LEAPS Experience Inspires SCU OTD Student鈥檚 Vision for Latino Caregivers

Selected for a national interdisciplinary leadership development program, Doctor of Occupational Therapy student Gabriella Ulloa is turning lessons in integrative health into a community-based initiative supporting Latino caregivers.

When 91性息港 of Health Sciences Doctor of Occupational Therapy student Gabriella 鈥淕abby鈥� Ulloa was selected for the Leadership and Education Program for Students in Integrative Medicine (LEAPS), she saw more than an opportunity to expand her education. She saw a chance to explore how occupational therapy, integrative healthcare, and personal wellness practices could come together to improve the lives of others.

Now, the experience is helping shape ARMON脥A, her proposed doctoral capstone project, which aims to support the mental well-being of Latino caregivers through culturally responsive, nature-based programming.

Connecting Occupational Therapy and Integrative Health

LEAPS brings together students and educators from healthcare disciplines across the country to explore evidence-informed integrative health practices, leadership, collaboration, and personal well-being.

Ulloa first learned about the program from Dr. Joanna Seber, an SCU OTD professor and her faculty advisor at REINS Therapeutic Horsemanship Program. During her fieldwork at REINS, Ulloa explored occupational therapy鈥檚 role in promoting mental wellness across the lifespan while discovering the therapeutic value of nature, meaningful activity, and social connection. That experience sparked her interest in expanding access to nature-based care, social support, and other wellness promotion resources for underserved communities.

Dr. Seber encouraged Ulloa to apply for the LEAPS program because it complemented those interests and offered an opportunity to learn more about leadership and integrative health, alongside students and faculty from medicine, acupuncture, psychology, nutrition, health coaching, and other disciplines.

鈥淎s an OTD student representing SCU, I felt a strong responsibility to represent the occupational therapy perspective within an interdisciplinary setting,鈥� Ulloa said.

For Ulloa, one of the greatest takeaways was seeing how different healthcare professionals can work together to understand the physical, emotional, social, and environmental factors affecting a person鈥檚 health.

Learning by Doing

Rather than simply discussing integrative health, LEAPS immersed participants in it. Throughout the program, students participated in guided imagery exercises, mindful movement, meditation, nature reflection, and equine-assisted learning. Rather than discussing these approaches only in theory, they experienced them firsthand and reflected on how each practice affected their own awareness and well-being.

Ulloa was particularly influenced by the program鈥檚 daily structure. Mornings began with movement, gratitude, and guided meditation, while dedicated periods of nature reflection encouraged participants to slow down and pay closer attention to their surroundings.

鈥淎s a current student, I recognize how challenging it can sometimes be to take a moment away from coursework,鈥� Ulloa said. 鈥淭his experience reminded me that intentional practices such as movement, mindfulness, and nature reflection can help us feel grounded.鈥�

Those activities expanded her thinking about how occupational therapists might use practices such as breathwork, guided imagery, mindful movement, or time outdoors to support an individual鈥檚 goals. Ulloa emphasized that these approaches should be informed by available evidence and adapted to each person鈥檚 abilities, routines, preferences, cultural values, and lived experiences rather than applied the same way for everyone.

LEAPS also broadened her understanding of healthcare leadership. She came to see leadership as a combination of collaboration, community advocacy, personal growth, and self-awareness. The program鈥檚 emphasis on well-being also reinforced the importance of developing sustainable practices as a future healthcare professional.

鈥淐aring for ourselves before providing care to others is an essential component of becoming a sustainable and compassionate healthcare provider,鈥� Ulloa said.

Turning Her Experience Into Community Impact

Ulloa plans to apply what she learned through ARMON脥A, the doctoral capstone project that she hopes to develop in collaboration with REINS Therapeutic Horsemanship and the Center for Senior Well-Being as a culturally informed mental wellness promotion program for Latino caregivers in the Fallbrook community.

The proposed program would combine occupational therapy principles with modalities such as breathwork, gentle yoga, guided meditation, and nature-based experiences. Ulloa hopes it will support caregiver well-being, strengthen social connections, and increase access to culturally relevant community resources.

鈥淭his project is personally meaningful to me, especially as a Latina, since I have witnessed the commitment to caring for others and resilience that is often conveyed by Latino families,鈥� Ulloa said.

Through ARMON脥A, Ulloa hopes to create an inclusive space rooted in community and nature where caregivers can focus on their well-being, connect with others, and explore practices that can be incorporated into their daily routines. The project would also allow her to demonstrate how occupational therapy and integrative health approaches can be used in community settings to address disparities and respond to the needs of underserved populations.

Beyond her capstone, Ulloa hopes her experience will encourage other SCU students to consider how their disciplines can contribute to collaborative and culturally responsive healthcare. 鈥淢y goal is to contribute to a culture at SCU where future healthcare professionals feel empowered to provide compassionate, evidence-based, and whole-person care.鈥�

From Knowing to Doing: How Occupational Therapy Brings Lifestyle Medicine to Life

Maria knew she needed to eat better and exercise more. At 52, she was managing Type 2 diabetes, weight concerns, and a declining quality of life. Her physician had recommended lifestyle changes, but putting those recommendations into practice was another matter.

A single mother of two teenagers who worked full time as a receptionist, Maria was exhausted by the end of most days. Cooking, walking her dogs, helping her children with activities, and spending time with friends had gradually given way to evenings in front of the television or scrolling through social media. The challenge wasn’t understanding what needed to change. It was finding a way to make those changes work in her already demanding life.

Her physician referred her to occupational therapy for “Lifestyle Medicine” services. This growing medical specialty focuses on preventing and managing chronic disease through evidence-based changes in nutrition, physical activity, sleep, stress management, social connection, and other everyday behaviors. Occupational therapists are uniquely positioned to put Lifestyle Medicine into practice, helping patients translate healthy lifestyle recommendations into meaningful, sustainable changes that fit their daily routines, responsibilities, and goals.

For Heather Thomas, PhD, OTR/L, DipACLM, Program Director of the Doctor of Occupational Therapy program at 91性息港 of Health Sciences (SCU), Maria’s experience illustrates an important opportunity for occupational therapists to help address one of healthcare’s greatest challenges.

Why Now? Why Occupational Therapy?

