in different ways in each member's life. I ended by thanking the member's for their reflections and for sharing.

I have loved the experience of being in a group. It has been encouraging and inspiring. I hope to implement some of the tools that have been given to me in these different life skill sessions. I would enjoy having a group session every week!

Narcotics Anonymous

I attended a Narcotics Anonymous meeting on Monday, March 5th in Olive Branch, MS. I went alone and I have to say, I was a little nervous to walk into that door. I imagined the anxiety and uncertainty someone coming with an addiction must feel when entering a room full of people for a meeting for the first time. But, once I had found where I was supposed to be and found a seat, I felt better. The facilitator sat at a desk at the front of a small room and we sat in a circle. As more people came in, he ended up giving up his chair and sat on the desk, and then eventually moved to the floor during the group discussion. He read the outlined script to start the meeting, welcomed newcomers, and ended the meeting. Because there were new members, he also told his story of recovering from addiction. Once he had finished his readings and gave his short testimony, he said, "Okay, it's y'alls group!", and took a seat in the floor. From that point, the members led the meeting until his readings to close. Being in a small room in a circle made it impossible to "hide" but it also encouraged participation and the feeling of being involved and belonging. I would say the session was therapeutic in that it was encouraging. After different members took turns reading the 12 steps and philosophy and explaining what NA was, discussion took place. During the beginning readings, it was obvious that it is done every meeting. People chimed in in unison with different sayings as people were reading. (The best way I can describe it is like when people chime in during Rudolph the Red Nose Reindeer because they know it and have heard it so many times..."Rudolph the Red Nose Reindeer" "Reindeer!" "Had a Very Shiny Nose" "Like a lightbulb!", etc.) At first I couldn't tell if they were making light of it, joking, even disrespecting. Some were playing games on their phones or tablet, some didn't seem engaged or like they were even listening. But, as the session continued, it was clear that the members believed in the program and had seen the change in their lives. They spoke in a common language of drug use and recovery, and I found that really interesting! The language used by the leader and the members was sometimes pretty crude, but in the same breath as an "f*%$*  this sh*%$*" came the words "this is my surrender" and "I have to wake up and choose to live or choose to die" and "forgiveness" and "trust". I thought there was something really beautiful about the pairing of a powerful language with the harsh reality. I think that that communication in itself is therapeutic. Being honest, and empowering. This group opened and closed in formality, but the in-between was very informal, sometimes light, sometimes heavy. People joked and laughed, and they ended with celebrating those that had met milestones of sobriety. I really enjoyed this experience and have so much respect for the people I saw in my group who are showing the courage of taking steps to come together with other people, find support, encourage one another, work everyday to make the right choice, and to be honest, with themselves and with others. 

OT 532 Leadership Summit

I met with the other group leaders who are leading a group on Wednesday, March 7th: Maggie, Haleigh, and Virginia. We discussed our planned protocols by talking through the group process for each one. We shared some of the feedback given to us from our first draft. We suggested some ideas based on previous groups where we had experienced a similar topic as a participant. We also shared the goals for our clients. I think each of us are going to have a great group session tomorrow! It was helpful to be able to collaborate and talk through our ideas with other leaders. I think the affirmation in our good ideas and the support where we were unsure was incredibly helpful. The meeting gave us a chance to have more confidence and preparation for tomorrow! I don't think collaboration and support can ever be anything but helpful!

Groups- Peer Reviewed Journal Article

The Directive Group: Short-Term Treatment for Psychiatric Patients With a Minimal Level of Functioning
Kathy L. Kaplan 

Although this was an article that was published in 1986, I found it incredibly relevant and applicable to all that we have been learning and experiencing in our class, Occupation-Centered Group Practice. I know that the concepts mentioned and studied within this paper have only been built upon and further strengthened. A developmental approach was used, along with the model of human occupation (MOHO) as the theoretical framework. The author established the importance of using a framework to organize knowledge, observe, and predict client outcomes. The model was used to show a continuum of occupational behavior through exploration, competence, and achievement. The groups were organized in this way. The model helped to assess behavior and create treatment goals. The model helped to create an environment that would facilitate change.  The exploration group is the most basic level, for patients with severe dysfunction, where OT would co-lead the Directive Group program with Psychiatry. I loved that this paper broke down the group process from orientation to wrap up. Examples were given of strategies and activities to maneuver through the session and the four parts that make up the group time: orientation and introductions, warm up, main activities, and wrap up. Using this group program with a rating scale for achievement (1-5), 88% of clients improved their ratings by 1 or 2 points on the scale. Clinical observation also indicated that clients' behavior was significantly different when in group verses elsewhere in the facility.


