Last summer, I began volunteering at a children’s therapy clinic in a nearby city. I didn’t know much about occupational or behavioral therapy, but I did know what it’s like to work with children – every Saturday since freshman year, I’ve volunteered with special needs kids and cared for them.
Still, this was different from my usual volunteering because the children at the clinic weren’t just there to play, they were there to learn. Many of the kids had a different reaction to being guided here than they do in a play-based setting. On Saturdays, they’re often excited to interact, choose from many toys, and sing or dance. At the clinic, they were learning how to tie shoes, brush their teeth, and complete other occupational tasks, which could sometimes feel like a burden to them.
Every Monday at the clinic, I assist the therapists by gathering tools for the children, cleaning up after each session, and helping them with their tasks when necessary. By doing this, I get to observe how each therapist works with their clients. A typical therapy session starts with the child choosing one activity they enjoy, followed by the tasks the therapist has planned for them.
I’ve noticed the frustration children feel when a task doesn’t come easily. For example, one child struggled to tie his shoes, becoming more and more frustrated each time he tried. With the therapist’s patience and support, he eventually succeeded by the end of the session—a small moment that showed how persistence and encouragement can lead to real progress.
I also noticed how the children build a deep trust and connection with their therapist throughout the sessions. During my time working at the clinic, I’ve witnessed a child’s progress with the therapist. In their first session, the child seemed doubtful about the tasks the therapist was asking them to do. They appeared uncomfortable being separated from their mother and placed in an unfamiliar environment. But seeing the therapist smile, remain calm, and never shame the child for making mistakes allowed the child to feel safe and connected to the therapist over time.
This reminded me of the skills I’ve used while volunteering with special needs children in the past—how I also had to build connections with my buddies, earn their trust, and create a space where they felt comfortable to try new things.
Overall, working at this clinic has taught me about more sociological concepts firsthand, such as socialization—the process of learning everyday life skills—and the role expectations that therapists and volunteers fulfill. The socialization of children comes with patience and kindness, and the role expectations of a therapist include bringing out the positive virtues in a child. This experience has opened my eyes to communicating and being empathetic on a deeper level, whether in a therapy setting, a play-based program or any environment where trust and connection are essential.