鈥淭he U.S. is in a healthcare crisis,鈥� Dr. Thomas said. 鈥淲e are a sick care system, not a health care system.鈥�

An estimated seven in 10 American adults have at least one chronic condition, and more than half of those have two or more, according to a 2026 article co-authored by Dr. Thomas in the American Journal of Lifestyle Medicine. The article also reports that U.S. healthcare spending reached $4.9 trillion in 2024, with approximately 90% associated with mental and physical chronic conditions.

Lifestyle Medicine offers an important way forward. This evidence-based medical specialty focuses on preventing, managing, and sometimes improving chronic disease by addressing six fundamental aspects of health: nutrition, physical activity, restorative sleep, stress management, social connection, and avoidance of risky substances.听Rather than replacing conventional medical treatments, Lifestyle Medicine complements them by addressing the everyday habits and circumstances that profoundly influence health. But changing those habits is rarely as simple as telling someone to eat better, exercise more, or get enough sleep. And that’s where occupational therapy can make a difference.

鈥淥Ts look at people from a very broad perspective,鈥� Dr. Thomas said. 鈥淚鈥檓 going to look at you as a whole person, not just your body systems.鈥�

Occupational therapists specialize in helping people participate in the activities that give their lives structure, purpose, and meaning鈥攆rom work and family responsibilities to self-care, recreation, and social connection. They understand that health behaviors don’t happen in isolation; they’re shaped by people’s routines, environments, resources, relationships, and competing demands. For someone who dislikes gyms, for example, physical activity might mean walking a dog or gardening. For a busy parent, healthier eating might begin with finding simple meals the family can prepare together. The goal isn’t simply to prescribe healthier behaviors, but to help people incorporate them into lives that are already full and complicated.

Turning Health Goals Into Everyday Habits

For Maria, that meant starting with what mattered most to her: having more energy for her children, caring for her dogs, reconnecting with friends, and enjoying everyday life again.

Working with an occupational therapist, she began making manageable changes to her routine, including morning walks with her dog and simple weeknight meals prepared with her teenagers. Her therapist helped her establish SMART goals鈥攕pecific, measurable, achievable, relevant, and time-based鈥攁nd gradually build new habits around her work schedule and family responsibilities.听Rather than adding another set of obligations to an already exhausting day, the changes helped Maria reconnect with activities she valued. Cooking became an opportunity to spend time with her children, while walking her dogs provided both physical activity and enjoyment.

Over time, Maria’s blood sugar improved enough for her physician to reduce her medication, and her mental health improved as well.听Her experience demonstrates something fundamental to both occupational therapy and Lifestyle Medicine: lasting improvements in health depend not only on knowing what to do, but on finding realistic, meaningful ways to do it.

Preparing Occupational Therapists to Lead in Lifestyle Medicine

Dr. Thomas is helping advance this approach through both research and education. She recently co-authored published in the American Journal of Lifestyle Medicine.听The article makes the case that occupational therapists are uniquely positioned to help patients adopt healthier lifestyles鈥攁nd that OT education should explicitly prepare students for this role.

Drawing on the Accreditation Council for Occupational Therapy Education’s 2023 standards and the Occupational Therapy Practice Framework, Fourth Edition, the authors demonstrate how Lifestyle Medicine aligns with competencies already central to the profession, including health promotion, disease prevention, chronic condition management, and the influence of daily habits and environments on health.听The paper also provides a practical framework for integrating Lifestyle Medicine into occupational therapy education through coursework, fieldwork, and doctoral capstone projects. Students can develop skills in lifestyle assessment, motivational interviewing, goal setting, and patient education, preparing them to apply these approaches in settings ranging from primary care and mental health clinics to schools and community programs.

At SCU, that preparation begins in the very first term of the Doctor of Occupational Therapy program at the Whittier campus.

鈥淲e have them reflect on each of the six pillars of Lifestyle Medicine,鈥� Dr. Thomas said. 鈥淭hey start by doing OT with themselves.鈥�

By examining their own habits and attempting to make healthy changes, students experience firsthand how difficult behavior change can be, even when the benefits are clear. That understanding becomes an important foundation for helping future patients navigate their own challenges.听Lifestyle Medicine principles are further reinforced throughout SCU’s OTD curriculum as students learn to address chronic physical and mental health conditions across the lifespan. They also examine how factors such as family responsibilities, finances, culture, living conditions, and social support can influence a person’s ability to make and sustain healthy changes.

SCU’s OTD program participates in the partial academic pathway, enabling graduates to make progress toward Lifestyle Medicine board certification. Dr. Thomas, who is herself board-certified in Lifestyle Medicine, also recently became chair of the organization’s OT/PT Member Interest Group.

For Dr. Thomas, the connection between occupational therapy, Lifestyle Medicine, and SCU’s broader mission is especially meaningful.

鈥淟ifestyle Medicine fits so nicely, not only as a tool that occupational therapists can use, but also because SCU is a Whole Health institution,鈥� Dr. Thomas said.

As healthcare increasingly recognizes the importance of prevention, healthy behaviors, and care that considers the whole person, occupational therapists have an opportunity to play an even greater role. Through her scholarship and leadership at SCU, Dr. Thomas is helping prepare the profession to seize it.

Frequently Asked Questions

What is Lifestyle Medicine?

Lifestyle Medicine is a medical specialty that uses evidence-based lifestyle changes to help prevent, manage, and, in some cases, improve chronic disease. It focuses on six pillars of health: nutrition, physical activity, restorative sleep, stress management, healthy relationships, and avoiding risky substances. Lifestyle Medicine works alongside medical care to help people build healthier daily habits that support long-term health.

How does occupational therapy support Lifestyle Medicine?

Occupational therapists help patients turn health recommendations into realistic daily routines. They consider each person’s home, work, family responsibilities, interests, and environment to create practical strategies that support healthy habits. This approach helps bridge the gap between knowing what to do and being able to make lasting lifestyle changes.

Why is Lifestyle Medicine becoming more important in healthcare?

Chronic diseases continue to account for a large share of healthcare costs and affect millions of Americans. Healthcare professionals are placing greater emphasis on prevention, behavior change, and long-term wellness. Lifestyle Medicine addresses many of the daily factors that influence chronic disease and supports patients in making sustainable health improvements alongside traditional medical care.

How does 91性息港 of Health Sciences prepare occupational therapy students in Lifestyle Medicine?

