Contact the listserv: otmentalhealthtaskforce@gmail.com

The School Based Team promotes inclusion of occupational therapy mental health services for OTPs, fieldwork interns, students, families and the school community. The team includes a group of dedicated and experienced practitioners and educators. We have collaborated with the New York City Public School OT management staff offering fieldwork orientation and other presentations to meet the mental health needs of occupational therapy fieldwork interns and staff in the workplace. We interface with advocacy groups on a local and state-wide basis for inclusion of positive mental health occupational therapy in school-based services. If you share a commitment to mental health occupational therapy in school-based practice and are interested in learning more, please contact us at otmentalhealthtaskforce@gmail.com.

• Kristie K. Patten, PhD, OT/L, FAOTA
  Professor of Occupational Therapy; Counselor to the President, New York University, New York, NY
  
  Inducted into the AOTF Academy of Research in Occupational Therapy. Recognized for making exemplary, distinguished, and sustained contributions to the science of occupational therapy.
  
  
• Janet Falk-Kessler, EdD, OTR/L, FAOTA
  Professor Emerita, Columbia University Medical Center, New York, NY
  
  Recognized with a Certificate of Appreciation for contributions to education, mentorship, and service to the profession.
  
  

National Black Occupational Therapy Caucus Awards

• Clover Hutchinson, PhD, OTR/L
  Assistant Professor, York College/CUNY, Queens, NY
  
  Presented with the 2026 Jerry Bentley Occupational Therapy Practitioner Award of Excellence. Recognized for leadership in clinical practice, education, and OT excellence.
  
  

AOTA Awards & Recognition: 2026 Fellows – New York State Honorees

• Tyra Banks, EdD, OTR/L – Anti-racist OT pedagogy
• Dale A. Coffin, EdD, OTR/L – Equity and advocacy
• Janet Christhiff O’Flynn, OTD, OTR – Global OT leadership
• Paula Stewart, PP-OTD, MS, OTR/L – Pediatric OT empowerment
• Michael J. Urban, OTD, MS, MBA, OTR/L, CEAS – Future-focused OT leadership
  
  

Closing Recognition

NYSOTA congratulates all award recipients for their dedication, excellence, and transformative contributions to occupational therapy practice, education, and research.

Have you or another NYSOTA member received an award or recognition? Let us know so we can help celebrate and share the news! Email details to info@nysota.org.

References
American Occupational Therapy Association. (2026). 2026 AOTA awards & recognitions. https://www.aota.org/community/awards/2026-awards

American Occupational Therapy Foundation. (n.d.). AOTF award recipients. https://www.aotf.org/about-aotf/awards-and-honors/aotf-award-recipients

We are pleased to announce the results of the 2026 NYSOTA election. Thank you to all the members who ran for office and to those who cast their votes. Your participation is essential in shaping the future of our Association.

Please join us in congratulating the following:

President-Elect: Tyra Banks

Vice President: Jennifer Tokash

Treasurer: John Damiao

Trustee: Daniel Geller

Trustee: Nadia Rust

All elected candidates will begin their terms on July 1, 2026. We look forward to the collective impact of their service and dedication.

From the 1917 founding of Occupational Therapy as a profession in Seneca Falls to major legislative victories that expanded occupational therapy practice in the 2000s, New York OT and OTA practitioners have helped lead the profession, and NY’s historical contributions to OT practice have had a lasting and far-reaching impact.

To honor and preserve this rich history, NYSOTA has initiated a History Archive Project, and we need your help! We are calling on all NYSOTA members to join us in revitalizing interest in New York State occupational therapy history and preserving it on the NYSOTA website.

Click NYSOTA History Archive Artifact Survey to learn more about the NYSOTA History Archive Project and how you can contribute to it.

We encourage you to share this message and link with all OTs and OTAs you know who may be
interested in contributing to the preservation of NYS’s OT history.

Across New York State, occupational therapists are doing far more than supporting individual students—they’re shaping the very environments where learning happens. At the New York State Occupational Therapy Association (NYSOTA), we champion this broader vision every day. Whether through multi-tiered system supports (MTSS), response to intervention (RTI), positive behavior interventions and supports (PBIS), or participation in professional learning communities (PLCs), occupational therapy brings a unique and powerful lens to school success.

Yet the reality is that many practitioners face barriers that limit their ability to fully participate in these systems. Financial constraints, limited time, legislative hurdles, and organizational structures often prevent occupational therapists and occupational therapy assistants from consulting with school teams in the ways they are trained to do. NYSOTA continues to advocate for stronger legislative and financial support, but real change also comes from practitioners who boldly expand what school-based occupational therapy can look like—professionals who step into their full scope of practice and model what’s possible.

That’s why we’re thrilled to highlight the work of Rachel Anuszewski, M.S., OTR/L, at the Green Island Union Free School District.

Rachel’s partnership with her district is a powerful example of occupational therapy at its best. She has embraced a systems-level approach, working directly with educators to shape classroom environments that promote focus, belonging, and engagement for all students—not just those with identified needs. Her work demonstrates how occupational therapy can transform learning spaces and school culture when practitioners are empowered to collaborate, consult, and innovate.

Her efforts don’t just benefit Green Island students today—they pave the way for future school-based practitioners across New York State who are ready to step into similar roles.

If you’d like to learn more about Rachel’s involvement in MTSS and her contributions to the Green Island community, you can explore the district’s “Healthy School” page here:
https://www.greenisland.org/beyond-related-services/

It is with gratitude and admiration that we announce the retirement of Dr. Glen Gillen from Columbia University’s Programs in Occupational Therapy (CUOT), effective June 30, 2025. After 31 years of devoted service, Dr. Gillen leaves a legacy that has profoundly influenced occupational therapy education, research, and clinical practice.

Dr. Gillen’s expertise centers on adult neurorehabilitation, particularly stroke rehabilitation, motor control, and cognitive dysfunction’s impact on daily life. Since joining Columbia as an Instructor in Clinical Occupational Therapy in 1993, his role evolved from Assistant Professor (2004) to Professor (2016). He served notably as Associate Director of CUOT (2001–2018), Director of the Doctor of Education in Movement Science at Teachers College (2007–2021), Program Director and Vice Chair in the Department of Rehabilitation and Regenerative Medicine, and Assistant Dean at Vagelos College of Physicians and Surgeons (2018–2022). He also maintained a clinical role at New York Presbyterian Hospital from 1990–2022.

A committed educator and innovator, Dr. Gillen played a central role in teaching core courses in CUOT’s entry-level and doctoral programs. He oversaw continuing education initiatives, co-directed services at the Columbia-Harlem Homeless Medical Partnership, and actively contributed to various committees. He significantly influenced doctoral education, launching the Post-Professional Doctor of Occupational Therapy programs and the Doctor of Education in Movement Science.

Dr. Gillen’s scholarly impact includes over 200 publications and editing major textbooks, notably Willard and Spackman’s Occupational Therapy and Stroke Rehabilitation: A Function-Based Approach. Recognized for his extensive contribution to the profession, his honors include the American Occupational Therapy Foundation Award for Clinical Excellence (1997), AOTA’s Recognition of Achievement Award (2000), induction as an AOTA Fellow (2005) and the prestigious Eleanor Clarke Slagle Lectureship (2012) - one of the highest honors in occupational therapy. Within our own NYSOTA community, Dr. Gillen was recognized with the prestigious Jim Hinojosa Memorial Lectureship in 2021 and served as the Keynote Speaker at the 2019 NYSOTA Annual Conference.

Dr. Gillen’s legacy will endure through his considerable influence on occupational therapy education, research, and clinical practice, embodying the core values of our profession. We extend our heartfelt gratitude to Dr. Gillen for his dedicated service and the extraordinary impact he has had on the field of occupational therapy.

The New York State Office of Mental Health (OMH) is making funds available to support the implementation of HealthySteps. HealthySteps is an evidence-based program that serves young children from birth to age three and their families in pediatric healthcare settings. These settings offer non-stigmatizing, universally accessible care.

About the Opportunity

OMH is offering this opportunity through a Request for Applications (RFA). This procurement process is streamlined to ensure efficiency and efficacy for the applicant. Funding is intended to support new sites, helping expand the capacity of pediatric and family medicine practices across New York State to implement HealthySteps.

Up to 44 awards are anticipated, contingent upon available funding.

Application Requirements

All applicants must be registered with the New York Statewide Financial System (SFS) and all Not-for-Profit agencies must be prequalified in SFS prior to proposal submission.

To avoid potential delays and difficulties, OMH strongly suggests that all applicants complete this process as soon as possible.

Please be advised there will no exceptions to the deadline posted for this RFA.

If you require additional assistance navigating the New York Statewide Financial System, please contact:

SFS Help Desk:

• Hours: 8 a.m. to 5 p.m., Monday to Friday
• Phone: (518) 457-7737 or (877) 737-4185 toll-free
• Email: helpdesk@sfs.ny.gov

Contact for This RFA

OMH has assigned an Issuing Officer for this project. The Issuing Officer or a designee shall be the sole point of contact regarding the RFA from the date of issuance of the RFA until the issuance of the Notice of Conditional Award. The Issuing Officer for this RFA, who shall coordinate on behalf of OMH is:

Amanda Szczepkowski
New York State Office of Mental Health Contracts and Claims
44 Holland Avenue, 7th Floor Albany, NY12229
OMHLocalProcurement@omh.ny.gov

Learn More and Apply

For additional information and requirements, please refer to the Request for Applications (RFA) HealthySteps issued by the New York State Office of Mental Health. Information on the HealthySteps June 2025 Expansion, the RFA, and the SFS prequalification requirement can be found in the RFA at: https://omh.ny.gov/omhweb/rfp/2025/healthy-steps-expansion/index.html

In 2007, the vision and mission of NAMI, as well as participation in an Occupational Therapy Community Practice course, inspired SUNY Downstate OT students to collaborate with the NYSOTA Mental Health Taskforce to create a webpage with resources and a 12-session wellness curriculum that culminated in the NAMIWalks-NYC. OTs WALK With NAMI was born! This project addressed occupational therapy goals as described in AOTA’s OTPF–4: “occupational therapy is defined as the therapeutic use of everyday life occupations with persons, groups, or populations (i.e., the client) for the purpose of enhancing or enabling participation” (AOTA, 2020, p.1).

Over the years, much of the material remained timely, but this year Downstate OT Program faculty members renewed their commitment to the project and updated the materials and the website. If you would like to review the website, use the free resources, or start your own local OTs Walk for NAMI fundraiser, click the following link: https://www.downstate.edu/education-training/school-of-health-professions/programs/occupational-therapy/community-engagement/nami.html

One WALK is coming up soon, the NAMIWalks NYC & Mental Health Street Fest, on May 18th at 11:00 am. This is the nation’s largest mental health event, convening thousands of supporters, including individuals, families, companies, and community. organizations. 

To participate in NAMIWalks NYC, go to the OTS WALK With NAMI Team page and click “join our team” or “create your own page”. We encourage you to use OTs WALK With NAMI as part of your team name to show occupational therapy support for NAMINYC Metro’s programs.

Or to find a NAMIWalks event near you, click here.

Here is an inspiring first-person account from Touro OT student Stacey Deshommes, who talks about the power of a group committed to the same goals as occupational therapy.

