Professional Development
Certifications + Credentials
Please utilize the Contact Form if you would like formal documentation of any of these certifications.
- AOTA Membership, renewed annually - #000004539750
- CPR Certified
- Member of the OutCare Outlist for LGBTQIA+ Competent Healthcare Providers
- Reiki I and II Certifications, with Rebecca Austill-Clausen, MS, OTR/L, FAOTA
- 200 HR CYT (Certified Yoga Teacher) through Schoolhouse Yoga in Pittsburgh, PA
- Proof of Act 31 - Child Abuse Mandated Reporter Training
- Department of Human Services Child Abuse Clearance
- HIPAA Certification
- OSHA Certification
- Completion of 2019 Interprofessional TeamSTEPPS Communication Seminar
- Cleared Background Check - #9017-0824-1752-0700
- Cleared Fingerprint-Based Federal Criminal History Background Check - 8/27/2017
- Updated Immunizations, Physical Exams, and Health Insurance
- Continuing Professional Development (CPD) Certificates:
- Trauma-informed Care (TIC)
- Somatic Experiencing Skills for Trauma and Memory
- Trauma-Focused Cognitive Behavioral Therapy (TF-CBT)
- Cognitive Behavioral Therapy (CBT)
- Art Therapy
- Cupping Therapy and Massage
Resume
resume_updated_april2023.docx |
Portfolio
Guest Lecturer at Duquesne University |
Personal Leadership Statement:
"When I consider the extent of leadership opportunities that I have been able to engage in, on and off Duquesne University’s campus, I feel quite lucky. While the classroom was always an inspiring setting for me to learn in, I have felt a surge in my personal capacity for leadership through the interpersonal experiences that I have found and created in healthcare and wellness practice, and volunteer opportunities. Before I enter any setting as an occupational therapy (OT) practitioner, it is key for me to cling to an awareness of my strengths and opportunities for growth. As someone who so easily focuses on the abilities of others, it is of my greatest advocacy potential to dive deep into recognizing and understanding the abilities of myself, so that I can best offer my strengths to those around me. At this moment in time, I know that I am capable of client-centered care, of authentic rapport-building, of empathy, of intuition, and of positivity. I will bolster these qualities through the growth of my personal confidence and through experiences I gather in the field. In addition, it will be key for me to tune into the evidence guiding my practice and to strengthen my voice as an advocate for the role of occupational therapy, in a manner that can be clearly communicated to others. I hope to be known as an OT and leader that is not simply selfless but self-aware. I know the value of knowing the self, tuning into a higher purpose, and using individual gifts as a channel to support others’ paths to self-actualization in a meaningful, altruistic manner. I will continue to create content and care that is rooted in collaboration, empowerment, and an appeal to the necessity of diversity and inclusion."
Teaching and Learning Philosophy Statement:
"I involve myself in the intersections of educational provision because I am a learner myself. I view myself as a constant student of life. For this reason, I know that learning is most engaging when it consists of an interaction, and the cyclical nature of education allows for this interaction to occur. It is not enough to simply learn all you want and need to know, and then remain silent. Education, in and of itself, is a discussion, an endless dialogue with endless possibilities. Teaching is an inevitable part of this transaction. One learns, understands through a unique and personal lens, and then emits what they have learned into the world. We are all teachers. Some of us, too, adopt the role of educators. Those of us who develop passions for the learning process, for the acts of inspiring and empowering others, for growth, embody education in our careers. We stand with others in the vulnerable state of learning and we help them to make sense of information for themselves, in the ways they need. Because this is how I have been taught to learn, this is why I teach.
To encourage learning, I encourage questioning. I believe that learners are not fulfilled to their highest purpose when they are provided with statements without rationale, reasoning, a Why. Learners should be encouraged to develop a full understanding, in which they are provided with a safe environment that inspires critical thinking. I encourage learning by holding space for others and their diverse thoughts and ideas. There are no bad questions when one is learning, so much as this dialogue is respectful of the needs and experiences of others. I believe that learning should also exist across a platform that is non-hierarchical; for this reason, an educator is never better than the individual they are educating. Both individuals are learning and are encompassing different parts of the learning process, one that is not linear but every-shifting. It is essential that educators practice a form of teaching that respects all, encourages all, and creates space for all. I distinctly reject the idea of being an “expert”, especially for those in healthcare working with patients.