Students in 91性息港 of Health Sciences’ Doctor of Occupational Therapy program begin studying Lifestyle Medicine during their first term. They learn the six pillars of Lifestyle Medicine, reflect on their own health habits, and apply these principles throughout the curriculum while studying chronic physical and mental health conditions. The program also participates in the American College of Lifestyle Medicine’s partial academic pathway, allowing students to make progress toward Lifestyle Medicine board certification after graduation.

What makes occupational therapists uniquely qualified to help patients build healthy habits?

Occupational therapists are trained to understand how daily routines, environments, and meaningful activities influence health. Rather than simply recommending lifestyle changes, they help patients develop realistic plans that fit their individual goals, responsibilities, and circumstances. This whole-person approach allows patients to incorporate healthier behaviors into everyday life in ways that are practical and sustainable.

Dr. Douglene Jackson on Conscious CARE, Workforce Well-Being, and Why Sustainable Care Begins with the Practitioner

When Douglene Jackson, PhD, OTR/L, LMT, ATP, CYT, FAOTA, delivered the Dr. Lela Llorens Lecture at the AOTA INSPIRE 2026 Annual Conference & Expo in Anaheim, California, the moment carried deep personal and professional meaning.

Dr. Jackson, Doctoral Capstone Coordinator for SCU鈥檚 Doctor of Occupational Therapy program in Phoenix, was tasked with delivering the lecture after receiving the 2025 Dr. Lela A. Llorens Award of Excellence for Diversity, Equity, and Inclusion from the American Occupational Therapy Association.

Her presentation, titled 鈥淐onscious CARE: For Self, For Society,鈥� introduced her Conscious CARE Framework, a values-based approach centered on compassion, awareness, reflection, and embodiment.

Developed from Jackson鈥檚 more than 25 years of experience in occupational therapy practice, education, leadership, advocacy, and workforce development, the framework responds to a growing concern across healthcare and human services: how providers can continue to care for others while also protecting their own capacity to remain grounded, reflective, and well.

In this Q&A, Jackson reflects on the significance of delivering the Dr. Lela Llorens Lecture, the experiences that shaped Conscious CARE, and how the framework connects to occupational therapy, Whole Health, and workforce well-being.

What did it mean to deliver the Dr. Lela Llorens Lecture?

Dr. Douglene Jackson: It was a very proud moment, as I reflected on having read some of Dr. Llorens鈥� work while an occupational therapy student and meeting her in person at an AOTA conference.

I recalled her saying, 鈥淚鈥檒l be watching you,鈥� and she was later instrumental in my joining the American Occupational Therapy Foundation Board.

What was the focus of your presentation at AOTA INSPIRE 2026?

Dr. Douglene Jackson: The presentation focused on the Conscious CARE Framework, which I developed to promote workforce well-being and improved health outcomes. Providers of care seldom take time to prioritize and care for themselves, even though their own well-being is essential to the sustainability of the workforce and the quality of care they provide.

I concluded with a reminder that before we are practitioners, leaders, educators, students, or caregivers, we are first human beings with unique identities and lived experiences. I encouraged attendees to be human by caring for themselves and honoring their own humanity; be humane by extending compassion and dignity to others; and be for humanity by using their gifts and influence to create healthier, more caring communities. I invited participants to make a personal commitment to practicing Conscious CARE in their everyday personal and professional lives, recognizing that workforce well-being begins with how we care for ourselves, one another, and the world around us.

What inspired you to develop the Conscious CARE Framework?

Dr. Douglene Jackson: As both a patient and provider, it became very evident to me that such a framework was needed as a reminder to be conscious of how we show up for others, as well as for ourselves.

This not only means engaging in self-care to avoid burnout, but also considering how we promote principles of diversity, equity, inclusion, justice, accessibility, anti-discrimination, and belonging. These are more than terms and should be integral to how we practice and support our own well-being as practitioners.

What does Conscious CARE stand for?

Dr. Douglene Jackson: The Conscious CARE Framework centers on Compassion, Awareness, Reflection, and Embodiment.

These practices are intended to help practitioners pause, examine their own lived experiences, recognize systemic stressors, reflect on how they show up in practice, and embody values-aligned action.

The core message is simple but powerful: Conscious CARE begins with you.

Why is workforce well-being an urgent issue for healthcare providers?

Dr. Douglene Jackson: Many healthcare providers are experiencing increasing levels of burnout and attrition from their professions, with research also citing suicide in some cases. It is important that we dare to lean into our own well-being because that is what creates workforce sustainability in a system where so many shortages exist.

When practitioners are burned out, morally distressed, or disconnected from their own well-being, it affects not only the individual provider but also the care they deliver and the systems in which they work.

Well-being must be intentionally protected. It cannot be treated as an afterthought.

How does Conscious CARE connect to occupational therapy?

Dr. Douglene Jackson: This work aligns closely with occupational therapy鈥檚 holistic view of human beings, participation, context, and occupational justice.

The World Federation of Occupational Therapists recently adopted a new definition of occupational therapy in 2025, and I like to amend it to say, 鈥淲e help others, and ourselves, engage in meaningful occupations that we want, need, or aspire to do.鈥�

That includes embracing our own well-being through holistic practices and aligned approaches that we also extend to our clients. In that way, Conscious CARE fully embraces the values and purpose of occupational therapy.

How does this framework align with SCU鈥檚 Whole Health approach?

Dr. Douglene Jackson: Conscious CARE connects with SCU鈥檚 Whole Health approach by emphasizing the integration of mind, body, spirit, environment, community, and systems.

It supports whole-person and whole-practitioner well-being by encouraging practitioners to consider not only the well-being of the people they serve, but also how they care for themselves within the systems where they work, live, and play.

For practitioners who feel exhausted or disconnected from their own well-being, what is one first step they can take?

Dr. Douglene Jackson: The first step is tuning into ourselves, engaging in interoceptive and reflective practices to assess our personal states, and taking intentional actions to support our well-being.

As I shared, Conscious CARE begins with you.

What did you hope attendees would take away from your presentation?

Dr. Douglene Jackson: My aim was to broaden everyone鈥檚 toolkit by allowing for practical and experiential components, including meditation, reflection, and establishing a personal commitment to their own well-being.