I attended my first NAMIWalk on Sunday, May 19th, 2024. I learned about this event through the faculty of Touro University. Initially, I was a bit nervous, as it was my first time participating. I am someone who is passionate about mental health, and so I decided to join. As I started to get a feel for the event, I found myself enjoying the feeling of unity. As an OT student, it was inspiring to see so many people come together to support mental health. Participating in this walk highlighted the significance of mental health, not only for others, but for myself as well. We all have our struggles, and events like these are crucial for raising awareness and promoting mental wellness. Walking the 3.5 miles was refreshing and gave me a chance to socialize and connect with others. The experience was both therapeutic and empowering. Standing united, rather than divided, is essential for both our collective and individual well-being. NAMI showed me the power of community and the importance of recognizing that it's okay not to be okay. This collective understanding can drive real change. However, it's not enough to just repeat the phrase; we must believe in it and act on it for the greater good. As an occupational therapy student, I see firsthand how OTs make a difference. We need to be passionate and outspoken about our role in fostering mental health and community well-being. I felt a sense of awe and gratitude for the opportunity to be part of the WALK. We make a difference, and it's time more people recognize that. I'll leave you with this quote: "It's not about how you start; it's about how you finish."

References

American Occupational Therapy Association (AOTA). (2020). Occupational therapy practice framework: Domain and process (4th ed.). American Journal of Occupational Therapy, 74(Suppl. 2), Article 7412410010. https://doi.org/10.5014/ajot.2020.74S2001

In 1995, Cheryl Salz King, MS, OTR, and Diane Tewfik, MA, OTR, both occupational therapists in mental health (or psychiatric practice, as it was called then), were lamenting on the continuous decline of occupational therapy practitioners in the mental health field. They created a Mental Health Special Interest Group of the Metropolitan NY District of NYSOTA to discuss these issues; 38 occupational therapy practitioners showed up to the first meeting! Their goal, at the time, was to ensure the survival and growth of psychiatric practice in occupational therapy by increasing fieldwork opportunities and by sharing information through presentation and publication. In addition, they widened their network nationally and internationally, forming relationships which have lasted for 30 years. As Diane Tewfik recently shared at an open house, “it has been an unbreakable bond of love and friendship for so many of us” (MHTF Open House, 2/2025).

Today, the NYSOTA Mental Health Taskforce identifies, promotes, and supports occupational therapy practitioners to address the psychosocial aspects of occupation in their practice, regardless of clinical setting. The focus remains on addressing workforce issues, interfacing with the DOE and advocating on behalf of mental health OT practitioners across the state. We are a strong and outspoken group of practitioners, educators and administrators from all regions of New York State.

One priority of the MHTF is to encourage students and new graduates to work in the mental health field. We do this through a structured online mentorship program, initiated in 2023. The program pairs mentees (recent graduates or OTPs new to mental health) with mentors from our MHTF. 

Mentoring is once per month via Zoom on the 4th Tuesday of each month, from 4-5 pm. We start and end each mentoring meeting briefly as a whole group and use breakout rooms to allow 2-3 members of our MHTF to meet with each mentee. Feedback from mentees highlights the practical assistance they received, such as recommendations for assessments, program planning and interventions with clients. “Mentorship has helped me tremendously as a new grad in the OT mental health world. I have implemented a lot of strategies and feedback from my mentors that have truly made me feel more confident as an OT.”

Please refer to the NYSOTA website for more information about the MHTF.

If you would like to join our listserv, email otmentalhealthtaskforce@gmail.com.

Join us this fall for our 30th anniversary celebration to mark our work and legacy!

(image above reprinted with permission from Margaret Swarbrick)

In today’s evolving healthcare systems, the promotion of health and wellness is essential. As. occupational therapy practitioners, we not only support the health of our clients, but must also prioritize our own well-being to flourish personally and professionally. A holistic framework that has gained national recognition for guiding this approach is the Eight Dimensions of Wellness
Model, developed by occupational therapist Dr. Margaret (Peggy) Swarbrick.

A Holistic Model Rooted in Mental Health

The Eight Dimensions of Wellness—physical, emotional, intellectual/creative, social, spiritual, occupational, financial, and environmental—represent dimensions that influence a person’s overall health and well-being. Grounded in a person-centered, strengths-based approach, the model emphasizes that wellness is not merely the absence of illness, but a dynamic process of engaging in healthy behaviors and daily self-care practices across all areas of life (Swarbrick, 2023).

Originally developed in the 1980s while Dr. Swarbrick was working in the mental health field, the model has since expanded into mainstream wellness promotion. The Substance Abuse and Mental Health Services Administration (SAMHSA) endorsed the use of this model as an effective way to improve overall wellness, particularly for individuals managing mental health conditions.

According to SAMHSA, integrating these dimensions into one’s lifestyle can lead to a longer, healther, and more satisfying life (SAMHSA, 2016).

Embedding Wellness into the OT Curriculum

Recognizing the importance of wellness for students in graduate school and beyond, I have embedded the Eight Dimensions of Wellness Model into our occupational therapy program's curriculum. Over the course of a 16-week semester, students explore each wellness dimension, learning how it applies to both personal well-being and occupational therapy practice.

Each week, students:

• Focus on a specific wellness dimension
• Present research and wellness strategies to their peers
• Lead engaging activities connected to that week’s wellness theme
• Reflect on strengths and barriers affecting wellness among college students, and
• Work on developing their personal Wellness Self-Care Plan, which they are encouraged to maintain until graduation.

Learning about the Eight Dimensions of Wellness not only reinforces the importance of self-care but also empowers students to assume personal responsibility for their health. Students begin to see wellness as a lifestyle—one that enhances their academic performance, supports their mental health, and prepares them to advocate for wellness in their future clinical work.

Student Impact: Wellness that Carries Over

Our OT program has already seen promising results. Based on recent data collection, 84% of students reported continuing to use the wellness strategies learned in their first and second semesters during later fieldwork and graduate-level coursework. Many students shared that wellness activities had become a consistent part of their habits and routines, helping them manage stress and stay mentally healthy.

These findings support the value of integrating wellness promotion and mental health strategies
into an occupational therapy curriculum. Students are not only learning to support the well-being
of others but also building the self-efficacy and resilience needed to flourish in their careers and to prevent future burnout.

Tools and Resources for Personal Wellness

I encourage you to explore the following resources developed by Dr. Margaret (Peggy) Swarbrick
and the Rutgers Center of Alcohol & Substance Use Studies:

• Wellness Inventory
  A 54-question self-assessment designed to help individuals reflect on their participation in each wellness area over the past 30 days.
  Take the Inventory
  
  
• Wellness Resources
  Practical tips and ideas for engaging in wellness behaviors across all eight dimensions.
  Explore the Resources
  
  
• Wellness Self-Care Plan Tools
  Guides and templates to help individuals build their own customized self-care strategy.
  Access Self-Care Resources
  

Looking Ahead

Embedding the Eight Dimensions of Wellness Model into the OT curriculum has reinforced. the importance of holistic healthcare in both academic and clinical settings. Students emerge from the course not only with a deeper understanding of occupational therapy's role in wellness promotion but also with a set of strategies and habits that can carry into the future. As educators and health professionals, we must continue to model and promote the values of self-care, proactive health behaviors, personal responsibility, and increased participation in meaningful and purposeful occupations.

References

OpenAI. (2025). ChatGPT (April 2025 GPT-4-turbo) [Large language model]. https://chat.openai.com/chat.

Substance Abuse and Mental Health Administration (2016). Creating a healthier life: A step-by-step guide to wellness. https://library.samhsa.gov/sites/default/files/sma16-4958.pdf

Swarbrick, M. A. (2006). A wellness approach. Psychiatric Rehabilitation Journal, 29(4), 311-314. https://psycnet.apa.org/record/2006-05490-011

Swarbrick, M. (2022). Wellness in 8 D Inventory. Freehold, NJ: Collaborative Support Programs of New Jersey, Inc. https://alcoholstudies.rutgers.edu/wellness-in-recovery/inventory/

Swarbrick, M. (2023). The Evolution of the Wellness Model. Unpublished manuscript. Freehold, NJ: Collaborative Support Programs of New Jersey, Inc.
https://cspnj.org/wp-content/uploads/2024/02/Wellness-Model-Evolution-2023-1.pdf

Have you considered working in mental health? Become a CPRP! Psychiatric rehabilitation and occupational therapy share many common aspects and may be a great match for you as an OTP! Both use a holistic approach to mental health care and prioritize a collaboration between the person and the provider to set and achieve meaningful, person-centered goals.

Key Principles of Psychiatric Rehabilitation

Psychiatric Rehabilitation is a process that supports an individual in creating a self-determined goal and then developing the skills and support necessary to have both success and satisfaction in that goal. It is built upon a partnership where the practitioner and participant work together through the process, instead of a treatment approach where the provider is the expert “fixing” the patient. This collaborative style provides a natural synergy between psychiatric rehabilitation and occupational therapy.

Occupational therapy’s perspectives were integral in the development of psychiatric rehabilitation from the beginning. Bill Anthony, a leader in psychiatric rehabilitation and co-founder of the Boston University Center for Psychiatric Rehabilitation, acknowledged occupational therapy as a profession uniquely aligned with the values and principles of psychiatric rehabilitation (1982). Krupa and colleagues stated that “occupational therapy is a key discipline in the field of psychiatric rehabilitation and brings to the field a strong theoretical and knowledge base along with unique procedures and practices. It is important for the psychiatric rehabilitation field to learn from all disciplines, including occupational therapy” (2009, p.155).

The mental health peer movement has shown us that HOW we do something can be more impactful than WHAT we do. The HOW is led by principles while the WHAT consists of the actions we take. Psychiatric rehabilitation has incorporated many principles from the peer movement and these include:

• supporting hope and respect for the people that we work with
• incorporating informed and shared decision making
• identifying and building upon a person’s strengths
• promoting self-determination & empowerment

The Role of OTs and OTAs in Psychiatric Rehabilitation

Occupational therapy practitioners are champions of holistic care and can incorporate these principles into their approach, regardless of the population that they work with. In addition, there is a special expertise that an occupational therapy practitioner can bring to a psychiatric rehabilitation setting or team. Some of these include:

• Using a holistic approach to mental health care
• Developing skills for independent living in self-care, vocational, educational, and social areas
• Providing cognitive and sensory processing interventions
• Implementing environmental modifications and community integrations

Consider Becoming a Certified Psychiatric Rehabilitation Practitioner (CPRP)

Occupational therapy practitioners can become Certified Psychiatric Rehabilitation Practitioners (CPRPs). Find out more about psychiatric rehabilitation and what it takes to be a CPRP at the Psychiatric Rehabilitation Association (PRA) website.

References

Anthony, W. A. (1982). Explaining psychiatric rehabilitation through concepts and principles. Rehabilitation Psychology, 27(2), 105–112.

Krupa, T., Fossey, E., Anthony, W. A., Brown, C., & Pitts, D. B. (2009). Doing daily life: How occupational therapy can inform psychiatric rehabilitation practice.  Psychiatric Rehabilitation Journal, 32(3), 155–161.

