Empowered through experience: Our placements at Calderdale Council
In this blog, we shine a spotlight on Aamna Alwani and Lizzie Roach, two occupational therapy students whose placements with Calderdale Council have transformed their studies into real-world practice.
Whether you’re a student exploring the possibilities of a placement, an educator shaping the next generation of OTs, or a professional keen to see how emerging talent is nurtured, this piece offers valuable insights into the tangible impact of placements. Guided by experienced practice educators, Aamna and Lizzie have developed essential clinical skills, managed caseloads and gained confidence in applying their learning in practice.
Join us as they reflect on how these placements have enriched their learning, broadened their career perspectives and deepened their passion for OT within the community.
Tell us about your placements
(Aamna) During my eight-week placement with Calderdale Council, I had the opportunity to work with a fantastic team in Halifax, led by practice educators Hasan and Qasim. This placement was both challenging and inspiring. We were managing a caseload of 30 people, but thanks to the support and guidance of Hasan and Qasim, I felt well prepared to make a difference. They created an environment that encouraged personal growth alongside professional development, and this made me feel truly valued as part of the team. This was my final clinical placement, followed by a role-emerging placement.
(Lizzie) As a second year OT apprentice, this was my first placement of my second year, and it was an equally enriching experience with the Council’s aids and adaptations OT team. Working alongside three other students, I took on a hands-on role in conducting home assessments, identifying barriers, and recommending equipment or adaptations to support clients in their daily lives. This experience brought OT principles to life and strengthened my confidence with every assessment.
Working within the four pillars of practice
Our placements aligned closely with RCOT’s four pillars of practice:
- Professional practice: Managing caseloads gave us the chance to put OT theory into action. I (Aamna) applied models like Person-Environment-Occupation-Performance (PEOP) and used a strength-based approach, while Elizabeth’s regular supervisions provided valuable feedback, building her independence in conducting client assessments.
- Facilitation of learning: Our educators were highly adaptable, ensuring that each of us felt supported and engaged. Hasan and Qasim’s approachable guidance allowed us to hone our clinical reasoning and communication skills, reinforcing the value of a person-centred, responsive approach.
- Leadership: Weekly case discussions encouraged a collaborative environment, building our self-confidence. Working alongside peers prompted us to develop both leadership and teamworking skills. Hasan and Qasim’s example inspired us to take ownership of our caseloads and engage proactively in our roles.
- Evidence, research, and development: We saw first-hand the importance of evidence-based practice in OT. Each intervention was grounded in best practice, and our mentors consistently shared the rationale behind their clinical decisions, showing us the integral role of research in enhancing OT practice.
Facing and overcoming challenges
As with any learning experience, our placements brought challenges that became valuable opportunities for growth.
(Aamna) On my first day, the idea of managing 30 cases felt daunting. However, Hasan and Qasim introduced us to the setting with structured support and role-playing exercises that built our confidence. One of the key areas I worked on was communicating concisely, with feedback from Hasan and Qasim helping me refine this skill to make my client interactions more focused and productive. Time management was also a skill I developed—setting a personal goal to complete my caseload in six weeks was a great exercise in organisation and boosted my confidence.
(Lizzie) For me, balancing placement with parenting was challenging, particularly when school holidays overlapped. Fortunately, Hasan and Qasim’s flexible approach allowed me to work from home when necessary. This experience reassured me that I could manage both career and personal responsibilities. Returning to education as a mature student brought its own pressures, but the tailored support from my practice educators helped me feel valued as a team member.
Expanding career perspectives and future goals
Our placements have broadened our perspectives on the many roles within OT.
(Aamna) I am now inspired to work in community OT services, and I’m particularly drawn to student-led initiatives that can help reduce waiting lists and provide people with faster support to regain their independence. (Lizzie) Initially, I envisioned specialising in stroke or neurology, but my placement with the Council highlighted a range of roles and opened my mind to community-based OT opportunities I might not have previously considered.
Would we recommend this practice placement to other students?
(Aamna) Absolutely. This placement provides the closest experience to what it’s really like to work as an OT, while also offering so much support. It’s not simply about ticking boxes or meeting competencies - it’s about truly understanding what it means to be an OT in a real-world setting. Hasan and Qasim designed this placement with the student experience in mind, which helped me feel both confident and prepared for my future career. It’s an experience I’d highly recommend to any third year OT student.
(Lizzie) Yes, I would—especially with the aids and adaptations team at Calderdale Council. Hasan, Qasim, and the wider OT team made me feel genuinely welcome, and even as a student, I truly felt part of the team.
The power of RCOT membership
For both of us, being RCOT student members has been invaluable throughout our learning journeys. The resources, journals, and networking opportunities have kept us connected to the wider OT community and have been integral to our development. Aamna found the academic resources particularly helpful, and Lizzie appreciated how RCOT membership enriched her studies with access to the latest OTnews and research.
Words of wisdom for aspiring OT students
(Both) If you’re considering OT, embrace it wholeheartedly. It’s a career rich in purpose, with opportunities to help people rebuild their lives in meaningful ways. OT is a field for those who thrive on problem-solving, close collaboration, and empowering others. Our placements have shown us the profound impact OT can make, and we’re both committed to carrying forward the lessons we’ve learned as we progress in our careers.
Whether you’re just starting out or are further along in your studies, seek placements that push you to work in new settings. A supportive, real-world experience can build confidence and competence, providing a foundation for a fulfilling career in occupational therapy.
Interested in a career in occupational therapy?
Aamna and Lizzie’s journeys show the breadth and impact a career in OT can offer—whether you’re drawn to community care, rehabilitation, or helping people overcome daily challenges. If you’re considering OT, now is the perfect time to discover how you, too, can make a meaningful difference.
Discover more inspiring student and practitioner stories in our ‘OT in action: real stories, real impact’ blog series and explore our resources for students and aspiring OTs.
Ready to take the next step? Learn how we can support you on your journey to becoming an occupational therapist!