I hoped attendees would leave with three key takeaways:

• First, well-being must be intentionally protected, not treated as an afterthought.
• Second, practitioners must examine how compassion, awareness, reflection, and embodiment shape ethical and equitable care.
• Third, workforce well-being is directly connected to client outcomes, organizational culture, and the future of occupational therapy.

At its heart, Conscious CARE is about helping practitioners recognize that caring for themselves is not separate from caring for others. It is part of sustaining meaningful, ethical, and human-centered practice.

SCU Occupational Therapy Faculty Bring Global Insights Back from 19th WFOT Congress

Faculty from 91性息港 of Health Sciences鈥� Doctor of Occupational Therapy program recently represented SCU at the 19th World Federation of Occupational Therapists Congress in Bangkok, Thailand, one of the profession鈥檚 leading international gatherings for occupational therapy education, research, practice, and collaboration.

鈥淭he World Federation of OT Conference is where leaders in the occupational therapy profession come together and share their expertise and knowledge to help promote the profession and move the profession forward,鈥� said Heather Thomas, PhD, OTR/L, DipACLM, Program Director of SCU鈥檚 Doctor of Occupational Therapy program.

SCU was represented by OTD faculty members Heather Thomas, PhD, OTR/L, DipACLM; Karen Keptner, PhD, OTR/L, Capstone Coordinator; and Brett Buford, OTD, OTR/L, MA(OT), BS, Assistant Professor. Thomas presented two poster sessions, and Keptner presented one titled, Occupational Adaptation in Action: An Innovative Assessment Approach to Student Wellbeing, and a Lightning Talk titled, Exploring Sensory Modulation in Adult Occupational Therapy Practice. Buford presented a poster session titled 鈥淶ooming around the world: Strategies to spice up your virtual or hybrid learning spaces.鈥�

For Thomas, the value of WFOT extended beyond the presentations. The conference gave faculty a broader view of where occupational therapy is heading globally, including emerging conversations around chronic conditions, mental health, telehealth, artificial intelligence, and lifestyle medicine.

鈥淭o be able to be at a conference like this, where we see what some of the things coming down the pipeline for our profession are, so that we can better prepare our students for the future of OT, means a lot,鈥� Thomas said. 鈥淲e鈥檙e setting our students ahead of the curve by being able to bring back this information from a global level.鈥�

Whole Health and Lifestyle Medicine

One of the strongest takeaways from the Congress, Thomas said, was the growing global emphasis on lifestyle medicine and whole-person approaches to care. That focus aligns closely with SCU鈥檚 identity as an Integrative, Whole Health University and with the OTD program鈥檚 curriculum.

鈥淥ur OTD program in particular has been utilizing Whole Health before it was a big thing at SCU,鈥� Thomas said. 鈥淥ur students learn about lifestyle medicine, which is a component of Whole Health, and that has been part of our program since we first started.鈥�

Thomas said occupational therapy has long centered on what matters most to each person, a principle that closely mirrors Whole Health鈥檚 emphasis on person-centered care.

鈥淭his term Whole Health, and the fact that other professions are now saying, 鈥榃hat matters to you?鈥� is something that occupational therapists have always done,鈥� Thomas said. 鈥淥ur job is to look at what those daily things are that you do every day that are important to you and that you want to be able to do.鈥�

SCU鈥檚 OTD program is one of the few universities in the country to offer students a partial academic pathway in lifestyle medicine, giving graduates a head start toward board certification in lifestyle medicine.

Trends Shaping the Future of OT

Among the major themes Thomas identified from the Congress were chronic condition management, the renewed importance of occupational therapy in mental health, the growing use of artificial intelligence, and the expansion of telehealth.

鈥淎ddressing chronic conditions is one of them. Mental health is the other,鈥� Thomas said. 鈥淥Ts have been working in mental health since 1917, but the importance and resurgence of the need for OTs to be working in the mental health arena, that was a takeaway.鈥�

Artificial intelligence was another major topic. Rather than replacing occupational therapists, Thomas said AI is being explored as a tool to support practice, education, and access to information.

Telehealth also stood out, particularly in expanding access in rural communities where patients may have limited access to hospitals, clinics, or outpatient services. Thomas said this reinforced the value of SCU鈥檚 OTD curriculum, which includes a full telehealth course.

Presenting Emerging Scholarship

Dr. Thomas鈥� poster examined the emerging role occupational therapy may play in supporting integration practices following legally administered psilocybin-assisted therapy, with a focus on helping clients translate therapeutic insights into sustainable routines, roles, and meaningful daily participation.

The poster, titled 鈥淭he Role of OT in Psilocybin Integration Using the Occupational Therapy Practice Framework,鈥� was co-presented by Thomas and SCU OTD alumna Gal Elkayam, OTR/L. The presentation analyzed how the Occupational Therapy Practice Framework, 4th Edition, can be applied to psilocybin integration, particularly in helping individuals build routines, modify habits, improve occupational engagement, and support long-term behavior change.

A Global Perspective for SCU Students

For Thomas, one of the most valuable aspects of WFOT was learning from occupational therapists working in different countries and cultural contexts.

She cited an example from Japan, where occupational therapists helped develop a dementia-focused restaurant concept known as the Restaurant of Mistaken Orders. The initiative gives people living with dementia an opportunity to work in a restaurant environment, while customers understand that their orders may not arrive exactly as requested. Thomas said the concept promotes meaning, purpose, social inclusion, and greater public understanding of dementia.

鈥淗earing about what other OTs are doing in other countries helps us shift our curriculum,鈥� Thomas said. 鈥淲e鈥檙e not just educating students in this little, tiny bubble of what鈥檚 happening in Southern California. We are now educating students on a global level.鈥�

SCU鈥檚 participation in WFOT also supports the university鈥檚 growing visibility within the occupational therapy profession and creates opportunities for future collaboration in research, capstone projects, guest lectures, and faculty partnerships.

鈥淚t鈥檚 really good for SCU鈥檚 name to be out there,鈥� Thomas said. 鈥淎s we grow, for us to be at the forefront of people鈥檚 minds as a Whole Health institution, and by other leaders in the profession seeing us there, hearing about us, seeing us present, is really important.鈥�

Through its participation in the 19th WFOT Congress, SCU鈥檚 OTD faculty brought a global perspective back to the classroom, reinforcing the university鈥檚 commitment to Whole Health, innovation, evidence-based practice, and preparing future occupational therapists to meet the evolving needs of individuals and communities.