Mental health is foundational to learning. Children can’t fully engage in academics if they are overwhelmed by anxiety, stress, or emotional dysregulation. Supporting mental health helps students focus, retain information, and participate actively in classroom life. Because children spend the majority of their day at school, it's one of the best places to identify early signs of emotional or behavioral concerns—and provide timely support in a familiar, accessible setting. Early support builds long-term resilience. When mental health is supported early, children are more likely to develop healthy coping skills, strong relationships, and a positive sense of self—protective factors that last into adolescence and adulthood (Coopersmith, 2025, slides 2-4).

This article describes a collaborative partnership between the occupational therapy team of the New York City Public Schools (NYCPS) and the School-Based Team of the NYSOTA Mental Health Task Force (MHTF). The goal of this collaboration is to promote student mental health in the school environment by enriching the fieldwork experience of occupational therapy students through a mental health lens rooted in evidence-based practices.

Mental Health: Challenges of the Pandemic

The NYSOTA Mental Health Task Force is dedicated to supporting occupational therapy practitioners in addressing the psychosocial aspects of occupational engagement across all settings through education, advocacy, and community. "Mental health is a state of successful performance of mental function, resulting in productive activities, fulfilling relationships with people, and the ability to adapt to change and cope with adversity" (U.S. Department of Health and Human Services, 1999). The mental health needs of students, particularly those with limited access to mental health services, have become more critical in the post-COVID environment. The mental health statistics for school-aged children are sobering (Centers for Disease Control and Prevention [CDC], 2023):

• 13% of children and adolescents have a diagnosable emotional or mental disorder.
• The most common conditions include ADHD, anxiety, depression, behavioral disorders and autism.
• One-third of children with disabilities have co-occurring mental health conditions, for ex. children with ADHD are at increased risk for depression, anxiety, and sleep disorders.
• Adolescence is a critical period for the onset of mental health disorders.
• Half of all mental health conditions begin by age 14, and three-fourths by the age of 24.

To respond to this urgent need, the MHTF expanded its School-Based Team to include practitioners with over 70 years of collective experience in NYCPS. Team members include Amy Coopersmith, Christine Grant, Sabrina Kenny, Christine Linkie, Christine Maas, Mabel Martinez-Almonte, Anne Scott, and Paula Stewart. Additionally, new member Brianna Cavagnaro, a recent graduate and school-based therapist, has contributed research related to NYCPS OT Padlet resources.

In August 2024, Anne Scott and Christine Linkie met with Sean Gardner (Manager of Occupational Therapy at NYCPS and former NYSOTA Board Member) to discuss fieldwork collaboration. They proposed a dialogue with NYCPS Fieldwork Coordinators Nella Popo and Michael Glancy to explore mental health support for OT interns. In February 2025, the MHTF School-Based Team met with NYCPS OT management and fieldwork leaders, including Cynthia Boone, Heba Henein, Daniel Holbrook, Alexia Lantzounis, and Darnell Young. This productive meeting generated discussions around shared concerns and goals, culminating in a joint mission to improve fieldwork experiences related to student mental health.

Post-Pandemic: Addressing Mental Health Needs in School-Based Practice

During the meeting, overlapping mental health priorities were identified from three perspectives:

Academic Programs:

• Limited availability of mental health fieldwork (FW) placements
• Changes in mental health-related curriculum content
• Effective delivery of mental health knowledge (standalone courses vs. integrated content)

NYCPS:

• Preparation, readiness and comfort of OT interns in addressing mental health in schools

MHTF:

• Availability of mental health resources to support FW interns and FW instructors
• Knowledge translation and capacity building strategies for FW supervisors and FW instructors

Shared Goal: The outcome of the MHTF School-Based Team and the NYCPS OT Team meeting culminated with the proposed goal:

• MHTF School-Based Team will provide mental health education and support for FW interns and OT FW instructors.

Short-Term Objectives:

• Develop mental health content for FW intern orientation
• Support fieldwork educators via approaches such as Communities of Practice (CoP) models

Long-Term Objectives:

• Expand NYCPS OT Padlet’s content with mental health resources:
  • Create a chapter in the OT Evidence Inventory on "Mental Health Promotion and Well-Being"
  • Add materials such as assessments, video examples, and easy-to-navigate directories

Resources Going Forward

There has been an infusion of mental health resources and innovative programming in the NYCPS. One example is the Sensory Exploration, Education & Discovery (SEED) program, developed by Suzanne Sanchez, Executive Director of Related Services. SEED supports students with intensive sensory needs through structured programming during school hours and a drop-in model for families after school and on weekends. This multidisciplinary program creates therapeutic spaces to address academic, social-emotional and behavioral needs, where students and families can explore sensory strategies and improve mental health.

Suzanne Sanchez was honored with the NYSOTA Merit Award for Practice in Pediatrics in 2023, highlighting her visionary contributions to pediatric OT mental health practice.

NYCPS has also provided timely professional development workshops on trauma-informed care, executive function, sensory regulation, and group therapy. Practitioners have access to a robust series of OT Padlets that support many practice areas—including mental health. A recent addition is the NYCPS OT Evaluation Padlet providing invaluable resources on evaluation, training materials, videos and evidence-based resources (Greenman, n.d.).

The NYCPS OT Padlet is a vital resource hub, especially for school-based OTs. Our team has curated content from across the Padlets—such as the "Padlet of Padlets" and the OT Evaluation Padlet—focusing on materials relevant to mental health, including:

• Social-emotional learning
• Executive functioning
• Mindfulness and self-regulation
• Zones of Regulation
• Sensory strategies
• Teletherapy supports

The Padlet also includes:

• Continuing education resources
• Group therapy outlines
• Evidence-based inventories
• Tools for mindful breathing and listening
• Professional development materials

Future Goals:

• Expand the Padlet’s mental health content
• Develop a comprehensive chapter on mental health for the OT Evidence Inventory: Mental Health Promotion and Well-being 
• Create a directory for easier navigation of mental health resources
• Include new materials (e.g., assessments, real-life intervention videos)

These efforts aim to position the Padlet as a living, evolving, and centralized resource, empowering school-based OTs to champion mental health through evidence-based, meaningful interventions.

Acknowledgement: We sincerely thank Mabel Martinez-Almonte for assistance with the reference formatting and for her dedicated service on the Mental Health Task Force and enthusiastic participation with the School-Based Team.

References

Centers for Disease Control and Prevention. (2023). Children’s mental health: Data and statistics. U.S. Department of Health and Human Services.
https://www.cdc.gov/childrensmentalhealth/data.html

Coopersmith, A., Martinez-Almonte, M., & Scott, A. (2025, May 14). Fieldwork with feeling: Empowering OT fieldwork students to support positive mental health in schools [PowerPoint slides]. MOTEC Virtual Meeting. NYSOTA Mental Health Task Force School-Based Team.

U.S. Department of Health and Human Services. (1999). Mental health: A report of the Surgeon General. Retrieved April 25, 2025, from HHS website.

Resources

American Occupational Therapy Association. (n.d.). School mental health toolkit. Retrieved April 25, 2025, from https://www.aota.org/practice/clinical-topics/school-mental-health-toolkit

Bazyk, S. (2022). Occupational therapy: Promoting participation in occupation. Retrieved April 25, 2025, from https://www.everymomentcounts.org

Bazyk, S., Pataki, K., & DeBoth, K. (2018). Building capacity of occupational therapy students to address the mental health needs of children during Level II fieldwork in school settings. American Journal of Occupational Therapy, 72(4 Suppl. 1), 7211520322p1. https://doi.org/10.5014/ajot.2018.72S1-PO6027

Coopersmith, A. (n.d.). Self-Determined Kids: Promoting self-determination for all children. Retrieved April 25, 2025, from https://www.selfdeterminedkids.com

Mental Health First Aid International. (n.d.). Teen mental health first aid. Retrieved April 25, 2025, from https://www.mentalhealthfirstaid.org/population-focused-modules/teens/

School Mental Health Resource and Training Center. (n.d.). School mental health resources. Retrieved April 25, 2025, from https://www.mentalhealthednys.org/

Thomas, L. (2023). Building the capacity of school-based OTs to address school mental health. American Journal of Occupational Therapy, 77(Suppl. 2), 7711505161p1. https://doi.org/10.5014/ajot.2023.77S2-PO161

Although one in five Americans report symptoms associated with Long COVID, only one in 20 have a diagnosis (National Academies of Sciences Engineering and Medicine, Health And Medicine Division, Board On Global Health, Board On Health Sciences Policy, & Committee on Examining the Working Definition for Long Covid, 2024). To put it another way, if you are working in the field of occupational therapy, you are working with individuals with Long COVID, regardless of their diagnosis. Given the demonstrated gap in disease vs. diagnosis, we have a responsibility to know the signs and be able to provide responsive and informed care. As an occupational therapist working exclusively with the Long COVID population, I have seen personally and professionally how deeply this condition affects more than just the body, and how our scope of practice must be included in the Long COVID conversation.

Long COVID’s impacts are profound and reshape routines, disrupt relationships, challenge identities, and strain emotional resilience. What makes long COVID unique is that it doesn't fit neatly into one box. The impacts experienced by individuals with Long COVID are dynamic and exacerbated by social and contextual factors.

The Link Between Long COVID and Mental Health

At some point post-infection, around 33% of those with Long COVID can be expected to meet the diagnostic criteria for a mental health disorder (Talkington et al., 2025). The research is increasingly clear that individuals living with Long COVID experience significantly elevated rates of depression, anxiety, PTSD, cognitive dysfunction (in the common vernacular “brain fog"), and sleep disturbances. However, it is important to note that the physical and cognitive symptoms experienced by those with Long COVID are not psychosomatic and should never be treated as such (National Academies of Sciences Engineering and Medicine, Health And Medicine Division, Board On Global Health, Board On Health Sciences Policy, & Committee on Examining the Working Definition for Long Covid, 2024).

The specific etiology of Long COVID’s impact on mental health remains unclear. Evidence is growing that long-term inflammation as a chronic impact of acute COVID-19 infection can contribute to depression and other cognitive symptoms (Palladini et al., 2025). Specific blood markers can also predict clinical depression in individuals with Long COVID. Brain imaging and pathology studies suggest roles of neuroinflammation, blood/brain barrier disruption, and microvascular damage as possible etiologies for the experience of “brain fog” and mood changes (Palladini et al., 2025). Dysautonomia and mitochondrial dysfunction may also play roles, especially for individuals who may also meet the diagnostic criteria for POTS and/or ME/CFS (Su et al., 2023). Current research suggests that biological injury from acute COVID-19 infection can directly cause mood and cognitive changes. Psychological distress can intensify or prolong physical symptoms (Talkington et al., 2025).

However, personal, social, and community factors also shape coping. Individuals with Long COVID may experience significant changes including loss of valued roles, financial insecurity, and loss of social support networks. Population surveys in New York highlight disparities: women, people of color, and low-income communities are hit hardest by both COVID and Long COVID (New York City Department of Health and Mental Hygiene, 2024).

Widespread narratives in popular culture centered on “moving on” from the impacts of COVID-19 can leave individuals with Long COVID feeling invisible with further negative impacts on informal social care and support within communities. Those individuals with Long COVID experience high levels of medical gaslighting, invalidation, and stigma, leading to increased rates of loneliness and isolation. The denial of COVID-19 as a public health emergency means a lack of allocation of funds towards education for medical providers and/or continuation of Long COVID clinics for specialized care. This lack of specialized Long COVID care, especially outside of major metropolitan areas, leads to inconsistent access to care, especially for rural populations.

