Search the Hub

One of many symptoms that can result from physical trauma or injury to the brain, ataxia is a term that encompasses a group of debilitating disorders, primarily affecting co-ordination, balance and speech. This article will explore ways that occupational therapy professionals can support those affected by ataxia. According to the NHS (2022), any part of the body can be affected by this disorder, but common difficulties arise with balance and walking, speaking and swallowing. Ataxia also compromises tasks that require a high degree of control, such as writing, eating and vision. The graphic below illustrates the physiology and symptoms (ProtoKinetics, 2019): [Image credit: ProtoKinetics, 2019] Symptoms of acquired ataxia are a direct result of trauma, brain injury, brain tumour or a stroke, among other causes. It is important to highlight that there are different types of ataxia; the exact symptoms experienced - and their severity - depend on the form of ataxia a person has.

By Rhiannon Crispe and Dr. Michelle Luken Co-Creators of The Burn In Model © Co-Founders of Embers™ Introducing The Burn In Model The Burn In Model is a nature-based occupational therapy model that uses the metaphor of a flame to help people understand alignment, misalignment and sustainable well-being. At its heart, it asks a simple question: Is your inner flame burning bright, or starting to fade? Born from the realities of burnout, yet reaching far beyond it, The Burn In Model has been described as a model for our era. It offers a practical and reflective way to understand what sustains us, what drains us and how to live in greater alignment. Because of this, The Burn In Model can be applied across diverse practice areas - from clinical work with individuals across the lifespan, to supporting families, groups and communities, as well as in supervision, leadership, coaching and education. Unlike many occupational therapy models developed primarily in academic settings, The Burn In Model was co-created by occupational therapists drawing on lived experience. It was shaped in community, through research, conversations and collective reflection - and refined through feedback from practitioners around the world. Burnout vs. Burn In The World Health Organization (WHO) defines burnout as a syndrome resulting from chronic workplace stress, that has not been successfully managed. While this definition captures an important aspect of burnout, it does not fully reflect how burnout is experienced real life. Burnout extends far beyond the workplace. It shows up in caregiving, parenting, activism, navigating systemic injustice and the unique pressures of neurodivergent living. It can emerge in any life role, whenever there is a deep and sustained misalignment between a person's being, doing and sense of belonging. In The Burn In Model, burnout is understood as a state of complex and ongoing misalignment between who we are (Being), what we do (Doing) and who or what we are connected to (Belonging). When these elements remain out of sync over time, the Inner Flame dims and may eventually burn out. Burn In is the opposite. It is a state of strong and sustained alignment between Being, Doing and Belonging. Our Inner Flame burns bright, steady and strong when we are... showing up as our authentic self engaging in meaningful occupations connecting with people and places that foster belonging This experience is not limited to adults, or to any one group of people. Children, young people and older adults can all Burn In. Across every life stage and role, alignment supports vitality, connection and a sense of aliveness. Both burnout and Burn In can look and feel different from person to person. The Burn In Model recognises the dynamic and ever-evolving nature of life and alignment. No one Burns In every moment of every day. There will be days, weeks or seasons when alignment feels hard to reach - and that is part of being human. Regardless of the state of one's flame, The Burn In Model offers an invitation to notice it and tend to it. The Flame and Its Ecosystem At the centre of The Burn In Model is the flame. The flame has two parts: Inner Flame Reflecting the alignment between Being, Doing and Belonging. The greater the alignment, the stronger and steadier the flame. When these elements drift out of sync, the flame may dim or shrink. Outer Flame Representing growth and transformation, or Becoming. As alignment strengthens, the potential for authentic growth expands. No flame burns alone. It is always shaped by an ecosystem, made up of core elements, fuel and conditions that sustain or challenge it - and the ripple effects it creates. Together, the elements shape how our flame burns and how it impacts the world around us. What Makes The Burn In Model Unique The Burn In Model stands on the shoulders of occupational therapy models and frameworks that came before it - including the Doing-Being-Becoming-Belonging framework, the Person-Environment-Occupation Model, the Kawa Model and the Occupational Therapy Practice Framework. These models have shaped how we understand occupation, identity and context. The Burn In Model honours this lineage, while extending it in new and necessary directions. It brings into view aspects that have often remained unnamed in occupational therapy theory, such as: boundaries burnout signals gifts to the world lineage legacy These dimensions profoundly shape whether a person's Inner Flame flourishes or fades, yet they are rarely made explicit within existing models. When these experiences remain unnamed, they are easily overlooked by systems, practitioners and clients alike. By naming them, The Burn In Model gives language and legitimacy to what occupational therapists have long recognised in practice. While grounded in occupational therapy and occupational science, the relevance of The Burn In Model extends beyond the profession. It can be used by therapists, psychologists, coaches, teachers, leaders, parents and community groups - as a shared language to guide reflection, conversation and action, wherever people are seeking greater alignment and well-being. From Theory to Practice The Burn In Model is designed to be used in the real world. Its concepts are intuitive, metaphor-driven and adaptable, making them accessible for reflection, assessment and intervention. The Burn In Model is supported by a practical framework, that guides practitioners and clients from insight to action. This process supports people to map their flame, notice alignment and misalignment, identify supports and challenges and create pathways toward Burn In. Simple tools help open conversations and track change. A practitioner might invite a client to sketch their flame and surrounding ecosystem elements, to visualise their current state - then revisit the drawing later as a pre- and post-assessment comparison. A brief check-in such as, "On a scale of one to five, how is your flame burning today?" can serve as both a reflective prompt and a way to monitor progress. In this way, The Burn In Model becomes more than theory. It becomes a shared language, that helps people name what they feel, see what has often gone unseen and move toward alignment together. A Bold Vision The Burn In Model was never intended to be confined to academic literature or training manuals. Its vision is intentionally expansive. We see The Burn In Model being used across professions and settings... By therapists, teachers, leaders and caregivers. By schools checking in with children about their flame. By workplaces seeking to sustain their people, rather than drain them. By communities, ready to move beyond survival and into collective well-being. We envision books, workshops and conversations carrying The Burn In Model into homes, workplaces and communities worldwide. So when people talk about their lives, their work and their well-being, they don't only name what's draining them; they have language for what keeps their flame alive. Next Steps You are invited to explore The Burn In Model in your own life and practice, in ways that feel right for you. You might start by using it for personal reflection, journaling or everyday conversations, then bring it into your work with clients, families or teams. If you would like further guidance, resources and shared language, you can explore our eBook, or connect with us here for ongoing learning and community. Together, we can Burn In, Not Out.