Why Mentorship Matters: How Supportive Work Environments Shape the Journey from OT Student to Certified Hand Therapist

Becoming a healthcare professional involves more than completing coursework or accumulating clinical hours. Long-term success depends on the quality of mentorship, professional support, and workplace culture that shape a clinician鈥檚 early career.

For Emily Grull贸n, OTR/L, OTD, CHT, a Certified Hand Therapist and faculty member at 91性息港 of Health Sciences (SCU), those factors were instrumental in her own professional development鈥攁nd now inform how she prepares future occupational therapists for practice.

Dr. Grull贸n explored these themes during her presentation, From Student to CHT: Hands Down, What You Need to Know, at the 2025 Occupational Therapy Association of California (OTAC) Annual Conference, where she highlighted the critical role mentorship and organizational support play in shaping clinical confidence, professional identity, and career sustainability.

Her perspective closely aligns with SCU鈥檚 institutional philosophy: that student success extends well beyond the classroom and is strengthened through mentorship, guidance, and intentional professional development.

From Student to Specialist: A Personal Journey

Dr. Grull贸n entered hand therapy immediately after graduation, drawn by a strong academic foundation in anatomy and upper-extremity rehabilitation. While her education prepared her conceptually, the transition into clinical practice revealed the importance of early workplace experiences.

Reflecting on that transition, Dr. Grull贸n explains that her professional growth was shaped as much by her work environments as by formal training. 鈥淚t was the nature of my early professional environments, not just my academic preparation, that ultimately shaped my growth as a clinician,鈥� she notes.

Experiencing both limited-support settings and highly collaborative environments offered a clear contrast. According to Dr. Grull贸n, access to mentorship and shared clinical reasoning directly influenced confidence, learning, and decision-making. 鈥淲hen mentorship was limited, progress felt isolated and overwhelming,鈥� she says. 鈥淲hen support was present, learning accelerated, and confidence strengthened.鈥�

Why Mentorship Is the Difference-Maker

Dr. Grull贸n emphasizes that mentorship is not supplemental to clinical education; it is foundational. Research consistently demonstrates that supportive mentorship structures contribute to stronger professional identity formation, improved clinical reasoning, and greater resilience among early-career clinicians.

鈥淪upportive work environments and psychologically safe mentorship structures are foundational to developing professional identity, clinical reasoning, and resilience,鈥� Dr. Grull贸n explains, citing current research in allied health education.

Mentorship provides emerging practitioners with opportunities for reflection, guided problem-solving, and constructive feedback. Elements essential to translating academic knowledge into confident, ethical clinical practice.

Formal and Informal Mentorship: Complementary Roles

Effective mentorship often exists across both structured and relational contexts. Dr. Grull贸n distinguishes between formal mentorship, such as fellowship programs or scheduled supervisory meetings, and informal mentorship, which may emerge through daily collaboration, peer consultation, and shared clinical dialogue.

According to Dr. Grull贸n, the most effective learning environments intentionally support both. 鈥淢entorship is most effective when both structure and authentic connection are present,鈥� she explains. Structured programs offer accountability and clear learning goals, while informal relationships foster trust and real-time clinical reasoning.

Choosing the Right First Job: Guidance for New Graduates

In her role as an educator, Dr. Grull贸n frequently advises students who are navigating their first professional roles. She encourages graduates to evaluate not only job responsibilities, but also the learning culture of prospective workplaces.

鈥淪tudents are not only asking how to specialize,鈥� Dr. Grull贸n observes. 鈥淭hey are asking where they will be best supported as new clinicians.鈥�

She recommends that students ask questions about mentorship structure, feedback practices, and opportunities for collaborative learning during interviews. These factors, she notes, are often decisive in determining whether early-career clinicians feel supported and capable of long-term growth.

SCU鈥檚 Commitment to Student Success Beyond the Classroom

At 91性息港 of Health Sciences, mentorship is a central component of professional preparation. Faculty members serve not only as instructors but as mentors who help students navigate clinical decision-making, professional identity development, and career sustainability.

Dr. Grull贸n鈥檚 work reflects SCU鈥檚 broader commitment to preparing graduates who are equipped not only with clinical competence but with the confidence and discernment to seek healthy, supportive professional environments after graduation.

SCU Doctor of Occupational Therapy Student Rekha Todker-Sulkar Honored with Chuck Strauch Award

When Rekha Todker-Sulkar, a student in the Doctor of Occupational Therapy (OTD) program at 91性息港 of Health Sciences, was honored with the Chuck Strauch Award from the California Foundation for Occupational Therapy at the Occupational Therapy Association of California Conference, the moment marked far more than a professional milestone.

For Todker-Sulkar, a longtime pediatric occupational therapy assistant who returned to graduate school after years of clinical practice, the recognition represented nearly two decades of perseverance, advocacy, and purpose-driven service. Presented at the state鈥檚 occupational therapy conference, the Chuck Strauch Award honors students who exemplify leadership, scholarship, and a deep commitment to the values of the profession鈥攓ualities Todker-Sulkar has carried with her from the clinic to the classroom and beyond.

In this Q&A feature, Todker-Sulkar reflects on the significance of the award, the experiences that shaped her path to occupational therapy, and how she hopes to use this recognition to expand access to meaningful, community-centered care as she prepares for professional practice.

听

Q: What was going through your mind when you learned you were being honored with the Chuck Strauch Award at the OTAC Conference, and what did that moment mean to you personally as a student?

When I learned I was being honored with the Chuck Strauch Award at the OTAC Conference, I felt overwhelmed with gratitude and disbelief. As someone who began this journey eighteen years ago, this recognition felt like a deeply personal affirmation of the hard work, late nights, and the passion I鈥檝e poured into serving children and families.

I immediately thought about the mentors who guided me, the families who trusted me, and the courage it took to return to school to pursue my OTD. Standing there in that moment, I felt seen not just for my accomplishments, but for the heart behind them. It was emotional, humbling, and incredibly motivating, reminding me why I chose this profession and strengthening my commitment to continue growing, advocating, and leading with purpose.

听

Q: The Chuck Strauch Award recognizes leadership, advocacy, and service to the profession. Which aspects of your academic or professional journey do you feel best reflect those values?