Individuals with Long COVID report significant disturbances to their worker role, with many facing challenges securing accommodations or a work role that they can perform without symptom exacerbation. Reduced earning capacity combined with increased medical bills and limited social supports place additional stress on recovery. As there is currently no cure for Long COVID, the relative “newness” of the condition combined with these contributory factors often results in a profound sense of uncertainty and disruption regarding health trajectories, personal identity and future planning.

These realities make occupational therapy awareness and intervention in all settings more crucial. Occupational therapy assists with symptom management as well as advocacy and empowerment to rebuild and promote meaningful daily life (Kehl-Floberg et al., 2024).

Occupational Therapy’s Role

Occupational therapy is uniquely positioned to address Long COVID's impact on mental health given our focus on these related factors and the outcomes of each. Rather than focusing solely on "returning to baseline," we have the opportunity to support clients in creating a new version of life that honors their current capacities while nurturing hope and agency. We can also recognize the signs of Long COVID, even without an official diagnosis, and work to empower our clients with knowledge and resources, starting with screening questions such as the ones below. There is no need for a diagnosis to provide trauma-informed and evidence-based care for suspected Long COVID.

Screening Questions:

• Have you ever had COVID-19, even if it was a mild case or a long time ago?
• Since then, have you experienced persistent symptoms like fatigue, brain fog, shortness of breath, dizziness, or pain that impact your daily life?
• Do you notice that physical, mental, or emotional activity often makes your symptoms worse later that day or even the next day?
• Have you found it harder to manage work, school, home responsibilities, or social activities compared to before your COVID-19 infection?
• Are these challenges new or significantly different from anything you experienced before your COVID-19 infection?

Key OT Assessments for Suspected or Diagnosed Long COVID

All clients with suspected or confirmed Long COVID should be screened for post-exertional symptom exacerbation (PESE), a hallmark feature of the condition. PESE refers to a delayed and disproportionate worsening of symptoms following physical, cognitive, or emotional exertion which is often described as “malaise” or a “crash.” This exacerbation can occur 12 to 72 hours after the triggering activity and may last days or longer. The DePaul Symptom Questionnaire –Post-Exertional Malaise (DSQ-PEM) short form is currently the best-practice screening tool available (Jason, 2018). When PESE is present, intervention must prioritize activity pacing to help individuals stay within their energy envelope. Approaches that encourage activity escalation to provoke symptoms (e.g., graded exercise therapy) are contraindicated (Davis et al., 2023). For individuals experiencing both PESE and mental health symptoms, supporting energy management through pacing can also contribute to reduced psychological distress and improved overall functioning.

Therapists should be aware that the MoCA and other brief cognitive screening tools often lack the sensitivity to detect the subtle but functionally significant cognitive impairments commonly reported in individuals with long COVID. Where feasible, comprehensive neuropsychological evaluation may help establish a more accurate cognitive baseline and guide intervention (National Academies of Sciences Engineering and Medicine, Health And Medicine Division, Board On Global Health, Board On Health Sciences Policy, & Committee on Examining the Working Definition for Long Covid, 2024). However, in the absence of a positive screening result, clinicians should remain client-centered: if a client reports cognitive challenges that are not captured by standardized tools, those concerns are still valid and warrant therapeutic support and accommodations.

Interventions for individuals with suspected or diagnosed Long COVID may include:

• Cognitive rehabilitation for brain fog, memory issues, and executive dysfunction (this is contraindicated if PESE is present).
• Education regarding strategies to prevent reinfection (masking in public places, testing, ventilation, vaccinations) or promote recovery following reinfection.
• Energy conservation and pacing strategies to manage post-exertional symptom exacerbation.
• Role resumption and adaptation, helping clients rebuild or redefine valued occupations.
• Advocacy support, assisting clients in navigating disability accommodations and insurance challenges.
• Trauma-informed care that recognizes the emotional toll of medical trauma and systemic invalidation.

Therapy may emphasize the organization and promotion of health-supporting habits, routines and rituals, and center on client-centered goal setting, trauma-informed care, sustainable habit development, meaning-making, and the prevention of secondary health conditions through intentional daily life design. Even small lifestyle shifts, such as adjusted morning routines, restructured workdays, and/or new leisure pursuits can significantly improve both mental health and quality of life.

Long COVID is not just a medical puzzle for doctors and researchers to solve, it’s a profound disruption of how people live, work, and relate to the world, and occupational therapy plays an important role in helping people solve how it challenges them. As the landscape of Long COVID continues to unfold in New York and beyond, our role as OTPs will only grow in importance.

About the Author: Abbigail Kubiak, OTD, OTR/L, is a teaching professional at Boston University, OT at the Long COVID Recovery Center, and owner of One Life Lived Well, occupational therapy for Long COVID.

References

Al-Aly, Z., Davis, H., McCorkell, L., Soares, L., Wulf-Hanson, S., Iwasaki, A., & Topol, E.J. (2024). Long COVID science, research and policy. Nature Medicine, 30(8), 2148-2164. https://doi.org/10.1038/s41591-024-03173-6

Davis, H. E., McCorkell, L., Vogel, J. M., & Topol, E. J. (2023). Long COVID: Major findings, mechanisms and recommendations. Nature Reviews Microbiology, 21(3), 133-146. https://doi.org/10.1038/s41579-022-00846-2

Jason, L. A. (2018). DePaul Symptom Questionnaire - Post-Exertional Malaise short form (DSQ-PEM). https://www.researchgate.net/publication/358281945_DePaul_Symptom_Questionnaire_-_Post-Exertional_Malaise_short_form_DSQ-PEM

Kehl-Floberg, K., Pop-Vicas, A., Giles, G., & Edwards, D. (2024). The functional consequences of long COVID need to be addressed by occupational therapists. The American Journal of Occupational Therapy, 78(5). https://doi.org/10.5014/ajot.2024.050707

National Academies of Sciences Engineering and Medicine, Health And Medicine Division, Board On Global Health, Board On Health Sciences Policy, & Committee on Examining the Working Definition for Long Covid. (2024). A long Covid definition: A chronic, systemic disease state with profound consequences.

New York City Department of Health and Mental Hygiene. (2024, December). Post-Acute Symptoms After COVID-19, New York City, 2022. NYC Health Epi Data Brief, 144, 1-21.

Palladini, M., Mazza, M. G., De Lorenzo, R., Spadini, S., Aggio, V., Bessi, M., Calesella, F., Bravi, B., Rovere-Querini, P., & Benedetti, F. (2025). Circulating inflammatory markers predict depressive symptomatology in COVID-19 survivors. Cytokine, 186, 156839. https://doi.org/10.1016/j.cyto.2024.156839

Su, S., Zhao, Y., Zeng, N., Liu, X., Zheng, Y., Sun, J., Zhong, Y., Wu, S., Ni, S., Gong, Y., Zhang, Z., Gao, N., Yuan, K., Yan, W., Shi, L., Ravindran, A. V., Kosten, T., Shi, J., Bao, Y., … Lu, L. (2023). Epidemiology, clinical presentation, pathophysiology, and management of long COVID: An update. Molecular Psychiatry, 28(10), 4056-4069. https://doi.org/10.1038/s41380-023-02171-3

Talkington, G. M., Kolluru, P., Gressett, T. E., Ismael, S., Meenakshi, U., Acquarone, M., Solch-Ottaiano, R. J., White, A., Ouvrier, B., Paré, K., Parker, N., Watters, A., Siddeeque, N., Sullivan, B., Ganguli, N., Calero-Hernandez, V., Hall, G., Longo, M., & Bix, G. J. (2025). Neurological sequelae of long COVID: A comprehensive review of diagnostic imaging, underlying mechanisms, and potential therapeutics. Frontiers in Neurology, 15. https://doi.org/10.3389/fneur.2024.1465787

Resources for Further Information

Home. (2025, March 21). Canadian Guidelines for Post-COVID-19 Condition (CAN-PCC). https://canpcc.ca/home/

How to manage post-viral fatigue. (n.d.). The Royal College of Occupational Therapists. https://www.rcot.co.uk/learn-about-occupational-therapy/ot-advice/manage-post-viral-fatigue-covid

(n.d.). Long COVID Physio. https://longcovid.physio/

World Health Organization. (2023). Clinical management of COVID-19: Living Guideline

NYSOTA Abroad: Expanding Occupational Therapy Perspectives in Costa Rica

This past year, I had the incredible opportunity to travel with a group of dedicated students from Pace University’s MS in Occupational Therapy program to Monteverde, Costa Rica, for an immersive educational and service experience. Alongside OT students Sarah Terrazola, Emily Mazzariello, Lena Kleinberg, Richard Delizo, and Melissa Diaz, we embarked on an 11-day journey in collaboration with the Monteverde Institute (MVI), exploring healthcare and community systems throughout the region.

Our interdisciplinary team included five OT students, two nursing students, and two health science students, each bringing a unique perspective to our work. Highlights of our trip included visits to Cen Cinai, an early intervention community program, the Cloud Forest School, a local coffee farm, a hospital, and a healthcare clinic. However, one of the most memorable moments was working with APANPNEM (Association to Help People with Special Needs in Monteverde).

At APANPNEM, we engaged participants in a variety of creative, occupation-based activities, including dancing, modified pickleball, drumming on therapy balls, and a fun maze challenge where participants used a straw to blow a ping pong ball through a course. The staff at MVI shared that they had never seen such activities before, prompting us to remind them—this was the first time they were working with Occupational Therapy (OT) students! Our students did an exceptional job delivering their "elevator pitches," educating the community about the profession and its impact.

One eye-opening realization during our trip was the limited access to occupational therapy services in Costa Rica. In public schools, OT services are typically provided only once a month, and in hospitals, the role of "OT" is often misunderstood. When visiting a hospital, we were excited to meet an occupational therapist, only to discover that the individual was an occupational health practitioner—focused on workplace safety rather than therapeutic intervention. While this role aligns with the broader scope of OT, it highlighted the significant gap in rehabilitative and community-based OT services in the region.

Despite these challenges, our students played a critical role in advocating for the profession, sharing their knowledge, and raising awareness about the value of OT. They also explored mental health through the lens of Costa Rican culture, learning how the country prioritizes well-being within its healthcare and community systems. Through yoga, mindfulness, and centering practices, they reflected on their own mental health and the importance of holistic care.

The experience culminated in a final presentation—delivered in Spanish—where students shared their insights with the community, reinforcing the impact of OT and its potential role in Costa Rica’s healthcare landscape.

Looking ahead, we hope to build stronger connections with Costa Rica’s occupational therapy community. We discovered that the Asociación de Profesionales en Terapia Ocupacional (A.P.T.O.), located at Universidad Santa Paula in San José, is a full member of the World Federation of Occupational Therapists (WFOT). We plan to connect with A.P.T.O. members for future service-learning projects, fostering international collaboration in OT education and practice.

Additionally, we learned that the University of Central America (UCA) offers an Occupational Therapy Abroad program, which includes cultural immersion experiences in Costa Rica to examine the intersection of lifestyle, occupation, and longevity.