-N.B. Article part of a collaborative PromOTe Partnership [education, with marketing]- How immersive education experiences foster clinical excellence, personal growth and meaningful community connection... Continuing Professional Development (CPD) has long been recognised as an essential component of occupational therapy practice. As healthcare environments become increasingly complex and clinicians navigate growing workloads, emotional demands and rapidly-evolving evidence bases, the need for meaningful and sustainable professional learning has never been greater. However, traditional conference and workshop models often present limitations. Time-constrained schedules, information-heavy sessions and minimal opportunity for reflection or connection can reduce the depth of learning and limit long-term integration into practice. Retreat-style learning: A powerful alternative CPD Retreats believes that professional development should extend beyond simply acquiring clinical knowledge. It should create space for occupational therapists to reflect, reconnect with their professional purpose, build authentic relationships with peers and experience personal renewal, alongside professional growth. By combining high-quality education with immersive cultural experiences and intentional community building, retreat-style learning creates a uniquely transformative environment for clinicians. It intentionally slows the learning process down. Rather than compressing education into a busy conference schedule, Linda and Hannah have worked to create retreat environments that promote: Extended reflection and discussion Collaborative problem-solving Experiential and embodied learning Informal peer mentoring Integration of learning into clinical practice Emotional and professional renewal Occupational therapists understand that meaningful learning occurs when individuals can engage cognitively, emotionally, socially and contextually. Retreat-style education embraces these same principles, by recognising that clinicians learn best when they feel safe, connected and supported. The immersive nature of retreats allows participants to move beyond passive learning into active engagement. Discussions continue over shared meals, insights emerge during group reflection sessions - and therapeutic concepts can be explored more deeply, through real-world application and collaborative dialogue. This creates a richer and more enduring learning experience, than is often not possible within traditional professional development settings. Supporting the whole occupational therapist Occupational therapists dedicate their careers to supporting the wellbeing, participation and quality of life of others. Yet many clinicians experience professional fatigue, emotional exhaustion and increasing pressure within healthcare systems (Sinsky et al., 2020). Professional development should not only enhance clinical competence; it should also support clinician sustainability. Retreat-style learning recognises the importance of addressing the whole practitioner. By integrating opportunities for rest, reflection, mindfulness, movement and connection, retreats create an environment that supports both professional capability and personal wellbeing. Participants often report that retreat-based education allows them to: Reconnect with their professional identity and purpose Develop greater confidence and clarity in their practice Build resilience and reduce feelings of isolation Reflect on career direction and future goals Return to work feeling energised and inspired This integration of personal and professional development is particularly relevant within occupational therapy, where therapeutic use of self, emotional attunement and relational practice are central to effective care. When clinicians feel grounded, connected and supported, they are better positioned to deliver high-quality, person-centred care within their own communities. The power of community and professional connection One of the most significant benefits of retreat-style learning is the strong sense of professional community that emerges. This format creates intentional spaces for clinicians from diverse practice areas, geographical regions and career stages to come together in meaningful ways. Unlike traditional conferences, where networking may feel transactional or rushed, retreat environments foster authentic relationships through shared experiences, collaborative learning and informal connection. These professional relationships frequently continue long after the retreat concludes, evolving into: Ongoing peer support networks Professional collaborations Mentorship opportunities Referral partnerships Communities of reflective practice The value of these connections should not be underestimated. Research consistently demonstrates that social connection and professional belonging contribute significantly to clinician wellbeing, professional confidence and retention within healthcare professions. For many participants, the relationships formed during retreats become just as valuable as the formal educational content itself. Experiential learning in a meaningful cultural context Retreat experiences with CPD Retreats in Bali are intentionally designed to integrate learning within the local environment and culture. Occupational therapists understand the importance of context in shaping participation, wellbeing and human experience. Learning within