Advice and lessons learned from AOTA staff

I was fortunate to secure a Level II fieldwork position with the Evidence-Based Practice (EBP) team with the American Occupational Therapy Association (AOTA). While at AOTA, I was encouraged to interview staff and volunteer leaders within and outside of the EBP team. I interviewed eight staff members across AOTA from different divisions including Policy, Practice Engagement and Workforce Capacity, Approved Provider Program (APP), and Practice Improvement, along with one volunteer leader. What I learned from these interviews was so informative and comforting I wanted to share it with my fellow students. The following is what I found to be the most informative and impactful information for students.

Advocacy

Jill Tighe, Manager, Grassroots Advocacy & Engagement

• When asked about the difference between grassroots and everyday advocacy, she stated that “advocating out” is everyday advocacy (e.g., advocating for peers, colleagues, and clients). “Advocating up” is advocating to people who can change policies and laws.
  • I think a lot of us forget that when we are trying to create change for our clients, we are advocating, and advocating up specifically.
• Jill stressed the importance of being involved with advocacy at any level, stating that “as a student, the actions we take today [via advocacy] will affect our practice 10 years from now. If we are not at the table, we’ll end up being what’s for dinner.”
• When asked about the difference between politics and policy, Jill shared that political parties aren’t the most important aspect of advocating for occupational therapy. And there is a difference between politics and policy. Politics is the theatrics and the news cycle. Policy is what shapes rules and practices. Policy is how the actual language of the law applies and affects your day to day life. Policy describes what you can and can’t do.
  • I think it’s so important to understand that the policy that is being written today will impact our future. It is an essential responsibility to raise our voices to provide feedback to our government representatives to ensure they represent us (as students and as professionals) to the best of their ability. As OT practitioners, we are experts, and we should have a say in the health care policy that will affect our practice.

Abe Saffer, Senior Legislator Representative, Federal Affairs

• We discussed the elevator pitches we have ready for those who are unfamiliar with OT. “OTs are the experts on obstacles.” We know why you're stuck and how to get you through them.”
• When asked about student advocacy he stated that it's important to tell friends and family about what you do, brag about it, and be proud of it! The more people brag about OT, the more people know about OT.
• Abe shared some helpful tips for students wanting to become more involved with advocacy:
  • When advocating, you must be sure of who you are, what you know, and what you do.
  • Be ready to prove yourself and stand up for what you believe in, but don’t be afraid to state your position without having to explain further and detail statistics. Instead, ask the other person to share their opinion.
  • Advocacy is about the human experience, not just facts and evidence.
  • Often an anecdote carries more weight than a set of statistics. We have to understand who we’re talking to so that we can converse in a way that makes sense to the other person.

New grad tips

Varleisha Gibbs, PhD, OTD, OTR/L, ASDCS, FOATA, Vice President, Practice Engagement and Workforce Capacity

• Varleisha stressed the importance of being near mentorship as a new OT practitioner, whether that be in the form of faculty or peers. Varleisha added that as a new grad, try not to look solely for salary/wage, but also at what type of support is offered. She suggested students place skillsets and career-related highlights at the top of their résumé, and tailor it to each position they apply to.

Hope Caracci, OTD, OTR/L, Program Manager, AOTA Approved Provider Program

• When asked about her certificate in nonviolent intervention, Hope informed me that her previous employer had her complete the training as a requirement. She advised me to ask potential employers how they train their clinicians in violent/physical/crisis situations, as it is important to learn how to deescalate all different kinds of situations.

Julie Malloy, OTD, MOT, OTR/L, PMP, CPHQ, FNAP, Vice President, Practice Improvement

• When asked if she had any advice for choosing a [post-professional] OTD program and if there was anything that helped her decide, Julie said to look at what you want to gain educationally and what the faculty there can help you achieve.