This journey was a powerful reminder of OT’s global impact and the importance of advocacy, education, and service in advancing the profession worldwide. We left Costa Rica with a deeper appreciation for its culture, a renewed passion for occupational therapy, and a strong commitment to expanding OT services in underserved communities.

Why Pelvic Health?

Pelvic health is a specialty area that impacts people of all ages and genders. Conditions such as urinary incontinence, pelvic pain, constipation, prolapse, and postpartum recovery are just the tip of the iceberg. Many of our clients live with these conditions in silence, unaware that treatment is available. By expanding our knowledge and skills in pelvic health, we can make a profound difference in their lives.

The Power of a Professional Community

The NYSOTA Pelvic Health Community of Practice (CoP) was created to connect occupational therapy professionals like you—those who are interested in and passionate about pelvic health and want to stay ahead of the curve. Our community provides a platform for networking, sharing clinical insights, discussing case studies, and accessing the latest research and evidence-based interventions. Whether you're a seasoned pelvic health therapist or just starting to explore this area, the CoP offers valuable resources to support your growth.

Benefits of Joining Our Community of Practice (CoP)

• Learning Opportunities: Stay informed about webinars, workshops, and courses designed to advance your pelvic health expertise.
• Peer Support & Collaboration: Exchange knowledge and collaborate with fellow therapists facing similar clinical challenges.
• Research: Get access to the latest studies and best practices in pelvic health.
• Case Discussions: Share and receive feedback on complex cases, improving outcomes for your clients.
• Advocacy for Pelvic Health: Be part of a movement advocating for greater awareness and treatment options in the field.

How to Get Involved

Joining the Pelvic Health CoP is easy and highly rewarding. If you’re looking to enhance your clinical practice, learn new techniques, or connect with other passionate professionals, this is the place for you. Together, we can elevate the standard of care in pelvic health across New York State.

Joining the Pelvic Health CoP is as simple as attending our next meeting -- you can view all future NYSOTA CoP Meetings on the NYSOTA website.  Participating in a Community of Practice is a NYSOTA-member benefit, so be sure to join or renew your membership before reaching out.

Let’s continue to grow as a community dedicated to improving pelvic health outcomes for all.

Sixteen eager occupational therapy students from York College, City University of New York (CUNY), embarked on an exciting journey to Albany to attend their very first professional conference. Accompanied by two dedicated faculty chaperones, both champions of mentorship, the group was encouraged to step beyond the classroom and immerse themselves in this transformative environment. The trip promised to be a milestone in their journey toward becoming occupational therapists.

Upon arriving at the conference, the students were greeted by a dynamic community of professionals and peers, united by their shared passion for occupational therapy. The atmosphere buzzed with energy and possibility. Over the course of the conference, the students attended a variety of sessions that broadened their horizons and deepened their understanding of the profession.

One session on trauma-informed care stood out, shedding light on the critical importance of addressing the emotional and psychological impacts of trauma in therapeutic practice. Another session focused on preparing for the NBCOT examination, offering valuable strategies and insights to help them navigate this pivotal milestone in their careers. A workshop on student-focused wellness emphasized the importance of self-care during college and beyond, equipping them with tools to maintain balance and resilience. Additionally, a lesson on Feldenkrais Awareness Through Movement provided hands-on experience in understanding the intricate relationship between movement and functional well-being.

The students were captivated by the inspiring leaders in the field who shared their expertise and vision. They were particularly moved by the passion and dedication these professionals displayed and the tangible impact they were making in advancing occupational therapy. These encounters left an indelible mark, motivating the students to strive for excellence in their
academic and professional pursuits.

A highlight of the conference was the opportunity to meet Jeff Tomlinson, NYSOTA's Legislative and Governmental Relations Chair, who plays a pivotal role in advocating for occupational therapy through legislative changes. With clarity and enthusiasm, Jeff explained the vital role that membership dues play in supporting advocacy efforts, protecting the Practice Act, and ensuring the profession's growth and sustainability. For many of the students, this was a moment of revelation as they gained a deeper appreciation for the behind-the-scenes work that safeguards their profession's future.

Throughout the conference, camaraderie among the students grew stronger. They supported each other, shared insights, and exchanged ideas with peers and professionals. Their collective enthusiasm, curiosity, and willingness to learn were evident in every session they attended and every conversation they engaged in. This shared experience enhanced their professional knowledge and reinforced their sense of community and purpose.

As the conference came to a close, the students returned to York College with a renewed sense of motivation and a broader perspective on the profession of occupational therapy. They carried with them the knowledge they had gained and a profound appreciation for the interconnectedness of advocacy, education, and practice. The experience also reinforced the critical role of mentorship in their journey, highlighting how guidance from seasoned professionals can inspire growth and confidence. The lessons learned, and the connections made in Albany will undoubtedly shape their journey as they continue to grow as future leaders in occupational therapy.

Participants report a strengthened sense of their professional identity. Being a member of the CoP fosters interprofessional collaboration and supports advocacy efforts. For those interested in more specialized areas of practice, it networks a community which may potentially lead to advanced career prospects, speaking opportunities, publications and leadership roles.

With your NYSOTA membership, you will have access to the Communities of Practice. This benefit allows you to engage with multiple and unique specialized Community of Practice areas in occupational therapy. Each CoP is a group of occupational therapists and occupational therapy assistants who practice or share an interest in the community of practice specialty area. Members are occupational therapy practitioners who are interested in deepening their expertise in integrating the specialty area into the profession.

Current NYSOTA Communities of Practice and Chairpersons

1. Leadership: Jocelyn Nackley, OTD, MSOT, OTR/L, jocelyn.nackley@gmail.com
   
   
2. Retirees: Lucy Ashbrook Sloan, MS, OTR/L; Pam Smith, OT retired
   
   
3. School-Based OT: Vera Gallagher, OTD, OTR/L, BCP, vgallagherot@gmail.com
   
   
4. Pelvic Health: Laura Rowan, OT/L, Laura@essentialpelvichealth.com; Marlene Handler, MS, OTR/L, marlene@lifted-lotus.com; Nicole Muriel, OTR/L, PCES, HSP, nicole@pivotalot.com email
   
   
5. Acute Care: Reis Cunningham, OTR/L, BCPR, CBIS, AIB-WRC, reiscunningham@gmail.com; Jess Boulia, OTR/L, jnboulia@gmail.com
   
   
6. Mental Health: Jeff Tomlinson, MSW, OTR/L, FAOTA, jefftomlinson8@gmail.com; Dave Merlo, MS, COTA/L, CPRP, ROH, davidmmerlo@gmail.com
   
   
7. Upper Extremity and Hand: Vijay Muni, MS, OTR/L, CHT; Jim Wagner, OTD, OTR/L, CHT CPAM, CSCS; Darwin Davis, OTR/L, CHT, CEAS; nysotahanduecop@gmail.com
   
   
8. Sexuality and Intimacy: Daniel Geller, EdD, MPH, CSOT, OTR/L
   
   
9. Early Intervention: Irma Pereira, OTD, OTR/L
   
   
10. Assistive Technology: Christopher Marotta, OTD, OTR/L
    
    
11. NYSOTEC (NY State OT Entrepreneur Collective): Frank Lombardo, MS OTR/L, CKTP, CPT; Crystal Mendez-Covington, MOT, OTR/L Nysotec@gmail.com
    
    
12. Academic Affairs Alliance: Janice Tona, PhD, OTR, CLA, FAOTA; Theresa Vallone, Ed.D., MS, OTR
    
    
13. Humanities and Ethics: Mary Walsh Roche, DMH, OTR/L, LMT, CAPS
    
    
14. NICU (in the beginning stages)
    
    
15. Spirituality (in the beginning stages)

How to Get Involved in a NYSOTA CoP

• Become a Member: With NYSOTA membership you will have open access to the CoPs.
  
  
• Attend a Meeting: CoPs have regular virtual or in-person meetings. Look for email blasts announcing the meetings and check the NYSOTA calendar for upcoming meeting dates.
  
  
• Reach Out: If a particular CoP aligns with your practice or interests, reach out to the CoP chairperson listed, or to Jennifer Tokash, CoP liaison, at jtokash@pace.edu to express your interest in joining.
  
  
• Contribute to Projects: Many CoPs offer opportunities to contribute to ongoing projects, whether it’s developing resources, creating educational content, or helping with advocacy efforts in your area of interest.
  
  
• Start a CoP: We are always looking for additional CoPs. If you have an area of expertise, interest, or passion and would like to join like-minded colleagues to learn, share, advocate, please considering chairing a CoP or recruiting a group of individuals to establish a new CoP Please contact Jennifer Tokash, CoP liaison, at jtokash@pace.edu.

Your membership in NYSOTA is not just about accessing resources—it's about contributing to and being a part of the greater occupational therpay community in New York. Please consider becoming a member and joining our collaborative and supportive CoPs that help clinicians grow professionally and personally. CoPs are facilitating clinical competence, providing emotional and professional support, and opening doors to new opportunities for career development and leadership within the profession. Together, we will continue to enhance the role of occupational therapy in transforming lives. For more information and to get involved, visit www.nysota.org.

Rita P. Fleming-Castaldy, Chairperson of the OT Leaders and Legacies Society (OTLLS) History Preservation Project, urges NYSOTA to celebrate Hispanic Heritage Month by sharing the following resources. Rita states:

While I am proud that the OTLLS has preserved the contributions of some of occupational therapy’s Hispanic leaders for perpetuity, it is clear that more can be done to preserve the history of our profession’s Hispanic leaders and their contributions to the field and the lived experiences of Hispanic occupational therapists and occupational therapy assistants.

I invite you to explore the OT Leaders & Legacies Society - History Preservation Project webpages and think about how you can contribute to our projects. Please do not hesitate to contact me at rpcot@yahoo.com if you would like to discuss contribution ideas. I would welcome the opportunity to support your active engagement in preserving the history of occupational therapy and the legacies of our profession’s leaders.

Browsing the OTLL webpage reveals countless resources: oral histories, group recollections, photos, articles, and more. The following resources were selected because they relate to NYS OTs of Hispanic heritage:

Oral Histories for Beatriz Abreu, Jim Hinojosa, and Jamie Munoz can be found by scrolling alphabetically through the oral history page. See https://www.otleaders.org/history-preservation-project/oral-history-project.

A YouTube video interview of Lauro Munoz can be found at https://www.youtube.com/watch?v=QIN8yBJ40FA&feature=youtu.be

We Remember: Recollection on Leaders’ Enduring Legacies of Jim Hinojosa by Gary Bedell, Marie Louise Blount, Rita Fleming-Castaldy, and Paula Kramer can be found by scrolling down OT Leaders & Legacies Society - Oral History Project

If you are not familiar with the OTLLS, click the following link to view a webinar about the history of the OTLLS and the mission and activities of the History Preservation Project: Honoring and Preserving Our Past to Inform and Forge Our Future: Opportunities for OT Students, Educators, and Researchers

Contributors:
Rita P. Fleming-Castaldy, PhD, OTR, FAOTA
Professor Emeritus
Occupational Therapy Program, The University of Scranton
History Preservation Project Chairperson, OTLLS

Beth Chiariello, PhD, OTR/L
President, NYSOTA
Director, Manhattan campus, OT Master’s Program, Touro University

The NYSOTA Student Affairs Committee is dedicated to preparing students for a successful transition into the workforce. We offer a variety of resources designed to help you pass the certification exam and land your first job.