I believe my leadership, advocacy, and service are best reflected in the work I鈥檝e done throughout my years as a pediatric occupational therapy assistant and in my decision to return to school to pursue my OTD degree.

In my clinical roles, I consistently advocate for children and families by creating supportive, meaningful interventions and helping caregivers understand how occupational therapy can improve their child鈥檚 daily life at home and at school.

听

Q: Can you share an experience鈥攊nside or outside the classroom鈥攖hat helped shape your commitment to occupational therapy and confirmed this was the profession you wanted to pursue?

Nineteen years ago, when I was an undergraduate student, I volunteered at an outpatient occupational therapy clinic, and that experience shaped everything that followed.

I watched children light up with confidence after accomplishing a difficult task, and I saw the gratitude in their parents as they shared how much their child looked forward to each weekly OT session. Witnessing that combination of joy, growth, and genuine connection made it clear to me that occupational therapy was my calling.

That moment inspired me to become an Occupational Therapy Assistant, and after ten years as a COTA, I still feel the same passion and purpose I felt on that very first day in the clinic.

听

Q: Being recognized at a statewide conference places a spotlight on your work. How do you hope to use this recognition as you continue your education and move toward professional practice?

Being recognized at a statewide conference is incredibly meaningful, and I hope to use this moment to continue advocating for the communities I serve and for the value of occupational therapy, especially in non-traditional settings.

Through my OTD capstone project at REINS Therapeutic Riding, I鈥檝e had the opportunity to educate and advocate for OT in a setting that many families are unfamiliar with. Most parents only associate OT with clinic-based services or school-based handwriting support, so this experience has reinforced my commitment to broadening their understanding of what our profession can offer.

As I move forward in my OTD journey, I want to continue educating families and promoting emerging areas of practice, including mental health and non-traditional, nature-based environments. I hope to develop accessible outdoor programs for autistic youth, adults, and families that support emotional regulation and meaningful participation. Most importantly, I hope this recognition helps inspire other students, COTAs, and future practitioners to pursue creative, meaningful ways of supporting emotional well-being in their own communities.

听

Q: Occupational therapy emphasizes meaningful participation, equity, and whole-person care. How have you tried to bring those values into your work with clients, classmates, or the broader community?

I鈥檝e tried to bring the core values of occupational therapy鈥攎eaningful participation, equity, and whole-person care鈥攊nto every setting I鈥檝e been part of, both as a COTA and now as an OTD student.

In my clinical work, I鈥檝e always focused on understanding each client鈥檚 strengths, interests, and cultural context so I can support participation in ways that truly matter to them and their families. During my fieldwork and doctoral capstone, I carried these values into my nature-based program by working closely with caregivers to help them understand how OT can support emotional well-being, while also providing simple, accessible strategies they could use at home, school, and in the community.

These experiences have strengthened my commitment to promoting whole-person care and expanding access to occupational therapy in ways that honor each family鈥檚 culture and goals.

听

Q: For other OT students who may one day aspire to this kind of recognition, what advice would you share about leadership, service, and staying grounded in the purpose of the profession?

For OT students who aspire to grow into leadership and service roles, my biggest advice is to stay humble, be respectful to the families you serve and to your peers, and always be mindful of other cultures.

Some of the most meaningful moments in my career came from listening to clients and their families, advocating for their needs, and creating opportunities for meaningful participation鈥攚hether at home, the clinic, or school. When you stay grounded in the purpose of our profession, it becomes easier to advocate for your clients and families.

If you lead with humility, cultural awareness, and respect, you鈥檒l naturally inspire trust and build strong relationships.

SCU President Dr. John Scaringe Delivers Commencement Message on Compassion to the Class of 2025

At 91性息港 of Health Sciences鈥� 2025 Commencement Ceremony, University President Dr. John Scaringe delivered a heartfelt and deeply personal address centered on one essential principle: compassion.

Speaking to graduates poised to enter the healthcare professions, Dr. Scaringe reminded the Class of 2025 that while clinical knowledge and technical expertise are critical, it is compassion 鈥� expressed through presence, dignity, and action 鈥� that ultimately defines meaningful leadership and healing.

Through personal stories drawn from his own life, Dr. Scaringe illustrated that compassion is not simply an abstract value or 鈥渟oft skill,鈥� but a courageous, active choice to show up for others during their most vulnerable moments. His message resonated strongly with SCU鈥檚 mission to educate healthcare leaders who care for the whole person 鈥� body, mind, and spirit.

Dr. Scaringe鈥檚 Commencement Speech

Today is truly a remarkable day for you, your families, your faculty, and let’s be honest, it’s also a remarkable day for anyone who no longer has to hear, 鈥淚 can’t, I have to study.鈥� You and your loved ones have waited a long time for this moment. Commencement ceremonies often invite big themes such as success, purpose, and, in our case, the future of healthcare.

But before we discuss any of that, I want to begin somewhere a little simpler, somewhere human. Somewhere, far from the clinics, the classroom, or accreditation reports. I want to start in a high school locker room. When I was a senior in high school, at the end of a senior tournament, I wrestled my final match, and I lost.

Now, if you’ve ever been 17, you are absolutely certain that the entire universe is paying attention to your every move. You know exactly what that felt like. So, I walked into the locker room, and I sat by myself. I wasn’t angry. I wasn’t hurt. I was simply disappointed. The kind that feels enormous right at that age, because most disappointments do.

A few minutes later. My father walked in. He didn’t tell me to shake it off. He didn’t give me a pep talk. He didn’t offer a replay of the footage of what I should have done, what I didn’t do, and what I could have done. He didn’t even give me that classic dad line of, 鈥淪omeday you’ll laugh at this,鈥� because he knew I wasn’t going to be laughing anytime soon.

He sat down next to me. Quiet, present, and even though the disappointment didn’t go away, something else happened. I didn’t feel alone anymore. Years later, I realized what he offered that day. It wasn’t advice, it wasn’t encouragement. It wasn’t even problem-solving. It was compassion. The quiet kind that doesn’t just fix the moment.

He doesn’t try to fix that moment, but he chooses to be in that moment with you, and that simple act has stayed with me throughout my life. Compassion is often confused with empathy. They’re related, but they’re not exactly the same.

