CONTINUED FROM PAGE 25 get her master ’ s in early childhood education with a specific aim to “ really understand the cognitive and social-emotional aspects of child development .” She graduated with a master ’ s degree from Erikson Institute in 1998 , and notes that this education has really enhanced her approach to practice . In addition to gaining additional higher education , it should also be noted that Esther ’ s dedication to becoming an exceptional pediatric therapist is evident in her decision to obtain credentials in sensory integration ( SI ) and neuro-developmental treatment ( NDT ).
Today , Esther works in private practice and early intervention . Her dedication to working with children and families has not ceased since starting practice in 1979 . In fact , when asked about how the twists and turns created by the pandemic have shaped her practice , Esther responded optimistically . Despite needing to learn some new techniques like Zoom and videotaping herself , she feels that the switch to telehealth service delivery has been extremely beneficial . Using a coaching approach where parents take a hands-on approach to handling and supporting their babies has really helped them learn the best ways to support their child ’ s development .
Esther ’ s dedication to supporting children as an occupational therapist despite all of the twists and turns that life brings is extremely commendable . So , now we can ask , what does she feel that others can take away from her story ? To students , she emphasized that pediatric occupational therapists must be prepared to strongly advocate for our profession ’ s distinct value . With so many professionals involved in helping children succeed , others can forget about occupational therapy practitioners ’ expertise in occupational engagement . Being prepared for this is a must . To pediatric clinicians , Esther encourages her colleagues not to lose sight of developmental theories . Truly understanding developmental milestones and trajectories is extremely important to practice , and must be carefully balanced with other approaches like SI and NDT .
One final thought that stuck out from my interview with Esther was something she felt was one of the most valuable things she learned from her time in practice . She once heard Cathy Brady , who was director at Rush for years , emphasize the importance of therapeutic use of self . Oftentimes , especially in pediatric occupational therapy sessions , we do not need a lot of equipment . While toys and other materials are undoubtedly useful in helping our clients meet their goals , addressing communication preferences and social-emotional concerns by strategically employing therapeutic use of self can make a world of difference . This simple sentiment strongly resonated with Esther for its practicality and usefulness . She felt it an important idea for all practitioners to ponder .
Speaking with Esther was an absolute pleasure . Her dedication to the field of occupational therapy through her aptitude for continued learning ( both formally and informally ), her investment in the lives of her clients , and her willingness to share this knowledge is amazing . May we all navigate the twists and turns in our own professional lives as gracefully as she has .
Hannah Vercellotti , OTS
Hannah Vercellotti is a first-year occupational therapy student at the University of Illinois at Chicago . She obtained her undergraduate B . A . in Psychology at Augustana College in 2020 .
Illinois Occupational Therapy Association | 2021 ISSUE 1 26