• Resource Library: Regularly updated with materials to support your studies.
  
  
• Certification Exam Preparation: A wide range of resources to help you prepare for the NBCOT® exam.
  
  
• Resume Review and Interview Practice: Tailored events to help OT/OTA graduates present themselves confidently in job applications.

Along with these resources, you can take advantage of our Mentorship Program which pairs you with an experienced practitioner who can guide you through your transition from student to practitioner.

Don't forget about our Student Delegate Program! This initiative connects OT/OTA students across New York State, providing networking opportunities with experienced practitioners and discussions on important topics in the occupational therapy profession. Delegates are encouraged to get involved with NYSOTA committees and share valuable insights with their peers.

Interested in representing your school?
There is still time to apply for the 2024-2025 school year! Click here to apply: https://www.nysota.org/page/StudentDelegateProgram

Here is a list of the current Student Delegates and the schools they represent:

Natasha Casey - SUNY Downstate
Anna Todd - SUNY Downstate
Kendal Guzyk - Nazareth University
Isabella Peralta - University at Buffalo
Andrew Tyburski - Touro University, LI campus
Natalie Wiebeld - Roberts Wesleyan University

We look forward to working with you and watching you all do great things!

Regular meetings keep NYSOTA running smoothly. The executive board, committee chairpersons, legislative chairperson and committee, NYSOTPAC chairperson, and executive director meet monthly on Zoom. Four times a year, we meet for a longer, quarterly meeting that is occasionally in-person. The time at quarterly meetings is used to work on larger projects to move NYSOTA forward in its vision, help NYSOTA grow, meet members’ evolving needs, and address ever-changing issues in the state and in the profession.

This past July, we held our summer quarterly meeting in Glens Falls, and it was the first time in many years that we decided to meet for two days. We chose Glens Falls to be centrally located, and to get a preview of a potential future conference location. We decided to meet for two days so we would have time built in for multi-layered, in-depth discussions, hearing each other’s perspectives, and building a team.

We welcomed:

• Two new Trustees- Tyra Banks and Tiffany Johnson
• A new Treasurer- Dean Carroll

They joined the existing volunteers:

• President- Beth Chiariello
• Vice President- Michael Roff
• Secretary- Tripta Velamoor
• Trustees- Mary Devadas and Clover Hutchinson
• Legislative and Government Relations Chairperson- Jeff Tomlinson
• Executive Director- Michelle Scanlon

On the first day, after a few ice-breaker activities, we followed a structured agenda, starting with a short NYSOTA history and a new board member orientation. We reviewed NYSOTA’s mission and core values, internal and external resources, finances, legislative agenda, current initiatives, and methods for communicating with each other internally and with others outside of NYSOTA. Finally, toward the end of the day, we created a list of priorities for the next day’s activities.

On the second day, we came prepared with colorful post-it notes, markers and an easel for some old-fashioned brain-storming and discussion. The first thing we planned to do was write a vision statement. NYSOTA did not have one! Here it is:

To be the foremost resource for information, education, and community for all occupational therapy practitioners and students in New York State.

The conversation continued with idea generation around what we want NYSOTA to be now (kind and inclusive), and what it will be in the future (strong and connected), and how we will get there (community and transparency).

After this time together, we were revitalized by our sociability and camaraderie, respectful of each other’s differences and strengths, and grateful to be part of an organization that supports the profession we love. We are eager to spread NYSOTA’s mission and vision because we believe in NYSOTA’s power and value.

The question that remains unanswered is: what’s in it for us? Why would we take hours and days out of our already jam-packed lives for NYSOTA? I will answer as best as I can for myself. Even though I have been an OT and involved in NYSOTA and AOTA for over 30 years, I have never felt burned-out, bored, alone, or anxious about my future. Actively participating in both professional associations made me part of a group that loved occupational therapy. As part of “the bigger picture,” I was working toward a goal with that group, and these project-oriented collaborations often side-tracked into sharing information about ourselves, offering support and advice, and creating connections. Some of these connections have lasted decades. Even if I haven’t seen some people for years, when we do meet up it is as if we saw each other yesterday. And that is because we have a common love for occupational therapy.

Perhaps you wonder why I stayed with NYSOTA? Why not “move up” in AOTA? It’s simple. I care more about what I am doing in NYSOTA because it directly impacts those I care about. A nimble, hands-on association allows me to see the immediate effect of my efforts. Smaller personal events make more time for conversation and net-working. Legislative issues and advocacy are more relevant to my day-to- day practice.

I feel connected--
We ARE connected--
By occupational therapy and as New Yorkers!

Interested in Early Intervention (EI)?

Not sure where to start or what you need to know?  The New York State Department of Health (NYSDOH), Bureau of Early Intervention (BEI), has outlined key evidenced-based competencies that guide occupational therapists (OTs) and other providers practicing in EI. These guidelines ensure therapists provide the highest standard of care to infants and toddlers with developmental delays or disabilities and their families in New York (NY). The competencies can be found on the NYSDOH website Competency Areas for the Delivery of Evidence-Based Evaluations and Services in the New York State Early Intervention Program. They are also outlined in this document: Proposed Competency Areas for the Delivery of Evidenced-Based Evaluations and Services in the New York State Early Intervention Program (ny.gov)

The Early Childhood Personnel Center (ECPC) formed a workgroup that endorsed core cross disciplinary competencies so that EI providers would have a core foundation to engage in EI practice. The American Occupational Therapy Association (AOTA), American Physical Therapy Association, and American Speech-Language-Hearing Association, along with four national early childhood educations and special education associations (Council for Exceptional Children, Division for Early Childhood, National Association for the Education of Young Children, and Zero to Three) formally endorsed four competency areas (Bruder, et al, 2019; Muhlenhaupt, et al. , 2019). These core cross disciplinary competencies can be found on their website Cross-Disciplinary Personnel Competencies Alignment | The Early Childhood Personnel Center (ecpcta.org) and recently AOTA’s Everyday Evidence Podcast featured Dr. MaryBeth Bruder of ECPC discussing these competencies: AOTA's Occupational Therapy Channel: Everyday Evidence: Early Childhood Competencies on Apple Podcasts

Understanding Early Intervention

EI services support infants and toddlers with developmental delays or disabilities and their families, promoting optimal development and supporting families in their daily routines. Occupational therapists (OTs) play a crucial role in this multidisciplinary effort and can be most effective if guided by the core competencies established by the NYSDOH BEI and the ECPC core cross disciplinary competencies.

NYSDOH Competencies for Occupational Therapists in Early Intervention

1. Typical and atypical childhood development and behavior (birth to three) to support quality evaluations, on-going monitoring of progress, and the creation of developmentally appropriate, individualized strategies in partnership with parents and caregivers.

    

   It is essential for OTs to understand development patterns from birth to three years. Both typical and atypical developmental milestones, including cognitive, motor, social-emotional, adaptive and language development. How else can we identify children’s developmental delays through our evaluation of them if we don’t know what is typical or atypical? Quality evaluations require authentic assessment and partnering with families to recognize their unique needs and strengths. Only then can we develop and implement individualized family service plans (IFSPs) that are developmentally appropriate and individualized in partnership with families.

    

2. Multi-cultural and diversity factors related to engaging and working with EI families, performing quality evaluations, and providing services.

    

   Recognizing and respecting cultural, linguistic, and socioeconomic diversity within families helps us to engage and work effectively with EI families as we complete quality evaluations and provide services that demonstrate our cultural competence. Working collaboratively with families, empowering them to support their child’s development and integrating therapeutic strategies into daily routines helps build and strengthen family’s capacities.

    

3. Understanding the Parent-Child Dyad and enhancing families’ capacities to help their children through consistent and effective communication, coaching, coordination, and collaboration.

    

   Enhancing families’ capacities to help their own children through consistent and effective communication, coaching, coordination, and collaboration is necessary. It is critical to meet families where they are, and work with them to help build their relationships not cultivate ours with their young children.

    

4. Understanding and use of evidence-based, family-centered best practices with families and caregivers via parent/caregiver collaboration, coaching and strengthening family capacities.

    

   Using data driven and evidence-based, family-centered best practices through coaching and strengthening family capacities guides the evaluation process and measure progress as well as implements intervention strategies supported by research and best practices in OT.

    

5. Reflective Practice and Reflective Supervision to support self-reflection and on-going professional development

Engaging in reflective practice and supervision to support self-reflection and ongoing professional development is a necessary part of the EI process. EI can be isolating for many providers from one another as a team. Providers need to check themselves at the door and realize the role they are providing as a visitor in the home of young children and their families.

ECPC core cross disciplinary competencies

1. Coordination and collaboration

   Interprofessional partnerships are key to the success of EI services through collaborative services, communication, active listening and shared decision-making among the team. This team is led by the family members.

    

2. Family-centered practice

   Family-centered practices include many strategies to build the capacities of families to incorporate their child into their daily family routines to care for them given whatever issues they experience. Parents care for their children 24- seven and are their primary teachers, being the person who engages with their child at random times in the day and has a relationship of emotion with them.

    

3. Instruction and intervention as informed by evidence

   OT’s need to provide high quality, evidence-based interventions to be successful in improving the outcomes of the young children and their families who participate in EI. Using evidence- based practices are necessary for the recipients to feel confident that the services they receive are valid,

    

4. Professionalism and ethics

As OT’s, we abide by the key laws, policies, and practice standards that guide our practice professionally. We provide services to our families while abiding by our code of ethics and ensuring that while we meet their needs, we do so with the utmost integrity.

Why These Competencies Matter

Adhering to these competencies ensures OTs provide high-quality, effective, and family-centered services to young children and families in need of EI. It is critical that OTs who work in EI master these competencies before providing EI services. Gaining knowledge in these areas through continuing education and mentoring opportunities is essential to prepare OTs for this specialty area. This ensures that OTs can stay informed and committed to these guidelines significantly changes the capacities and developmental trajectories of the young children and families we serve.

Resources and Support

The NYSDOH offers various resources and training programs to help OTs meet these competencies. Take advantage of these opportunities for professional growth and enhance the quality of care provided.

For more detailed information on the competencies and available resources, visit the NYSDOH Bureau of Early Intervention website.

By embracing these competencies, occupational therapists can confidently contribute to the positive development of young children and their families in EI across NYS. Let's strive for excellence in our practice and make a lasting difference in the lives of the young children and families we serve.

Stay tuned for upcoming workshops and training sessions designed to further enhance your skills and knowledge in early intervention. Together, we can ensure the best outcomes for the young children and families we support. For more information on becoming an Approved provider in NYS, visit the NY State DOHMH Approved Provider.

References:

Bruder, M. B., Catalino, T., Chiarello, L. A., Cox Mitchell, M., Deppe, J., Gundler, D.,
   Kemp, P.,LeMoine, S., Long, T., Muhlenhaupt, M., Prelock, P., Schefkind, S., Stayton, V., &      Ziegler, D. (2019). Finding a common lens: Competencies across professional disciplines       providing early childhood intervention. Infants & Young Children, 32(4), 280-293.doi:   10.1097/IYC.0000000000000153

Muhlenhaupt, M.,   de Sam Lazaro, S., Fabrizi, S.,  Schefkind, S. & Owens, A. (2019).   Interprofessional core competencies to enhance occupational therapy services in early   childhood settings. OT Practice, 24(3), 12-14. AOTA.