For example, empathy is seeing someone on the side of the road on a rainy day fixing their flat tire, and you say to yourself. Oh, that poor son of a gun, that must be awful. Compassion is stopping, getting out, and helping them fix that flat tire. Compassion is movement. In other words, empathy feels, compassion moves.

Empathy understands the moment, and compassion enters it. And in healthcare, that is all the difference. Your patients won’t just need your knowledge. They won’t just need your technical expertise. They will need your presence, your willingness to step in the moment with them. That shift from feeling to doing is where healing begins in your career.

You will meet people on some of their hardest days鈥攑eople who feel vulnerable, afraid, confused, and overwhelmed. Two patients may walk in with the same diagnosis but carry entirely different stories. Compassion is what helps you treat the story as much as the symptoms. It shows up in small and often unnoticed ways when you take a moment longer to listen.

When you ask a question that nobody else has thought to ask, and when you acknowledge a fear, rather than rush past it. When you offer dignity in a time when someone feels exposed, not because the moment was any less painful, but when your presence says simply, you matter. Compassion doesn’t require perfection. It requires presence.

Presence is often the most healing thing you can offer. Whether or not you see yourself as a leader today, compassion will make you a leader. Leadership isn’t about authority. Leadership is the courage to act, to care, to advocate for someone who has no voice, to slow down when the world tells you to speed up, and to speak out when something isn’t right.

There will be days when you’re tired and rushed and stretched so thin that the easiest path is not the compassionate one. Those are the moments that define a career, not the easy decisions, the meaningful ones. Compassion is not a soft skill. It is a courage in everyday form.

A few months ago, I delivered my mother’s eulogy. It was one of the hardest moments in my life, but when I finished speaking, I did feel something unexpected: comfort, not because it was any less painful, because believe me, it wasn’t. But, because compassion had surrounded her during her final years from my brothers who were with her nearby in New York, from her caretakers, and from other loved ones. All from people who treated her with dignity.

Dignity when she needed it the most. In that moment, I understood clearly that compassion doesn’t erase pain, it doesn’t fix everything, but it does connect us when we need it the very most, and that connection can be transformational. So, as you step off the stage today into your professional lives, here is my hope for you.

Let your empathy become passion. Let your compassion become action. Let your presence be part of the healing you provide. Show up for people, not perfectly, but fully. Listen with patience, advocate with courage. Lead with your heart. Compassion isn’t something you add to healthcare. Compassion is healthcare, and when you lead with it, you will not only transform the lives of others. You will transform on your own as well.

I often think back to that moment in the locker room with my dad. He didn’t take away my disappointment. He didn’t change the outcome. He showed up. That’s compassion. Not fixing everything, not having the perfect words, just choosing to be there.

As you enter your profession, you will have countless opportunities to show up in moments, big and small, seen and unseen. Do it with courage, do it with humanity. Do it with passion.

Congratulations, graduates. Good luck and Godspeed.

Watch the full 2025 Commencement Ceremony, including President Scaringe鈥檚 address:

91性息港 of Health Sciences graduates 517 new healthcare professionals in 2025

91性息港 of Health Sciences听(SCU) hosted its annual commencement ceremony on Monday, December 15, at the Hyatt Regency Huntington Beach conferring health science degrees to 517 graduates of the Class of 2025.

The commencement ceremony is available for on-demand viewing

The Class of 2025 represents the broad variety of SCU鈥檚 academic programs, with the Doctor of Occupational Therapy and Doctor of Medical Sciences programs each having their first graduating class. SCU鈥檚 class of 2025 has the following numbers of graduates in each respective program:

• 153 Doctor of Chiropractic graduates
  鈥� 124 Master of Science in Medical Science graduates
  鈥� 48 Master of Science in Human Genetics and Genomics graduates
  鈥� 47 Master of Science: Physician Assistant Program graduates
  鈥� 36 Bachelor of Science in Health Sciences graduates
  鈥� 23 Graduate Certificate in Pre-Genetic Counseling graduates
  鈥� 22 Doctor of Occupational Therapy graduates
  鈥� 21 Ayurveda Health Counselor Certificate graduates
  鈥� 16 Ayurveda Practitioner Certificate graduates
  鈥� 14 Doctor of Acupuncture and Chinese Medicine graduates
  鈥� 10 Doctor of Medical Sciences graduates
  鈥� 2 Graduate Certificate in Human Genetics and Genomics graduates
  鈥� 1 Master of Acupuncture and Chinese Herbal Medicine graduate

Dr. John Scaringe, President of 91性息港 of Health Sciences, delivered an inspiring and heartfelt address at the 2025 Commencement Ceremony, challenging the graduates to lead with compassion as they step into their professional careers.

Drawing from personal experiences, Dr. Scaringe emphasized that compassion goes beyond simply understanding another person鈥檚 struggle, reminding graduates that 鈥渆mpathy feels, but compassion moves.鈥� He encouraged students to view compassion as an active choice. One that requires presence, courage, and a willingness to show up for others during moments of vulnerability.

Throughout his remarks, Dr. Scaringe highlighted the critical role compassion plays in healthcare, noting that while knowledge and technical expertise are essential, they are not enough on their own.

鈥淐ompassion doesn鈥檛 require perfection. It requires presence,鈥� he said, underscoring the importance of truly being there for patients and treating not just symptoms, but the person behind the diagnosis. He also reframed compassion as a form of leadership, describing it as 鈥渃ourage in everyday form,鈥� especially during moments when taking the compassionate path may be the most challenging.

As he concluded, Dr. Scaringe left graduates with a powerful reminder that compassion is not an optional trait in healthcare, but a foundational one. 鈥淐ompassion isn鈥檛 something you add to healthcare 鈥� compassion is healthcare,鈥� he said, encouraging graduates to carry that mindset forward as they begin their careers and work to transform the lives of others through whole-person, human-centered care.

The ceremony also featured a reflective and inspiring commencement address from Dr. Russell Greenfield, a nationally recognized physician leader in Whole Health who has spent his career advancing human-centered models of care across healthcare systems nationwide. Dr. Greenfield has served in senior leadership roles with the Veterans Health Administration, the Whole Health Institute, and Novant Health鈥檚 Weisiger Cancer Institute, and continues to work directly with patients while helping communities build whole-person approaches to care.