a culturally-rich and immersive setting enhances reflection, perspective-taking and professional insight, in ways that classroom-based education often cannot. Bali offers a unique environment that supports slower, more mindful learning. The island's strong cultural emphasis on community, spirituality, creativity and balance aligns closely with many occupational therapy values - including connection, meaning, participation and holistic wellbeing. Importantly, retreat-style learning in Bali is not simply about location. It is about creating respectful and reciprocal relationships with local communities and partners. Building meaningful partnerships with local Balinese communities A core component of the CPD Retreats philosophy is ensuring that programs contribute positively to the hosting local communities. We collaborate with local Balinese partners, businesses, educators, wellness practitioners, guides and hospitality providers, to create experiences that are culturally respectful, ethically grounded and mutually beneficial. These partnerships enrich the learning experience, by allowing participants to: Gain insight into Balinese cultural perspectives on health, wellbeing, community and occupation Experience local approaches to mindfulness, healing, creativity and daily living Understand the importance of environment and culture in shaping participation Engage in culturally responsive and reflective practice Support local businesses and community initiatives, through ethical tourism and collaboration For occupational therapists, these experiences offer valuable opportunities to reflect on cultural humility and the broader social and environmental determinants of health. Exposure to different cultural perspectives can deepen clinicians' understanding of occupation, identity and participation, while encouraging greater openness, adaptability and person-centred thinking within practice. By embedding local connection into retreat-based education, learning becomes more relational, contextual and socially meaningful. Creating space for reflection and integration One of the challenges of traditional professional development is the limited opportunity clinicians have to consolidate and integrate new knowledge. Occupational therapists often return from conferences inspired - yet quickly become overwhelmed by clinical demands, before meaningful implementation can occur. Retreat-style learning intentionally incorporates reflection and integration throughout the educational experience. Structured reflection sessions, facilitated discussion groups, journaling opportunities, experiential activities and unhurried conversations all support deeper processing and application of learning. This reflective space allows participants to consider: How new knowledge aligns with their current practice What changes they wish to implement professionally How their personal values connect with their work What supports sustainable and meaningful practice for them How they can better support both clients and themselves Reflection is a critical component of adult learning and professional growth. By allowing clinicians time and psychological space to think critically and personally about their learning, retreats support more meaningful and lasting professional change. Aligning with occupational therapy values Retreat-style professional development aligns closely with the foundational values of occupational therapy itself. Occupational therapists recognise that humans are occupational beings, whose wellbeing is shaped by balance, connection, meaning, environment, participation and engagement in valued activities. Retreat-based learning models reflect these same principles by: Supporting occupational balance Encouraging authentic connection and belonging Promoting reflective and holistic practice Recognising the importance of environment and context Integrating wellbeing into professional identity Valuing experiential and relational learning Rather than separating professional competence from personal wellbeing, retreat-style education acknowledges their interconnectedness. This holistic approach not only supports clinicians individually, but also contributes to healthier, more sustainable healthcare workforces. -Upcoming retreats- We are delighted to be hosting two upcoming professional development retreats in Bali - featuring industry-leading occupational therapists - in November 2026 and February 2027. Limited spaces remain for both retreats. Click below to learn more and secure your place: References Abson, D. (2019) Therapeutic Use of Self. In Therapy Articles on The Occupational Therapy Hub (online). Available from: https://www.theothub.com/article/therapeutic-use-of-self. Keane, S., Lincoln, M. and Smith, T. (2012) Retention of allied health professionals in rural New South Wales. BMC Health Services Research, 12, 175. Sinsky, C.A., et al. (2020) Organizational Evidence-Based and Promising Practices for Improving Clinician Well-Being. National Academy of Medicine. Wynn, E., et al. (2023) The role of Communities of Practice in improving workforce development: A systematic review.

Members: Listen to every episode in this podcast series, via The Occupational Therapy Hub. ← All Podcasts

Members: Listen to every episode in this podcast series, via The Occupational Therapy Hub. ← All Podcasts

Listen to every episode in this podcast series, via The Occupational Therapy Hub. ← All Podcasts