Beth Elenko, PhD, OTR/L, BCP, CLA, FAOTA is an associate professor at the New York Institute of Technology and has extensive experience providing pediatric occupational therapy (OT) services in a variety of settings including home, hospital, and school-based practice areas. Much of Elenko's work focuses on treating children from birth to five years of age in their natural environments. She received her occupational therapy degree from Eastern Michigan University in 1987, and her advanced master’s (1995) and doctoral degree from New York University in applied research in 2000. Elenko is a member of the American Occupational Therapy Association (AOTA) Roster of Fellows for leadership and scholarship in Early Intervention. 

Helping Students Succeed: School-Based Occupational Therapy

The goal of school-based occupational therapy is to help students succeed in all the activities they want and need to do in school! Occupational therapy helps students develop the skills they need to succeed, including neuro-musculoskeletal function, motor function (fine motor, gross motor, oral motor, and visual motor integration), sensory and perceptual function, cognitive function, and psychosocial function (like socioemotional and mental health). Interventions emphasize independence in daily living skills and school participation in various environments, including the classroom, bathroom, cafeteria, and playground. This article explains the role of occupational therapy in schools in helping students succeed academically, socially, and emotionally. It also shows how occupational therapy supports school Response to Intervention (RTI) and Multi-Tiered System of Supports (MTSS) programs.

What School-Based Occupational Therapy Can Do!

School-based occupational therapy uses activities that students enjoy to help them achieve all that they want and need to do in school. Occupational therapy also plays a crucial role alongside teachers, parents, and other school staff in creating a supportive learning environment to help children stay healthy and happy.

Take A Day in the Life of Ann, a School-Based Occupational Therapist

Ann starts her day at a team meeting for a child brought up for review on the committee of special education (CSE). After this meeting, she went to the assistive technology lab to consult on wheelchair positioning and accessibility for a five-year-old in a wheelchair who wanted to access the playground. Following that, Ann makes her way into her office, where she sees children who have muscle weakness, self-regulation difficulties, and difficulty paying attention. After five individual sessions, she goes to a classroom to lead an upper extremity strengthening group for students. In the afternoon, Ann meets with parents concerning the results of occupational therapy assessments and collaborates on goal setting. Ann then provides a PowerPoint presentation on Sensory Processing and Modulation for staff development and continuing education.

Occupational Therapy Performance Skills

As seen with Ann, occupational therapists evaluate and analyze performance skills to help students reach their potential. Performance skills are observable, goal-directed actions, some of which are listed below:

Academic Performance: Occupational therapy can help students develop motor skills for writing, using scissors, and handling classroom materials. It also helps address sensory needs that can affect learning performance.

Handwriting: Occupational therapy helps students improve their handwriting skills, making completing schoolwork and homework easier.

Attention and Focus: Occupational therapy interventions use sensory modulation techniques to address sensory processing difficulties that may impact a student's ability to concentrate in class.

Social Skills: Occupational therapy helps students build friendships and handle social situations by teaching positive social interactions and coping strategies.

Peer Interaction: Occupational therapy teaches students to play and interact positively with their classmates.

Conflict Resolution: Occupational therapy provides strategies to help students resolve peer disagreements.

Emotional Regulation: Occupational therapy provides ways for students to self-regulate their emotions and behaviors, which is helpful for students with anxiety, ADHD, or other challenges.

Alerting and Calming Techniques: Occupational therapy uses sensory tools and input to teach students how to calm or alert themselves when they feel overwhelmed.

Behavior Management: Occupational therapy helps students learn how to manage their behavior in different situations and environments.

Functional Independence: Occupational therapy supports students in learning self-care skills like dressing, eating, and personal hygiene, which boosts independence and self-esteem.

Dressing: Occupational therapy teaches students to button, zip, and tie their clothing.

Eating: Occupational therapy helps students use cutlery and utensils and eat independently.

Environmental Adaptations: Occupational therapy adjusts the school environment to help students with physical disabilities, ensuring they can participate in all school activities.

Classroom Setup: Occupational therapy can adapt the classroom to accommodate students with mobility and sensory processing difficulties.

Adaptive Equipment: Occupational therapy provides tools and equipment, such as special chairs or writing aids, to help students participate fully in learning occupations.

How Occupational Therapy Fits into Response to Intervention (RTI) and Multi-Tiered System of Supports (MTSS)

Response to Intervention (RTI): RTI is a system that helps identify and support students with learning and behavior needs early on. Occupational therapy plays an essential role in RTI by providing help at different levels:

Tier 1: School-wide strategies to promote positive behavior and sensory-friendly classrooms.

Tier 2: Small group sessions for students needing extra help, focusing on skills like fine motor 

or social skills.

Tier 3: One-on-one sessions for students with significant challenges.

Multi-Tiered System of Supports (MTSS): MTSS uses data to provide academic and behavioral support. Occupational therapy works alongside teachers to create plans that support the whole child.  These plans can include:

Universal Screening: Occupational therapy assists in screening all students to identify those at risk for academic or behavioral challenges.

Data-Driven Decisions: Occupational therapy uses assessment data to decide on strategies and adjust plans as needed.

Collaborative Approach: Occupational therapy is part of a school-wide team that implements and evaluates support plans, ensuring everyone works together to help students.

The Impact of Occupational Therapy on Student Success

Improved Academic Outcomes: Occupational therapy makes it easier for students to engage in school tasks by helping with motor, sensory, and cognitive challenges. For example, a student with poor handwriting can improve with occupational therapy's help, leading to better performance.

Enhanced Social Integration: Occupational therapy interventions help students interact positively with peers, reducing bullying and isolation.

Increased Engagement: Occupational therapy creates personalized plans for each student, fostering a sense of belonging and encouraging participation.

Positive Behavioral Changes: Occupational therapy helps manage behaviors through targeted strategies, improving the classroom environment for everyone.

Support for Educators and Families: Occupational therapy provides resources and training to teachers and parents, boosting their confidence to support students in and out of the classroom.

Collaborative Approach to Student Success: Occupational therapy works closely with teachers and parents, integrating therapeutic strategies into daily activities, promoting consistency, and reinforcing skills.

Conclusion

School-based occupational therapy is essential for helping students develop and succeed. By meeting various needs and creating an inclusive environment, occupational therapy helps students reach their full potential. Through teamwork and innovative interventions within RTI and MTSS, occupational therapists are making a positive difference.

Karen Katzman, MA, OTR/L, the owner of Manhattan East Associates, Inc. Pediatric Occupational Therapy, holds a Bachelor of Science in Occupational Therapy from Sargent College of Allied Health at Boston University and an advanced post-professional master’s degree from New York University with a concentration in pediatric neurology. She is currently obtaining her post-professional doctorate degree at Boston University. With over 25 years of experience, she has worked in various settings, including hospitals, clinics, and her private pediatric occupational therapy clinic in New York City. Karen is certified in Sensory Integration (SIPT) and has extensive training in Therapeutic Listening, Handwriting, Visual Motor and Perception, Reflex Integration, DIR/Floortime, and interventions for sensory processing difficulties. She lectures widely and provides continuing education courses for the International Council on Development and Learning. Passionate about facilitating function and social-emotional development, Karen remains dedicated to supporting children and families.

Dr. Christine Sullivan, former OTA Program Director at Mercy University passed away on May 16, 2024, at the age of 72.

Dr. Sullivan loved being an occupational therapist and a mentor to many. She was an accomplished occupational therapist with over 40 years of practice, a scholar, an educator, and a clinician. Her love for teaching was illustrated by her significant contributions to OTA education and the OTA profession. She was a founding faculty member of the OTA Program at Mercy University, serving as the Associate Program Director/Academic Fieldwork Coordinator from 2002-2005 and as the OTA Program Director from 2005-2017. She also held administrative positions at Burke Rehabilitation Hospital and the Jewish Home and Hospital.

Dr. Sullivan received her B.S. degree in occupational therapy from University at Buffalo and her M.S. degree in human services: gerontology from the College of New Rochelle. Dr. Sullivan was conferred a clinical doctorate degree (OTD) in occupational therapy from the University of St. Augustine in December 2011.

She served as the Vice Chairperson of the Westchester District of the New York State OT Association. She received several awards, including the NYSOTA Merit for Practice Award in 2004. For many years, she served in various roles at AOTA, ACOTE, and NYSOTA. Dr. Sullivan influenced the lives of many OTA students and graduates, as well as colleagues and friends in the OT profession. NYSOTA President Beth Chiariello remarked “Dr. Sullivan was an inspiration and role-model to me in my early years with NYSOTA”.

On a personal note, Dr. Sullivan enjoyed gardening, cooking for her family, and watching Long Beach Island sunsets at the bay, where she and her family vacationed during the summer. Dr. Sullivan was filled with joy when she was with her family, especially her cherished grandchildren. Friends and family remember her for her warmth, as she loved to host parties and holidays. Everyone was always welcome in her home and at her table. She was described as a “beautiful and caring soul”. She leaves behind her devoted husband, Edward Sullivan, her loving son, Matthew Sullivan, and his wife, Ina, and dear grandsons Jackson and Asher. Dr. Sullivan will be truly missed.

Written by Cristina Dumitrescu, EdD, MS, OTR/L, OTA/L
Assistant Professor & OTA Program Director at Mercy University
(The information for this article was adapted by Cristina from the obituary published on the Coxe & Graziano Funeral Home website)

Seeding Change: How AOTF is Nurturing Occupational Therapy Research to Support Evidence-Based Practice

The vision of a vibrant science that supports occupational therapy practice is blossoming at the American Occupational Therapy Foundation. As the nation’s only charitable, scientific, and educational organization dedicated to building evidence for occupational therapy, investing in the future occupational therapy workforce, and disseminating new knowledge to our profession, the work of AOTF is vital to meeting the needs of occupational therapists, their clients, and caregivers. For 60 years, AOTF has been at the forefront of OT research, supporting the ideas and people that have transformed our profession and evidence-based practice. Today, AOTF has more opportunities and resources for occupational therapists to help them with their education, research, career development, and practice.

Building Research Capacity

To improve people’s access to and the delivery of occupational therapy, AOTF is distinctively focused on building high quality, scientifically proven evidence to meet our profession’s demand and enable people of all ages and abilities to participate in the activities that give their lives meaning. But there is a gap that exists in the occupational therapy research landscape; the lack of funding for early-stage research and development of future research leaders. To address these issues, AOTF has created unique initiatives that aim to build new evidence in priority areas and bolster research capacity through training, mentorship and community engagement.

The primary work of AOTF in addressing the need for more evidence is accomplished by funding early-stage research studies through our grant programs. The Intervention Research Grant (IRG) program, launched in 2013, was the first to specifically address the need to invest in new and novel ideas for pilot studies to collect initial data and build proof of concept. Over the last decade, AOTF has funded 50 studies in 26 states covering more than 2-dozen different topics. In addition to providing funding for early-stage research, what makes the IRG special and attractive to early-career OT researchers, is the mentorship component of the grant. Each grantee is required to have a research mentor which provides guidance for both their study and professional development. This is an element that AOTF has incorporated into our other grant programs, Health Services Research (HSR) and Implementation Research (IR).