I think it only resonates that the group process works. It makes a difference. And, OT has a skill set to share in group therapy in coordination with other disciplines. The same kind of group process tested in this paper is the same kind of outline that we have been following in our group sessions. And even the smallest activity, from identifying the day and time on a calendar, can bring together the skills that will add to a person's habits, social abilities, awareness, and success in daily occupations that will lead to a healthier, more meaningful life. 





Kaplan, K. L. (1986). The Directive Group: Short-Term Treatment for Psychiatric Patients With a Minimal Level of Functioning. American Journal of Occupational Therapy, 40(7), 474-481. doi:10.5014/ajot.40.7.474

Reflection #1: Co-Leading a Group Session on Active Listening

Active Listening: Learning to Listen Better

To summarize the session, we heard from each member on on how they were feeling given some descriptors and got some practice with recall from listening, learning that our emotions can affect our listening. We talked about what active listening is and ways to express it. We did a role-playing activity to help facilitate awareness for both the “sharer” and the “listener”, active and non-active. We also did an activity to help facilitate awareness on the importance of asking questions to better understand those we are listening to. (The therapist will say, “draw a triangle intersected by a line on top of a circle next to a square.” The instructions will not be repeated, and no clarifying questions can be asked. Everyone will draw their own picture based off their interpretation of the instructions.) Without clarification, we can walk away with very different perspectives. We also spent time discussing how listening applies to our everyday life, its relevance and importance. Listening Skills Handouts were given to each member and we encouraged them to choose at least one active listening skill to use in conversations this week.

I feel that we explained the purpose of the group and expectations. I can't remember if we outlined all of the activities at the beginning of the session, but we did explain each activity as we went through them. We did a warm up by allowing members to share how they were feeling given seven descriptive words, and then asked members to recall what the person before them had shared.

Our activities were prepared and we gave directions clearly. We began with a role-playing activity and then moved on to a drawing activity that showed how lack of active listening can lead to people walking away from a conversation with very different interpretations. I think I really saw some lightbulbs coming on with that activity. It seemed to make people really think, even to the point of seeing the perspective of someone who doesn't have the ability to ask questions and give feedback. We discussed in the debrief that the role-playing activity was much "stiffer". Audrey and I had to really pull out input from the group members by coming up with questions on the spot. After the drawing activity, there seemed to be more discussion and input given freely and comfortably. The flow improved. Maybe the drawing activity could have been first to help the role-playing be more comfortable for the participants? Each member was given a chance to share, and every member shared at least once. I feel that we gave appropriate verbal and non-verbal communication. I sometimes wasn't sure if I should jump in and help connect dots and give input and encouragement for participating or give the members more time and let there be breaks of silence. We received positive feedback from participants on the experience. I feel that we lead with a facilitative approach. We had a plan and an outline, but we wanted to facilitate awareness, understanding, and discussion. We spent time at the end sharing why active listening is important and should be applied in our everyday life. Group members were given time to reflect on experiences that they have had that involved listening. We summarized our group in the way that I began this blog. We reviewed all that we had done in the group and thanked our participants for their engagement and participation. I feel like we were prepared and allowed our members opportunities to share and discuss. We also made a point to emphasize the life application of our topic, active listening. We wanted the members to leave knowing that the activities and tools of group were meant to make a difference in important ways in their every day life.

As mentioned, we could have switched our activities to help with some of the dynamics, starting with something a little more relaxed and moving to something more structured. We were starting to worry midway through the session about time, but I think we realized that every second doesn't have to be and can't be planned and structured, and there needs to be time for the members to have their effects on the group process by sharing and facilitating.

I loved this experience. Audrey was a wonderful partner and our group is so great! They were encouraging, enthusiastic, and engaged. I would enjoy having a group session every week!

NeuroNote #5: Wear A Helmet!!

