https://www.pbis.org/Common/Cms/files/Forum14_Presentations/D15_NAC_Ed_Manual_FINAL.pdf
This document is a helpful guide to staying up to date on the latest research within the school setting. It challenges its readers to use evidence-based treatments in order to provide the best possible practice to their students.

http://www.aota.org/~/media/Corporate/Files/Practice/Children/Browse/School/Mental-Health/OT%20%20School%20Mental%20Health%20Fact%20Sheet%20for%20web%20posting%20102109.pdf?la=en
This article presents occupational therapy's role in providing children in school with strategies to cope with the stresses and demands of the academic environment. When a child cannot function in the school environment due to anxiety, sensory processing difficulties, and attention problems, the school staff refers to the occupational therapist on strategies to increase independence in the classroom. Occupational therapists are equipped with skills and knowledge in self-regulation, environment modifications, adaptive technology, and task analysis. This article describes how to work with school staff and how to use a preventative approach within this setting.

http://otptat.ohio.gov/Portals/0/laws/Ohio%20OT%20Practice%20Act%20as%20of%20July%201%202015.pdf
The listed document contains all rules and regulations for occupational therapists in the school settting in the state of Ohio. More specifically it includes information regarding supervision amongst students and COTAS within this setting. It explains the duties and responsibilities of an OTR and a COTA. This is a necessary document to review if you are planning on working in the school setting in Ohio.

http://ajot.aota.org/article.aspx?articleid=1869922
The author of this article is a former editor of AJOT. She reflects on her career as an occupational therapist and how her style of thinking about the profession changed from component driven work to community involvement through broadening her horizons. Hasselkus explained that she began to read a produce literature that forced her to explain the meaning of her treatment. Her work was read by occupational therapists all over the world, which opened her eyes to worldwide occupational therapy advances. She intertwined practice with education by going back to school. In her later years as a practitioner, she delved further into the nature and experience of occupation. She exclaimed in their article that in order to be a full member of the profession, you must dig deep to get to the heart of it.

https://www.aota.org/-/media/Corporate/Files/Practice/Ethics/Advisory/professional-boundaries-adv.pdf
This document describes what a professional boundary is in the workplace, and when an occupational therapists' actions cross the line into unethical behavior within the classroom and clinical setting. It provides examples of unethical situations and offers explanations on how one would resolve the conflict with the use of Code and Ethics Standards and other AOTA documents. When entering into this new profession, it is important that we know what our are and how to uphold them.

http://www.pacificu.edu/sites/default/files/documents/BarbaraSchellpresentation.pdf

This presentation describes the emerging term of professional reasoning, which embodies both the occupational therapy process and the leadership role of the therapist. It explains a fieldwork educators role in the development of a new practitioner, and with experience and reflection on these experiences, a new graduate can begin to build upon their professional reasoning.

http://www.aci.health.nsw.gov.au/__data/assets/pdf_file/0010/155197/Psychosocial-Adjustment.pdf

This document provides health professionals with a plan to work with patients who have acquired a SCI. Change after a SCI is so traumatic it is so important for health care professionals be well equipped to help that patient who is trying to recover both physically and mentally, and adjust to their new way of living. The document provides strategies for meeting the patient for the first time and psychology of those with a recent SCI. It is up to the health care professional to be aware of any changes in mood and determining whether the patient is experiencing grieving vs depression. For those working with SCI patients, this is a very helpful piece of information.

file:///C:/Users/Owner/Downloads/clinical%20reasoning.pdf

As I am finishing up my first rotation, I feel that I am finally beginning to built my clinical reasoning skills. Clinical reasoning is such an important skill to have as we venture into this profession. The following power point describes what clinical reasoning is, and what it means for the profession of occupational therapy. It points out that it might take ten years to be totally competent in your clinical reasoning, and even then you are still continuing to build. The power point goes on to discuss the process of clinical reasoning, and the different types of clinical reasoning. Helpful read.

http://ajot.aota.org/article.aspx?articleid=1866963

The purpose of this study was to analyze whether patients with a TBI or stroke perceived that they reached their occupational therapy goals related to their activities of daily living measured by the COPM. The study found that those who were involved in setting goals and received a client centered OT care plan had higher rates of perceived performance and satisfaction with daily tasks. The use of the COPM when creating individual care plans is helpful not only for the OT, but also for the patient so they feel that they are an advocate for themselves and a member of their recovery process.

http://www.aota.org/~/media/Corporate/Files/EducationCareers/Educators/Fieldwork/LevelII/COE%20Guidelines%20for%20an%20Occupational%20Therapy%20Fieldwork%20Experience%20--%20Level%20II--Final.pdf?la=en

The following documentation provides descriptions of what a level II fieldwork is, the level of supervision required, and the expectations of the student. The document goes into detail on the level of supervision to be provided not from your CI as well as your fieldwork coordinator. It provides methods for preparation, and reasons why we participate in fieldwork. Although we are finishing up our first rotation, this document provides a insight into everything we should have accomplished thus far and should prepare for our next clinical setting.

http://www.aota.org/~/media/Corporate/Files/ConferenceDocs/Conclave/2015%20Handouts/Microsoft%20PowerPoint%20-%20HOW%20TO%20LAND%20YOUR%20FIRST%20JOB-%202015%20Compatibility%20Mode.pdf

The following powerpoint provides a new grad with steps on how to approach finding your first job. It forces a new grad to question what they are most interested in when looking for a job, for example what the company's values are and how that match with your own. It provides detailed description on what should and should not be included in the resume. The powerpoints offers advice on the interview process, including proper attire, questions to be asked, and questions a new grad should ask. This toolkit will be helpful when we have graduated and beginning to look for our first job as an OT.