HSR examines how people get access to care, the costs of care, and how the discrepancies in the quality of care delivered ultimately impact the well-being of health care consumers. IR examines the challenges and processes used to implement, sustain, and or scale-up evidence- based practice into routine care with an end goal to improve the quality and effectiveness of care. Implementation Research is grounded in the needs of clinicians, patients, caregivers, and/or health systems. 

Starting in 2025, AOTF will be replacing HSR with Community-Engaged Research Grants, a program that will bring in community partners, like clinicians, together with principal investigators to work throughout the research process and provide new perspectives to research questions that directly impact their clinics, clients and caregivers. Once again, AOTF is the only organization providing OTs a specific opportunity to conduct research with community partners and in community settings to build evidence that improves the delivery of care and enhances people’s participation in ADLs, IADLs, education, work, and play.

In recent years, AOTF has funded 5 grants based in New York on topics such as musculoskeletal occupational injuries in musicians, interventions to support young caregivers, interventions to address bullying in students with disabilities, self management for cancer survivors, and home-based rehabilitation.

Investing in the Future of Occupational Therapy

Another vital element to strengthening our profession and improving the delivery of quality healthcare is to support future researchers and practitioners. AOTF offers financial support to future scientists with 3 doctoral level scholarships and 2 post-doctoral fellowships and awards over 50 scholarships each year to OTs and OTAs at all degree levels.

AOTF is proud to have NYSOTA as a partner with us in this effort. The NYSOTA Endowed Scholarship provides financial aid each year to OT and OTA students enrolled in New York schools. Since being endowed at AOTF in 2012, this scholarship has supported more than 20 students with their tuition.

Partnerships are a key element of our investment effort into the future of our profession. AOTF partners with AOTA to conduct the annual Future Scientist Institute, a program that matches about 2 dozen students with doctoral and post-doctoral mentors to learn about topics within OT science, evaluate doctoral programs and career opportunities as a scientist.

AOTF also works with a number of organizations to support rehabilitation grant writing training through TIGRR, WISH, and TiDE. AOTF launched the STRIDE Mentored Research Scholarships in 2022 to increase opportunities for OTs from under-represented backgrounds to obtain research funding and mentorship to further diversify representation in OT research.

What’s Next at AOTF?

Moving the science of occupational therapy forward is an exciting venture that excels when we have greater engagement from our community. It is our focus on our community, on OTs and OTAs like you, that has been the inspiration for initiatives that address the challenges in our profession. On October 10 and 11, 2024, in Alexandria, VA, AOTF will host the first ever Engage Summit, a special 2-day event in which community partners, occupational therapy researchers and practitioners, will showcase their high-quality, community engaged research studies, discuss best practices for building multidisciplinary, community-based teams, and feature keynote speakers sharing their stories on the impact of community-based practice. https://www.aotf.org/Research-Resources/Engage-Summit

Following this event, we are pleased to offer Community Engaged Research Grants to allow participants from the Engage Summit and opportunity to continue their research and build evidence with their community partners.

Philanthropy for OT Science is Critical to Strengthening Our Profession!

Support from our community of occupational therapy practitioners is the life blood of AOTF. As donors, volunteers, and event participants, the success of AOTF is only made possible because of the generosity of people who care about occupational therapy. AOTF is grateful to NYSOTA and its members for being dedicated partners with us and we are excited to continue this important relationship.

To learn more about the work of AOTF, how we are supporting Occupational Therapy research and the future of practice, upcoming events, free resources, our research journal OTJR: Occupational Therapy Journal of Research, or to become a volunteer yourself, please visit us at www.aotf.org or contact Lawrence Liff at lliff@aotf.org.

Lastly, as you read this article, occupational therapy students in New York and across the country will be kicking off the 2025 St. Catherine Challenge. This annual student-led fundraising event supports the AOTF Intervention Research Grant (IRG) and has been vital to the success of this program. The IRG is one of the only opportunities for OT researchers to obtain early-stage funding and the Challenge has fully funded one grant each year since 2018!

In New York, Columbia University, Dominican University, D’Youville University, Ithaca College, Long Island University, New York University, Stony Brook University, and Yeshiva University have all been past participants. If one of these schools is your alma mater, please consider a philanthropic gift to support your school and OT research in the 2025 Challenge. More information will be available at https://www.aotf.org/stcatherinechallenge.

The science of occupational therapy is essential to empowering participation. With advances in the delivery of care, in the development of new evidence and new therapies, as well as creating a profession that is as diverse and inclusive as the clients we serve, occupational therapy is enabling people to participate in the activities that give their lives meaning.

I hope you will participate with AOTF to further support our mission and be part of the important work to strengthen occupational therapy to enhance quality of life for all.

Thank you,

Lawrence Liff
Chief Development Officer, AOTD

It is with great joy and pride that we celebrate one of our own! Dr. Janice Triglio Tona, a very invested and active NYSOTA member and a current NYSOTA Co-Chairperson of the Academic Affairs Alliance, was honored as a Fellow of the American Occupational Therapy Association (FAOTA) at the Annual AOTA Conference on Saturday, March 23, 2024! Dr. Tona was nominated by a group of current and former students, colleagues, and mentors who recognized her outstanding contribution to the profession of occupational therapy.

Jan has been committed to excellence throughout her life and her career. She holds optimistic, yet realistic expectations for herself and others, while, in just about every encounter, she sharply assesses priorities, develops reasonable goals, and identifies realistic action steps; she makes the task-at-hand feel more like a conversation about ‘fun facts’. To know Jan is to know a person with a ‘voice of reason’ that is articulate and kind, a heart that beats for the good of others, a mind that is open and sharp, all wrapped in a reliable, hard-working, fun human!

Jan Tona is a long-time resident of Western New York. She attended Sweet Home High School in a suburb of Buffalo, earned her B.S. in occupational therapy at Utica College of Syracuse University, an M.S. in Pediatrics/Developmental Disabilities at the University of Pittsburgh, and her Ph.D. in Educational Psychology at the State University of New York at Buffalo. Jan is mom to 2 adult children, Angela and Michael, and a dear dog-mom to Cloud. She is the only daughter to Josephine and is sister to 2 brothers, Robert and Richard.

In the recent submission to nominate her as a Fellow of AOTA, she was praised as a “superb practitioner, scholar, teacher, mentor, and leader”.

Practitioner

Dr. Tona has been and still is particularly invested in working with children with sensory, motor, cognitive, and behavioral challenges. At the Children’s Hospital of Pittsburgh (1984), she worked with individuals with IDD; then in the 1990s, she assisted in the development of the inpatient OT department at Children’s Hospital of Buffalo. As she approached the new millennium, Dr. Tona developed expertise in Pediatric Acute Onset Neuropsychiatric Syndrome (PANS) and was the first to introduce PANS to the OT community (2011) and to identify the occupational needs of individuals with this sudden-onset condition (2017). She also continued her work with individuals with IDD, working with University Pediatric Dentistry (UPD) to develop OT interventions that improved the success of dental procedures.

She was recognized by the American Academy of Developmental Medicine and Dentistry, being invited to help create presentations and offer webinars about this important work that ultimately improves access to primary care for individuals with IDD. She received the IDD Hero Award in 2022.

Scholar

Dr. Tona’s research skills began promptly in her career. Early on, she collaborated with Dr. Shelly Lane to research babies with prenatal cocaine exposure. Her doctoral dissertation focused on the development of clinical reasoning among occupational therapists and students (2003). (I had the honor to witness her extremely organized process with this innovative work and we actually had the opportunity to learn [and smile] a lot!). Since then, she has been on fire—going deep and wide! To date, she has been involved with 10 publications that span topics about PANS (2018, 2017, 2016, 2011), interprofessional education (2021), continuing education (2017), curriculum (2011), teens with mental health (2009), and upper extremity inhibitory casting (1993). She was the lead investigator in the largest PANS parent survey to date (n= 698) (in press-2023). As an OT PANS expert, Dr. Tona currently assists the Brain Inflammation Collaborative in developing their PANS research database. She also serves on the PANDAS Network Working Group on Educational Access.

Teacher

Jan is a natural teacher – she has an innate ability to deliver information comprehensively, and clearly, making sure to highlight the salient “take-aways”. The fire for evidence-based instruction was also ignited early in her career. She served as an adjunct at the University of Buffalo and then held the responsibilities of the Academic Fieldwork Coordinator at D’Youville College where she taught large cohorts of students and prepared them for fieldwork placements, while mentoring another faculty member in that role before she handed over the steady reins for that position. Her expertise for fieldwork education was always evident: she worked with NYSOTA to enhance the Leadership and Advocacy Level II fieldwork placements during the pandemic and she also established a dental office fieldwork placement at UPD, where she voluntarily supervised students. Dr. Tona then guided the clinician who was hired for the inaugural OT position at UPD as a result of the inroads she had set during the dental clinic fieldwork placements.

Mentor

Jan is a tangible, accessible mentor to adjuncts, full-time faculty, students, and clinicians; she promotes science-driven inquiry and evidence-based practice, often encouraging others to research the problem and commit to being presenters at conferences. She has guided over 125 students in individual and group research and has served on an Australian OT PANS dissertation committee. At the state level, working with NYSOTA, Dr. Tona mentored UB students to research the declining NYSOTA membership which led to the NYSOTA Student Affairs Center. Nationally, she was recognized in 2022 with the AOTA Service Commendation for Mentorship in Scholarship of Teaching and Learning.

Servant-Leader

One of Jan’s most awesome skills is her ability to lead and serve simultaneously. Yes, Jan was (and still is) the force behind the clear and helpful process by which students and clinicians in New York State arrange the appointments for NYSOTA’s Advocacy Day. Jan authored the plan that moved Advocacy Day to a virtual platform when the pandemic halted the in-person appointments. She currently serves as the inaugural Co-Chair of the Academic Affairs Alliance that brings academic topics to the forefront and that delivers programs that are valued by the membership. It is no wonder that she received several NYSOTA awards: Merit for Service (2017), the NYSOTA President’s Award (2020), and Outstanding Volunteer (2022).

In academia, Dr. Tona also shines bright. She assumed role of Program Director in 2015 following the unexpected death of the Program Director at that time. She is a gentle leader who promotes growth and innovation among her team that values her deeply. She was creative with meeting needs amidst staff shortages, large cohorts, an altered curriculum, and self-study demands but she helped her department earn a 10-year re-accreditation and maintains very high pass rates on the NBCOT exam.

Dr. Tona innovates: she was instrumental in developing interprofessional education micro-credentials that facilitated the appreciation of OT by 14 other professions and she is a member of the nationally- recognized UB Interprofessional Leadership Team. She earned an AOTA commendation for service, the Dean’s Award (highest award in UB’s School of Public Health and Health Professions) in 2016, and the 2023 University of Buffalo Career Design Center Inaugural Career Influencer Award. She was recently interviewed for the Oral History Interview of Leaders by the OT Leaders and Legacy Society.

Jan Tona: be her colleague—you matter; be her friend—you are loved; give her a process—it’s refined; give her an idea—it’s developed; give her a need -- it’s resourced; give her a gap -- it’s measured. Heck, give her a glass of wine—she deserves it!!

Cheers to Dr. Janice Trigilio Tona, FAOTA!

Written by Theresa Vallone, NYSOTA Academic Affairs Alliance Co-Chair