Kim Gorgens TedxTalk, Protecting the brain against concussion, was spirited, informative, and left me with further curiosity, and thankfully, resources, to find more information on the topic. 
My house, other than my Dad, was an all girl house. So, other than the occasional bicycling and four-wheelers, we didn't have a lot of concussion risk as far as playing goes. We weren't in rough contact sports like football (thank goodness). I always appreciated the guys out there playing because football season is so much fun, but I am so thankful I never had to be a part of the constant tackling and banging and "bell-ringing". 
Although a concussion can occur in a number of ways, I have been really interested in how they can occur through sports, the long-term effects, and what can be done to fully protect players. One day, I might have a little boy who wants to play football, and I want to be sure that I am caught up on my research and the best protective gear! Our minds are a priceless treasure, and we only get one. So, we must be vigilant in protecting them. 
Dr. Gorgens emphasized the importance of wearing a helmet....many times. She also emphasized: study up, speak up, and suit up. She gave resources in order to study up on new information and research. She encouraged the audience to speak up to legislators and coaches about restrictions, protection, and funding. Lastly, she demanded that we suit up our kids. She used her son as an example several times. Dr. Gorgens knows how drastically a person's life can be changed due to a head injury, and how protection can make such a difference. She also knows that our brains are resilient and strong, however, they are not invincible. 
Unfortunately, there are still questions without answers, and much research to be done. However, if we can put all of our brains together, we will continue to learn and adapt to new knowledge, and protect our beautiful brains. 

Gorgens, Kim. (2010). Protecting the brain against concussion. Retrieved from: https://www.ted.com/talks/kim_gorgens_protecting_the_brain_against_concussion/transcript?language=en

Rubber Band String Lights - OT Intervention for Barbara

RUBBER BAND STRING LIGHTS 

OT INTERVENTION FOR BARBARA

MATERIAL - Rubber Bands 

CLIENT - Barbara 

Her Story:

64 Years Old 

Female 

Diagnosed with MS 

(Multiple Sclerosis) in her mid-30s


She Loves:

Her Husband 

Her Son 

Volunteering with her MS Support Group

Sewing & Crafts 

Alone & With Others 

Her Problem:

Weakness

Increased Fatigue 

Recent Decline in Memory 

Lower Extremity Spasticity 

She Needs...

Minimum Assistance: Eating & Grooming 

Moderate Assistance: Upper Body Dressing, Bathing, Toilet 

Maximum Assistance: Meal Preparation, Lower Body Dressing, Transfers, Homemaking 

The Inspiration...
Wicker Ball String Lights

The OT Goal: Improving independence and safety in ADLs and iADLs.

With this intervention...to strengthen her fingers and hands. To improve coordination and grip. To show her joy in doing something she loves that will help her continue to work in her home and be independent and active!

She does NOT like boring exercises!!

Barbara will make 10 rubber band balls over the course of 2 one hour sessions to improve her strength and independence.

The Idea: Barbara loves crafts! This could be something beautiful for her home. She could paint the balls and bands any color she wants to make it prettier and unique to her!

The Purpose: To improve strength, pinch grip, & coordination in her fingers and hands.

Different widths of the bands requires different strength to stretch and manipulate them on the ball.








The end product is fun, bright, and can be hung inside or outside of her home!

NeuroNote #4: Making The Strange Familiar

Siddharthan Chandran's Ted Talk, Can the damaged brain repair itself?, was incredibly insightful, hopeful, and empowering. I was in awe of his ability to take such complex, controversial, and complicated ideas, break them down, and make them simple and easy to understand. He reminded me of Professor Lancaster by making the strange familiar. He explained the brain, current research, medical advancement, hope in stem cell research, controversial cloning, the drug creation process, a personal client case story, and how to simplify it all to encourage understanding, hope, and progress....all in 15 minutes. Even though just about everything that he talked about was over my head, daunting, and unknown to me, I felt that I was able to follow his thoughts to understand the possibility of brain repair and finding cures to devastating neurological conditions. I think it is incredibly fascinating that our body, including our brain, can repair itself. It was created to heal itself. In the brain, as Dr. Chandran mentioned, it just doesn't repair and heal itself fast enough. If we can find ways to speed the process, then there could be incredible possibility for major brain damage repair across many diseases and conditions. I am so thankful for our incredible bodies, our absolutely wondrous brains, and for people like Dr. Chandran, who have the gift and belief in hope that motivates him to tackle complex conundrums, and find ways to make life changing differences through medicine, research, and education.

