Natalie Hicks
Tell us about yourself…
I have just finished my second year at UCLAN, (in the second cohort of BSc students), I’m turning 39 this Disability Pride Month, and I am a mature student, with three children. The two older children also have EDS and Autism.
What was it that attracted you to occupational therapy?
I first found out about occupational therapy and how amazing it is, when I became disabled 13 years ago. I was diagnosed in July 2009 with Hypermobility Syndrome, and eventually with Ehlers Danlos Syndrome.
Prior to my diagnosis, I had been struggling with pain in the joints in my thumbs, fingers and wrists for a few years, and I had been seeing an amazing OT called Gina, and as the pain spread across my body, Gina was the person who was there to support me.
I was referred back to OT and Gina saw me again when I was struggling to walk and to care for myself. She gave me the walking sticks which I still use, and she helped me to apply for DLA, and just helped me to see that my life wasn’t over.
Gina was the most positive, caring person. The wrist splints provided and the aids were essential, but it was her outlook and support which was the biggest thing she did for me. She inspired me, and despite her moving job roles, she became my hero. I no longer wanted to be a teacher (I was on a break from a chemistry degree), I wanted to be an OT. It took a little push from a good friend almost 10 years later for me to feel worthy to apply.
What are you enjoying most within your studies?
I have found the theory fascinating, as it is all very new to me, and it is really interesting to find out where it comes from and how it all links together. When I applied to study occupational therapy I had no idea that there would be so much theory behind it.
What would you say to someone considering occupational therapy as a career?
If someone is considering occupational therapy, I would tell them to go for it! I would also explain that it is not easy, and there is a lot to learn, it takes a lot of commitment and good time management to be able to juggle the assignments and placements.
How do you see your experiences as a person with a disability(s) and/or long-term health condition(s) positively impacting the people that you work with and for, when you finish your studies?
My lived experience of my disability, and as a carer provides me with insight into some of the negative experiences that lots of people I work with and alongside may be dealing with. Disabled people who see an occupational therapist are coming for more than aids and adaptations.
The experience I had with Gina totally changed my life – and it shaped me into a positive person. I also understand from the perspective of a parent carer, how important it is to listen to the parents, as having a child with disabilities is very difficult, and at times we are not listened to at all. Parents have a lot of knowledge.
My experience will also allow me to understand and be able to support disabled students, as I have experienced ableism in placements and been on a team with disabled senior OTs who understood my health needs and gave me a lot of support. This made a huge difference in my placement experience and I am passionate about disabled students being given supportive placements.
What would be your dream occupational therapy job?
I would love to work part-time (due to my health needs) in perinatal mental health. Long term, I would like to research if babywearing improves perinatal mental health outcomes.
What elements of being an RCOT member do you enjoy the most?
I find the access to the BJOT and other international OT journals to be invaluable as a student. I could not write my assignments without this. Maybe I could, but it saves me hours of time in the library. I also have been a member of the Children, Young People and Families Specialist Section for over a year, and I joined the Mental Health Specialist Section in October.
The Specialist Sections are an amazing resource, and they have really helped me to learn more about the areas in which I am most interested. I love attending some of the online courses. The RCOT Annual Conference for the last two years has been really good to attend.
Would you recommend RCOT membership to other students?
Yes I would. It is worth the £5 and a few pence per month, and you get a monthly magazine which gives you up-to-date information and ideas.
How do you think RCOT can better support student members with a disability(s) and/or long-term health condition(s)?
- Lobby for changes to Disabled Students Allowance to better support OT students.
- Be more open about professional support which is available to students – otherwise students will suffer in silence.
- In the pre-registration standards [Learning and development standards for pre-registration education], clearly define which parts of the course can be delivered online – as this will allow parts of the course to be delivered online or hybrid to support disabled students. Define if placement hours can be done online as long as it covers all of the experience areas – supporting students when they are unable to get a local provision which will take them or is suitable for their needs.
- The accreditation process needs to be reviewed with disabled students and ABLE OTUK to ensure inclusive practice, is considered as standard and ‘Equity, Diversity and Belonging’ is part of the taught materials – to ensure that newly qualified OTs understand the importance of EDB, and do not enter the workplace with ableist, racist, homophobic and transphobic views, which they may be unaware that they hold. Many people when challenged do not realise that they hold these views and are acting in ableist and racist ways, which act to create barriers for people with disabilities and intersectional protected characteristics.
- RCOT should create a process chart example for what to do if a student reports an educator/member of staff/other student etc – is making ableist comments, there is a lack of reasonable adjustments or lack of reasonable support. RCOT should be seen to support students who wish to challenge ableism from anyone on their course, including teaching the team and the educators.
What have you found most difficult within your studies and placements being a person with a disability(s) and/or long-term health condition(s)?
I have found that travelling between buildings is the most difficult thing. Due to covid we have been spread all over the campus and there are distances of half a mile between buildings, but we have a lunch hour between the sessions. And also need to get lunch too. So that can be a bit tricky.
Have there been changes you’ve seen while studying that have made you feel more included as someone with a disability(s) and/or long-term health condition(s)?
ABLE OTUK has made a massive difference to me feeling included in the conversation, particularly within RCOT. The creation of the three AllifiOT groups, and now the three steering groups, will continue to make progress in ensuring that RCOT is on the right track.
Being part of this process as a founding member of ABLE OTUK has given me more confidence to speak up on Twitter, and a little more at university, once calling out another student’s thoughts as being ableist during a seminar discussion.
Within RCOT itself I can see changes taking place, and there is more conversation about EDB, and members are beginning to realise how important it is.
ABLE OTUK have been asked to speak at various events over the past year, so the work is getting out that we are out there and happy to help. There is much more work to do over the coming years, as they say ‘Rome was not built in a day!’. But we are heading in the right direction.