General life advice

Susan Cahill, PhD, OTR/L, FAOTA, Director of Evidence-Based Practice

• When explaining how she navigated her career after graduation, Susan mentioned that she made some of her tougher career decisions based on ethics and what would allow her to sleep at night.
  • This statement really resonated with me, as I have been placed in uncomfortable professional situations before. I personally want to be able to rest after work, and not have to replay the day wondering how something could have been avoided or done differently. Rest is vital to reset after a long day, and spending mental energy worrying about the day can lead to burnout and exhaustion.
• When I asked Susan if she had any advice for her younger self or current students, she said that we shouldn’t sell ourselves short or minimize the value of our practice. She continued, saying that OT is a wonderfully complex, client-centered service that promotes client performance and participation. We should always take the time to explain to clients and their families why we are using everyday occupations, like play in pediatrics, and describing why our work is a skilled service.
• Susan then went on to say that we should never stop reflecting, whether that be journaling, meditation, or any other form that speaks to you. Practitioners benefit from cultivating a practice of reflection. This is how professionals gain expertise. It is also a great way to track your growth as a clinician and can serve as a positive reminder on more challenging days.

Meredith Gronski, OTD, OTR/L, CLA, FAOTA, Chairperson of the Commission on Practice

• Meredith mentioned that she has been talking to her students about intentional positive regard.
• Intentional positive regard refers to trying to see the best in people and assume that they’re doing their best, specifically in life outside of the clinic. The first step should be to see someone’s humanity and to give them the benefit of the doubt. She emphasized that this is not an excuse for someone’s wrongdoing or to not give feedback and have tough conversations.
  • Here’s an example: During collaborative learning and group work, start from a place of respecting and valuing all ideas presented and work to understand your teammates’ perspectives about task delegation.

AOTA atmosphere

Hillary Richardson, MOT, OTR/L, DipACLM, Practice Manager, Knowledge Translation, EBP, and Practice Improvement

• When asked what drew her to an AOTA position, Hillary stated that she had kept an eye on the AOTA webpage, as positions pop up frequently. Even though she loved her previous job, she did not want to miss an opportunity to be a part of AOTA!

Julie Malloy, OTD, MOT, OTR/L, PMP, CPHQ, FNAP, Vice President, Practice Improvement

• Julie stated that she pursued her position within AOTA because she wanted to make system-level changes.

Susan Cahill, PhD, OTR/L, FAOTA, Director of Evidence-Based Practice

• Susan stated that she could see the impact AOTA had on the profession, and she wanted to help make improvements that would benefit clients and practitioners.

Angela Warren, MS, Practice Manager, Practice Engagement and Workforce Capacity

• Like many others, Angela had only good things to say when asked about what drew her to AOTA. She stated that she liked that AOTA was a singular organization that could make national changes. She added that she feels valued and supported in her work at AOTA and the person-first work environment that’s present.

Overall

Before my fieldwork at AOTA began, it was difficult to remember that AOTA is a group of people who just love OT. Real life everyday people. People who care and who are extremely passionate about the work that they do. Individuals who get nervous and have families. People who weren’t sure if they were qualified enough or up to meeting the demands of their positions when they originally applied but who didn’t want to miss the opportunity to impact their profession. As a student, these are professionals I look up to. To know that there are times when they do not feel completely confident in themselves somehow gave me confidence. I think this can all tie into the idea of intentional positive regard by seeing humanity and the human element behind these organizations and companies. I find that for many people, myself included, it can be easy to become annoyed or frustrated with an organization: annoyed that they don’t post as frequently as you would like to see or take “too long” to address a specific topic. However, when you take the time to remember that there are people inside the organization who are trying their absolute best, working tirelessly, and care just as deeply as you and me, you might just find yourself being more patient and more appreciative of those who work to better our profession.

Thank you to everyone who enthusiastically shared some of their valuable time to allow me to interview them. I have truly loved my fieldwork experience here at AOTA. I am grateful for all the connections I’ve made, and the people I’ve had the opportunity to meet.

Madison McCrorey, OTS, is an entry-level master’s student at Massachusetts College of Pharmacy and Health Sciences School of Occupational Therapy. She has completed the academic portion of her program and is currently completing her second Level II fieldwork placement at a pediatric outpatient clinic. Madison’s interests are in pediatrics, early intervention, youth experiencing homelessness, and cognitive and physical disabilities.