Chandran, Siddharthan. (2013, July). Can the damaged brain repair itself. [Video file]. Retrieved from https://www.ted.com/talks/siddharthan_chandran_can_the_damaged_brain_repair_itself#t-971032

My Case Study: Allie Calhoun (Dementia)

I presented my case study on Allie Calhoun, the beautiful girl from The Notebook  book and movie written by Nicholas Sparks, who is diagnosed with Alzheimer's Disease, which is a form of Dementia. We discussed her story and experience with Alzheimer's, the importance of her caregiver, who is her husband, Noah, and the things that give her joy and comfort. She is already living in a nursing home, and she is in the later stages of the disease. Her greatest goals through OT, are to find quality of life, peace, comfort, and joy. It is also incredibly important for OT to give those interventions of peace and comfort to her husband, children, grandchildren, family and friends, as well. It is an incredibly difficult experience to watch someone you love so dearly slip away. There needs to be hope, acceptance, and a space for memories to be remembered, and a peace present to help give comfort in the day to day process of Alzheimer's disease.

Case Study: Trevor Conklin (MD)

Trevor Conklin is a boy from the movie, The Fundamentals of Caring. He is 18 years old, and has been diagnosed with Duchenne Muscular Dystrophy (DMD). DMD is a rare genetic disease; one of the 9 types of Muscular Dystrophy (MD). It is caused by a genetic mutation, preventing the body from producing dystrophin, which leads to muscle degeneration. He was diagnosed at the age of 3, and at that time, he lost his father's presence, as well. His mother is incredibly protective and they keep a strict schedule and routine. Trevor depends on his schedule. He loves the news, roadside attractions, pranks, waffles, sausages, and slim jims. He could benefit from OT due to a recent move from the UK to the US, with feelings of isolation and confusion. He is also at risk for depression, and needs to be educated on his disease while being encouraged to be part of social participation, and increasing independence.

Case Study: Heather Alimossy

Heather Alimossy is 19 years old, and she has been diagnosed with Huntington's disease. Her mom and brother have this disease, and it is strongly hereditary. If you have a parent as carrier, then you have a 50% chance of being diagnosed with the disease. She is a caregiver to her mom, she loves riding dirt bikes, and she is pursuing a Master's degree. Huntington's disease is characterized by deterioration of nerve cells and basal ganglia. There will be physical and cognitive deficits. Since she has experienced the effects of Huntington's in her family, and she knows she is destined to walk the same road, she is trying to fight the symptoms now! She doesn't want to wait. So, OT will work with her to battle, enjoy, and embrace each day.

NeuroNote #3: Dementia and Garden Weeds

An article was published online by Mandy Chamberlain, an occupational therapist who advocates and educates through Seniors Flourish. She has a passion for education and for providing resources for occupational therapists working with senior adults, their caregivers, and families. She believes in giving the best possible care to those we serve. 

The article was about a book by Kathryn Harrison, Weeds in Nana's Garden. This book was written from personal experience, when Kathryn's mother was diagnosed with dementia. After watching the impact the disease had on her kids, how her kids were "empowered" through education in how to care for their Nana, and through understanding the nature of the disease, she was inspired to write her book. 

It is a picture book that explains dementia and the effects it has on the life of those who are diagnosed with it. She saw that the more her kids understood, and the more they were exposed to their Nana's reality, the more confident they felt in how to care for her and love her best. 

This reminded me of my husband's grandmother. He is incredibly close to his grandparents, and his grandmother has suffered with dementia for most of his life. She is now in the final stages and her time here could end at any moment. I have only been in the family for six years, but I have come to love them very much. It is difficult to see someone you love suffer confusion and frustration, feeling like there is little you can do to help. It is also hard to watch those that they love endure the sadness and loss of the wife, mother, grandmother, and friend that they once knew. As an OT, and as a member of the family, I want to help grandmother Grace. I want to help the family members that care for her day after day, and I want to help her loving husband by her side understand the love she has for him, even though she doesn't recognize who he is. I want to feel that I can provide insight and encouragement, if nothing else. It is a difficult experience, especially for children, and I think we could all benefit from learning more about how to best care for those with dementia, and for their caregivers and family. 