Our job is not to be the expert on someone else’s body or experience, but to facilitate their understanding and care of their own body in a way that is meaningful and feasible for them. Education, in any other sector, is no different.
We are walking alongside learners as they make sense of the world around them.
It is necessary to encourage the dialogue that streamlines the learning process. Many educators prefer exams, tests, and quizzes to assess learner success. This has never been how I have learned, so I do not share a preference for the memorization method of learning. Rather, I want to have conversations with my learners. I want to see them learning by doing.
I use evidence of teach-back, of speech and writing, of regularly-embodied practice and action.
This is all evidence, and can demonstrate success in holistic manners that cater to a wide variety of learning styles.
The aspects of my teaching that I am working on now are rooted in leadership, in developing what I am learning and researching myself. These are areas that will make me more qualified and able as a teacher. Constantly being a student makes me a better teacher. Most commonly, those who learn from me are challenged by the anxiety and vulnerability of learning, of being wrong, of learning from mistakes. My goal is to create a safe place to learn in which there is room for error, where a Zone of Proximal Development exists, and where regular goal-setting and check-ins play a vital role in the learning process."
Personal Intent Statement:
"I am an individual that leads by uniting with a purpose. In gaining inspiration, passion, and drive from the world around me, I will lead with authenticity. What I value as a leader and team member is honesty, vulnerability, fearlessness, openness, flexibility, and a mindset of advocacy when it comes to communication. I am most inspired by individuals who seek out sustainable moments for collaboration, active listening, and inclusivity to exist. What I expect in my work with others is hard work, preparation, organization, and courageous communication that is sensitive to the needs of others. Respect is entirely possible through mindfulness and intentionality. I discourage recklessness, excuses, maladaptive thought patterns, and a lack of concern for others. It is when we show up for ourselves and know our needs that we can best show up for the needs of others."
"When I consider the extent of leadership opportunities that I have been able to engage in, on and off Duquesne University’s campus, I feel quite lucky. While the classroom was always an inspiring setting for me to learn in, I have felt a surge in my personal capacity for leadership through the interpersonal experiences that I have found and created in healthcare and wellness practice, and volunteer opportunities. Before I enter any setting as an occupational therapy (OT) practitioner, it is key for me to cling to an awareness of my strengths and opportunities for growth. As someone who so easily focuses on the abilities of others, it is of my greatest advocacy potential to dive deep into recognizing and understanding the abilities of myself, so that I can best offer my strengths to those around me. At this moment in time, I know that I am capable of client-centered care, of authentic rapport-building, of empathy, of intuition, and of positivity. I will bolster these qualities through the growth of my personal confidence and through experiences I gather in the field. In addition, it will be key for me to tune into the evidence guiding my practice and to strengthen my voice as an advocate for the role of occupational therapy, in a manner that can be clearly communicated to others. I hope to be known as an OT and leader that is not simply selfless but self-aware. I know the value of knowing the self, tuning into a higher purpose, and using individual gifts as a channel to support others’ paths to self-actualization in a meaningful, altruistic manner. I will continue to create content and care that is rooted in collaboration, empowerment, and an appeal to the necessity of diversity and inclusion."
Teaching and Learning Philosophy Statement:
"I involve myself in the intersections of educational provision because I am a learner myself. I view myself as a constant student of life. For this reason, I know that learning is most engaging when it consists of an interaction, and the cyclical nature of education allows for this interaction to occur. It is not enough to simply learn all you want and need to know, and then remain silent. Education, in and of itself, is a discussion, an endless dialogue with endless possibilities. Teaching is an inevitable part of this transaction. One learns, understands through a unique and personal lens, and then emits what they have learned into the world. We are all teachers. Some of us, too, adopt the role of educators. Those of us who develop passions for the learning process, for the acts of inspiring and empowering others, for growth, embody education in our careers. We stand with others in the vulnerable state of learning and we help them to make sense of information for themselves, in the ways they need. Because this is how I have been taught to learn, this is why I teach.
