Dr. Chreston has been with the Baker Center for Graduate Studies since 2007 where she coordinates clinical placements and teaches in the Master of Occupational Therapy Program. She is a practicing occupational therapist since 1994, with practice areas including traumatic brain injury, assistive technology, home and environmental modifications, and independent living.
Dr. Chreston earned a Bachelor of Arts and Certificate in Occupational Therapy from Wayne State University, a Master of Science in Health Education from University of Michigan-Flint, and an advanced clinical practice Doctor of Occupational Therapy from Chatham University, Pittsburgh.
Dr. Chreston enjoys gardening and is an Advanced Master Gardener. She lives in Dryden with her husband of over 20 years and her dogs.
Ph.D. - Chatham University, Pittsburgh, PA - 2011
Operation occupation: A client-centered orientation program for entry-level Occupational Therapy students
Abstract: In order to become a practicing occupational therapist, individuals must first complete a rigorous and challenging academic program. The literature on higher education and professional preparation indicates that today’s students experience high levels of stress, are more likely to be nontraditional students with additional life roles, and may benefit from basic study/academic training skills. In addition, the profession of occupational therapy can be considered a unique culture with its own values and norms. For these reasons, there is a call to make the implicit requirements and expectations of occupational therapy education more explicit to students. The question addressed in this manuscript is: For adults beginning an entry-level occupational therapy program, does an orientation program based on client-centered models of occupational therapy assist in transition to the occupation of student therapist? The incoming class of occupational therapy students at a mid-west private college was invited to participate in a six-week orientation program. They were guides to complete an occupational profile of their current roles, received information regarding the demands and expectations of the academic program, and developed a proactive intervention plan to assist them in successfully transitioning into the new role of therapy student.
Michigan Occupational Therapy Association 2011 Annual Conference (Mackinac Island, MI)
October 14, 2012: The Kawa model: a unique tool for understanding your patient’s needs.
The Kawa Model, developed by Dr. Michael Iwama of Toronto, has been gaining popularity with occupational therapists in other parts of the world, especially Japan, Australia, and Great Britain. It is just beginning to become known in The United States. The Kawa Model is a tool that can be used in almost any setting to gain insight into a patient’s current situation. Using the metaphor of a river, which is easily understood by patients, the model encourages client-centered practice by allowing the unique context of the patient’ barriers, strengths, environment, and support system to be discussed in a non-threatening way. Attendees will come away with an understanding of how and why the model was developed, the basic components of the model, and various ways it can be utilized in practice.
October 15, 2012: Fieldwork Supervision 101
In order to continue to grow our profession as well as our individual clinical skills, clinicians are encouraged to take an active role in preparing future occupational therapy practitioners. Any clinician, regardless of level of experience, can supervise a Level I student, and practitioners with one year of experience since initial NBCOT certification can supervise Level II students. This session will discuss the benefits of being a fieldwork educator and provide you with the basic knowledge and skills you need to supervise students. You will be provided with tools to prepare both yourself and your facility to offer quality fieldwork experiences to either assistant or therapist students from any one of the academic programs in Michigan.