F. (2016, July 08). OT's Role in Helping Kids Understand a Grandparent's Dementia. Retrieved May 16, 2017, from https://www.seniorsflourish.com/kidsanddementia/

Foundations Debrief

I have loved this course! And, I have loved having you as a teacher, Professor Lancaster. You are intentional, organized, strategic, and you value our knowledge and reflection. This course truly made me feel like I had started OT school, and that I was really beginning to understand OT. I am looking forward to diving deeper into the content that we began in this class. I loved ending with the Conceptual Diagram. I would have never created something like that on my own, but now that I have, I am so glad that I have it! The same goes for the blog challenge. At first, I was somewhat dreading the blogging, but now that I have done it, I am so thankful! Thank you for all that you have done to make this class a wonderful experience!

Case Study: Brandon Cox

"I felt lost. I realized I couldn't be without football." -Brandon Cox

Brandon was diagnosed with Myasthenia Gravis (MG) when he was 15. He was the starting quarterback for Auburn University. Football, education, and family were Brandon's priorities. He struggles with vision and fatigue. Continuing to do well in football was important to him. He wanted to feel confident in his abilities and in control of MG. Occupational therapy could assist Brandon in energy conservation and fatigue control. Adapting to his vision will be important, especially in driving. Stress reduction can be done with deep breathing, muscle relaxation, and meditation.

Rachel Spain OT Conceptual Diagram

Blog Challenge #10: Thoughts of a Day Dreamer Who's Feeling Like Becoming a Dream Chaser...maybe?

I really have been thinking a lot about what I want to do as an occupational therapist, and in my life in general. I am a day dreamer, reflective, and I really want to create a beautiful life, not only for myself, but to share with others. I really think I would love to do OT in the school system. I would love to work with children with special needs, learning disabilities, and with any one who needs some encouragement or guidance. I was thinking the other day, about the special education and inclusion program at my high-school. I think they have a wonderful program, and the kids that are a part of it mean so much to me and my husband. However, their classrooms are located at the very end of our old building campus, somewhat tucked away from everything else; their own hallway behind double doors. My husband and I talked about that, and I wondered if there was anything that could be done to make them a little more visible, even if it was only located so that other kids could walk through their hallway, that they could have common space, creating more opportunities for interaction in the day to day school life. To lessen the division of their area, from the rest of the school. My husband thought maybe there were laws or policies that regulated how their classrooms had to be placed. When I went to the Internet, I found this Ted Talk, and I thought it was really interesting. The speaker felt concerned that "special" had become to mean "separate".  Are we doing enough to make children with special needs and their families feel a part of the whole community, or do we put them in a "special" corner, with "special" events and opportunities. It reminded me of the lecture in class about universal design. It differs from handicapped accessibility in that universal design is designed not only for those with a disability, but to be used by everyone. It's given me a lot to think about. 

Going along with these ideas, I have heard of a coffee shop in North Carolina, Bitty & Beau's Coffee, and its design and mission has truly impacted me. I love the idea of creating a place that can be a work space for those with disabilities, and for those without. You can see how special this coffee house is, because of the community atmosphere and opportunity for everyone to experience the gifts each person has to offer. 

I've had a crazy idea, and it has stuck with me for a few months. I would love to create a space like Bitty & Beau's. I would love to help be an "includer", to bring people together and facilitate opportunities for relationship, learning, growth, inspiration, and encouragement. I have a desire to give back to my community back home, in Lexington, TN. It has always been a place that has supported me and shown me love and kindness. However, through the loss of my sister, my family and I have experienced overwhelming love and care, and I want, even more, to give back in someway. To say thank you. 

My town is wonderful, but I feel it could use more resources and opportunities. I feel like there is room for change, for art, language, creative space, and cultural exposure. I would love to bring home some of the things that I have seen and experienced away from home, and let others experience it, especially those who do not have the opportunity to go and experience it themselves. Is it possible that I could create such a space? Do such a thing? Could I somehow find a way to work with kids at school, and maybe even have them work at a small shop like Bitty & Beau's to learn skills and be a more active part of the community? Could I make it a place where people can find inspiration and wisdom through books, music, art, relationship, community, and learning new things? Could I create a space where kids can come and study or tutor outside of the classroom or their home? Could it feel like you are home? Have family dinner? Game night. Movies. Birthday parties. Worship. Could  I create an opportunity for someone to learn a new skill, how to cook, speak Spanish, dance, play an instrument, work a register, rock the ACT, or experience how wonderful Jane Austin's art is, or the Andy Griffith show? 