To encourage learning, I encourage questioning. I believe that learners are not fulfilled to their highest purpose when they are provided with statements without rationale, reasoning, a Why. Learners should be encouraged to develop a full understanding, in which they are provided with a safe environment that inspires critical thinking. I encourage learning by holding space for others and their diverse thoughts and ideas. There are no bad questions when one is learning, so much as this dialogue is respectful of the needs and experiences of others. I believe that learning should also exist across a platform that is non-hierarchical; for this reason, an educator is never better than the individual they are educating. Both individuals are learning and are encompassing different parts of the learning process, one that is not linear but every-shifting. It is essential that educators practice a form of teaching that respects all, encourages all, and creates space for all. I distinctly reject the idea of being an “expert”, especially for those in healthcare working with patients.
Our job is not to be the expert on someone else’s body or experience, but to facilitate their understanding and care of their own body in a way that is meaningful and feasible for them. Education, in any other sector, is no different.
We are walking alongside learners as they make sense of the world around them.
It is necessary to encourage the dialogue that streamlines the learning process. Many educators prefer exams, tests, and quizzes to assess learner success. This has never been how I have learned, so I do not share a preference for the memorization method of learning. Rather, I want to have conversations with my learners. I want to see them learning by doing.
I use evidence of teach-back, of speech and writing, of regularly-embodied practice and action.
This is all evidence, and can demonstrate success in holistic manners that cater to a wide variety of learning styles.
The aspects of my teaching that I am working on now are rooted in leadership, in developing what I am learning and researching myself. These are areas that will make me more qualified and able as a teacher. Constantly being a student makes me a better teacher. Most commonly, those who learn from me are challenged by the anxiety and vulnerability of learning, of being wrong, of learning from mistakes. My goal is to create a safe place to learn in which there is room for error, where a Zone of Proximal Development exists, and where regular goal-setting and check-ins play a vital role in the learning process."
Personal Intent Statement:
"I am an individual that leads by uniting with a purpose. In gaining inspiration, passion, and drive from the world around me, I will lead with authenticity. What I value as a leader and team member is honesty, vulnerability, fearlessness, openness, flexibility, and a mindset of advocacy when it comes to communication. I am most inspired by individuals who seek out sustainable moments for collaboration, active listening, and inclusivity to exist. What I expect in my work with others is hard work, preparation, organization, and courageous communication that is sensitive to the needs of others. Respect is entirely possible through mindfulness and intentionality. I discourage recklessness, excuses, maladaptive thought patterns, and a lack of concern for others. It is when we show up for ourselves and know our needs that we can best show up for the needs of others."
AOTA Involvement
American Occupational Therapy Association (AOTA)
Photo from the 2019 AOTA Conference in New Orleans, LA
- Board Member of The Network of LGBTQIA+ Concerns in Occupational Therapy
- Regularly meet to identify and create planning for the development of education, advocacy, and resources for clients, practitioners, and students in the LGBTQIA+ community.
- Main themes of the 2019 Meeting at AOTA:
- Practice resources/professional resources
- Visibility/accessibility of the Network
- AOTA organizational shifts
- Attended the AOTA 2019 Conference in New Orleans, LA
- Workshops Attended:
- Reiki and Occupational Therapy, Level 2 Certification
- The Network for LGBTQ Concerns in OT, annual conference meeting
- Lectures Attended:
- Keynote Speech - Dr. Grace Dammann and Fu Schroeder
- Addressing Sexual Health Concerns with Individuals Post-Spinal Cord Injury
- Post-Stroke Depression and Interventions to Support Mental Health
- Eleanor Clark Slagle Lecture - Confidence, Competence, and Commitment
- Yoga, Neuroplasticity, and the Impact on Occupational Performance for those with Neural Lesions
- Workshops Attended:
Academic Work Samples
Below, access samples of Allie Stewart's academic work from graduate school through Duquesne University.
1. Attached is an example of an intervention plan written for residents of Downtown Outreach Center Services (DOCS) during Level IB Fieldwork. This module of life skills sessions was part of a series of interventions aimed at improving resident self-efficacy. Additional modules included themes in self-care and leisure participation.
2. Attached is a collaboratively-created set of resources for emotional regulation, intended for the population of children in the school system.
1. Attached is an example of an intervention plan written for residents of Downtown Outreach Center Services (DOCS) during Level IB Fieldwork. This module of life skills sessions was part of a series of interventions aimed at improving resident self-efficacy. Additional modules included themes in self-care and leisure participation.
2. Attached is a collaboratively-created set of resources for emotional regulation, intended for the population of children in the school system.
Psychosocial Intervention Plan |
Emotional Regulation Resources |