In his remarks, Dr. Greenfield framed the healing professions as a sacred calling rooted in service, humility, and presence. He reminded graduates that true healing begins not with fixing problems, but with honoring lives, stating, 鈥淵ou see people not as problems to be fixed, but as lives to be honored.鈥� Drawing from personal experience and long-standing traditions within the healing arts, he encouraged graduates to approach their work with gratitude and compassion, even in the smallest moments of care.

As he concluded, Dr. Greenfield offered the Class of 2025 a message of reassurance and purpose, emphasizing that meaningful impact does not require grand gestures. 鈥淚t鈥檚 not your responsibility to heal the world鈥� and yet, odds are very good that you will,鈥� he said.

His words reinforced SCU鈥檚 commitment to Whole Health and left graduates with a powerful reminder that through humility, service, and presence, they are uniquely prepared to help shape the future of healthcare.

Graduating Master of Science: Physician Assistant program student Jamie Gabriel was named the SCU Class of 2025 valedictorian. She delivered a powerful and personal address that reflected perseverance, balance, and service in healthcare.

A full-time captain with the Los Angeles County Fire Department and a nontraditional student, Gabriel shared how returning to school later in life was driven by a commitment to lifelong learning and setting an example for her family.

In her remarks, Gabriel emphasized the importance of whole-person care and the responsibility healthcare professionals have to see beyond diagnoses and data points. 鈥淥ur patients don鈥檛 come to us as symptoms or lab values. They come as people with stories, fears, hopes, and dreams,鈥� she said, underscoring the integrative approach that defines SCU鈥檚 educational philosophy. She also highlighted the need for balance鈥攏ot only in patient care but also in clinicians鈥� own lives鈥攔eminding graduates that personal well-being is essential to providing meaningful, compassionate care.

Gabriel closed by challenging the Class of 2025 to lead with accountability and service. 鈥淟eadership in healthcare is not about authority. It is about the responsibility of service to others,鈥� she said, encouraging graduates to step confidently into the roles they are prepared to fill and help shape the future of healthcare through humility, balance, and purpose.

SCU鈥檚 听2025 Alumni of the Year Whole Health Achievement Award was presented to Dr. Valerie Johnson. Dr. Johnson embodies the spirit of this award through her pioneering leadership in integrative, whole-person healthcare. As one of the first chiropractors employed by the U.S. Department of Veterans Affairs, she has been instrumental in shaping the role of chiropractic in federal healthcare and advancing the VA Whole Health model.

Dr. Johnson鈥檚 commitment to inclusivity and diversity shines through the welcoming, collaborative environments she fosters for patients, colleagues, and learners. Through her compassion, advocacy, and clinical excellence, Dr. Johnson has redefined what integrative chiropractic can achieve.

The President鈥檚 Leadership Award was presented to Doctor of Chiropractic graduate George Zakhary for his leadership in contributing to the campus community, advocating for their chosen profession, and providing community service.

Photos and videos from the commencement ceremony can be viewed on SCU鈥檚 social media channels: , , and .

SCU鈥檚 Summer IPE Week Brings Together Over 200 Students from Eight Different Academic Programs

A record-breaking week of immersive, team-based learning prepares future healthcare professionals to lead in integrative, whole-person care.

From July 28, 2025, to August 1, 2025, the SCU Center for Interprofessional Education hosted Summer IPE Week on campus. The week brought together more than 200 students for hands-on learning that strengthened teamwork, communication, and whole-person care across health disciplines.

Students from eight programs worked side by side:

• Ayurveda
• Acupuncture and Chinese Herbal Medicine
• Chiropractic
• Occupational Therapy
• Physician Assistant Studies
• Accelerated Sciences
• Bachelor of Science in Health Sciences
• Master of Science in Medical Science

Faculty designed activities that mirrored real clinical settings, so students could practice skills they will use with patients and teams.

鈥淚PE at SCU is where integrative, whole health comes to life,鈥� said Karina Madrigal, EdD, MA, Dean of Interprofessional Education. 鈥淥ur model is bold, inclusive, and transformative鈥攂ringing together students from both complementary and conventional medicine.鈥� She noted that interprofessional education is an institutionalized system embedded across more than 15 academic programs. Students learn with, from, and about one another, and they graduate ready to practice in team-based care settings. SCU鈥檚 model blends Eastern and Western care traditions to match how modern health systems operate and to prepare graduates to lead in integrative care.

Students rotated through team scenarios that required clear roles, shared decision-making, and direct communication with patients and caregivers. Sessions focused on three high-impact skills:

• Identifying system failures and contributing to a culture of safety and continuous quality improvement
• Handing off patients in a structured way to support safe care transitions
• Speaking with patients, families, and the care team in plain language to align on goals

These scenarios matched the pace and pressure of real practice, so teams could learn, adjust, and improve in the moment. Among the highlights was SCU鈥檚 signature care coordination simulation, which brought multiple disciplines together to co-manage complex cases in real time.

Pre- and post-assessments showed gains across IPEC core competencies: Values and Ethics, Roles and Responsibilities, Interprofessional Communication, and Teams/Teamwork. The results also aligned with SCU鈥檚 鈥淟earning in Action鈥� measure, which tracks applied skills. 鈥淭he data confirm that our model not only changes what students know鈥攊t changes how they think and work,鈥� said Madrigal.

Skills from IPE Week translate directly to clinics and community sites. Students practiced structured handovers that reduce errors. They clarified the scope and responsibility so teams can respond faster. They used shared care plans that keep the patient and family at the center. As a result, students left not only with greater confidence, but with a strengthened ability to work across disciplines 鈥� ready to lead and collaborate as part of interprofessional teams united by a shared goal: advancing integrative, whole-person health and improving outcomes for the patients and communities they serve.

Collaboration starts early at SCU. Students experience interprofessional learning from their first year, so teamwork becomes second nature. By the time they enter clinical placements, they already know how to listen across disciplines and keep care plans aligned with patient goals.

This year鈥檚 Summer IPE Week set a new bar for participation and impact. It showed how SCU鈥檚 interprofessional model helps students grow as clinicians and as teammates. It also showed how a campus community can come together around a shared aim: to deliver whole-person care for every patient in every setting.

Learn more about Interprofessional Education at SCU and how our programs prepare students for team-based practice.