Is it possible? Can I do it? Is it crazy, unrealistic, or irrational? 

I just know that I want to create a space, in my home and in my community, that is special, and I don't want to keep it to myself. I want others to experience it. In a small way or big way. My family, my friends, my community. I am not quite sure what it is going to look like yet, but I can't wait to be a part of it. 

Spotlight TEDx Talk: Why separating kids with disabilities from their peers hurts instead of helps. (2015, May 28). Retrieved May 12, 2017, from https://tedxinnovations.ted.com/2015/04/02/spotlight-tedx-talk-why-separating-kids-with-disabilities-from-their-peers-hurts-instead-of-helps/

It's More Than A Cup Of Coffee. (n.d.). Retrieved May 12, 2017, from https://www.bittyandbeauscoffee.com/

Case Study: Steve Gleason

Steve Gleason is an incredible story of fighting a good fight. He is 40 years old, a husband, a father, former professional football player, and he battles ALS. He has a foundation, Team Gleason, to help advocate for those that also have ALS. He has a documentary, "Gleason", and he has helped to bring about a new technology through Microsoft that allows him to control his wheelchair and speak using eye-gaze technology. This is not something he wanted for himself alone, but for others, as well. Steve wants to be a good father, husband, and have as much independence as possible. He seeks to not just survive, but thrive. He is passionate about finding a cure and raising awareness for ALS.

Blog Challenge #9: Relationship

We were created for relationship. This is something that truly hit home for me when I moved away from home. I was desperate to feel comfort, familiarity, and assurance that I was not alone and that I was going to make it. I needed encouragement and kindness. I needed to be accepted and intentionally sought out and cared for.
Intentionality is another reality that became so important to me when I moved away from what was normal, comfortable, and known. Intentional relationship is so incredibly important to have and to give.
In occupational therapy, we use a therapeutic relationship to make our clients feel comfort, familiarity, and acceptance. If I do not take the time to not only speak intentionally, but also to listen intentionally, then I am doing a disservice to my client. This is a skill not only meant for work, but for every interaction and relationship in our life. How we empathize, how we listen, speak, relate, and love...it matters greatly. It requires thought, effort, reflection, planning, and intention.

Blog Challenge #8: Grace

This morning did not go as planned. As I was about to head out the door to class, I realized my keys and wallet were not on their normal hook. I went back inside to look around, and I was struck with the realization that my keys were in my husband's car! In Southaven, Mississippi. Short story shorter, I was stuck with no way to get to school. Thankfully, a friend came form Oakland to get me, and took me to class. However, before she got to my apartment, I had time to go through a devotion and quiet time. I had been putting it off day after day, and I felt that whatever I was about to read and experience was incredibly needed. If I wasn't going to slow down for it, God had me stuck where He made sure that I did. My attention was heightened. The heading of the devotion was "I must always remember the grace I am daily given and extend that grace to the people in my life." I am so often in need of grace, forgiveness, understanding, and mercy. I fall short time after time. As much as I am in need of grace, forgiveness, understanding, and mercy, I must give that back to others. The closing verse of the scripture I read was: 

"And be kind to one another, tenderhearted, forgiving one another, even as God in Christ forgave you." -Ephesians 4:32 

I needed this reminder for many reasons. It made me thankful to be a part of a profession that is rooted in grace and understanding, in empathy, kindness, and compassion. As an occupational therapist, I am called to a standard of service and relationship. Being kind matters. Being understanding matters. Seeing beyond the issue, looking deeper, it matters. 

When I finally made it to class, we were discussing the therapeutic use of self. How to build relationship. How to listen, speak, and care for those we serve. 

I hope to grow everyday into a more empathetic, compassionate, and grace-giving student, practitioner, and woman. 

Today, I was thankful, even through the crazy and with everything that went wrong, I was thankful to be a part of this program, this profession, and this life long journey. I am indebted to grace, and it is only fair that I pass that along, never withholding that kindness from others. That is my job. That is why I love OT.