‘Un-Belize-Able' Experience During Recent Student Service Trip

Julia Szewczyk ‘25SLP decided to become a speech-language pathologist because of her longstanding passion for helping others and her desire to make a difference in people’s lives. 

She was able to do just that on a trip Aug. 3 through Aug. 13, 2024, to Belize as part of a group from Salus at Drexel University offering speech-language pathology (SLP) and occupational therapy (OT) services for underserved communities in that country. There, 10 Salus/Drexel SLP and OT students were able to work with children and their families who have limited access to therapy resources. 

Belize is a Central American country that identifies as a Caribbean country. It was a colony of Britain until the 1980s when it gained its independence. 

In the region the students visited, resources for specialized care are scarce, and families face the difficult choice of either leaving the country to seek treatment in other countries such as Mexico or Guatemala — both of which are costly — or going without necessary services.  

“Witnessing the children’s progress and their families' gratitude despite these limitations was profoundly rewarding,” said Szewczyk, originally from Northeast Philadelphia who earned her undergraduate degree in Communication Sciences and Disorders from West Chester University. “It emphasizes the importance of adaptability and resourcefulness in delivering meaningful therapy and the crucial role of accessible services in diverse communities.” 

It was a similar experience for Caitlin Hammerstein ‘25OT from the occupational therapy view. Hammerstein gravitated toward a profession that helped others. Originally, she wanted to become a job coach for individuals with intellectual disabilities. But then she discovered OT and realized she could have the best of a couple of different worlds. 

This, too, was Hammerstein’s first international service trip. Just before landing in Belize, she and the rest of the group learned they were the first OT practitioners to serve the area.  

“This experience proved to me the importance of advocating for the OT profession whenever possible so that individuals can capitalize on the therapy and be successful in all areas of occupation,” said Hammerstein.  “In just three days, I was able to observe tremendous improvement among clients in Belize and that made me feel confident in my career choice.” 

The two were part of the Salus/Drexel contingent that included nine OT students, one SLP student and two faculty members, Robert Serianni, MS, CCC-SLP, FNAP, chair and program director of the SLP department at Salus/Drexel; and Andrea Tyszka, OTD, MS, OTR/L, SIPT, associate professor in the OT department. The trip was coordinated by Therapy Abroad, which provides hands-on experience for undergraduate students, post-bacc and graduate students and professionals who are ready to step out of the classroom and gain real world experience in their specific areas of study. 

The OT students on the trip took part in evaluations, treatments, and assisted in maximizing independence with activities of daily living and overall safety for both children and adults.  

“This trip allowed me to see a variety of conditions that expanded my knowledge and improved my confidence in my OT capabilities,” said Hammerstein. “In addition, I was able to work alongside my classmates while using critical thinking skills and teamwork. We had the opportunity to take part in interprofessional collaboration with the SLP department to promote success for the clients that I worked with.” 

As the only SLP student on the trip, Szewczyk conducted comprehensive speech and language evaluations, which included parent interviews, dynamic language assessments (informal and play-based), as well as a speech sampling. As part of the interdisciplinary team, she and the other students designed and facilitated activities for a camp that ran for approximately three hours each day for three days. The camp activities were carefully crafted to include fine and gross motor skills, and speech and language skills, all aimed at engaging the children in a fun and therapeutic manner.  

“The goal was to create a supportive environment where children could improve their communication and motor skills through interactive and enjoyable experiences,” said Szewczyk. “Additionally, I participated in one-on-one treatment sessions with children from the community. These sessions involved completing evaluations and providing targeted therapy in two separate, hourlong sessions per child. This hands-on approach allowed us to tailor our interventions to the specific needs of each child, ensuring that they received personalized and effective support.” 

Both students strongly recommend to their classmates that they participate in a service trip during their time at Salus/Drexel.  

“It offers a valuable chance to apply what we've learned in the classroom to real-world scenarios, working directly with diverse populations and gaining hands-on experience,” said Szewczyk. “The opportunity to engage in meaningful work, adapt to different environments, and develop a deeper sense of empathy is incredibly rewarding.” 

The trip wasn’t all work and no play for the Salus/Drexel team. Hammerstein said the group was able to partake in the local cuisine, learn how to make pottery, go snorkeling in the second-largest barrier reef in the world, go zip lining and climb the ancient Mayan archeological sites.  

“It was a rewarding experience that allowed for students to immerse themselves in cultures other than their own,” she said. “This is a trip that I will cherish forever, and I hope to have many more opportunities to share my capabilities with the world.” 

In addition to Hammerstein and Szewczyk, the other Salus/Drexel students on the trip included Alyssa Angelaccio, Ashley Pena, Emily Butterworth, Jordyn Pekala, Julia Starace, Katie Roch, Madison Nix and Jenna Carter, all ‘25OT. 

Serianni said the changes the students go through during a 10-day trip are dramatic.  

“The students really begin to process that they can make a difference. And, the difference that they do make not only impacts that individual but impacts the community,” said Serianni. “We took a walk through town to get dinner one night and the people in town knew that we were the therapy people. They were excited and they waved. The presence of the students impacted the community, not just the people that they worked with.” 

Dr. Tyszka added that for the students, the trip “was a success, not only for the clients they were privileged to serve but for the students themselves who grew exponentially in their readiness for clinical practice.”