9:15am Sponsor Address (C3-16): Guide Dogs SA/NT - Tori Charles & Michelle Kaesler 9:20am Keynote Speaker Introduction (C3-16) Charlie Miranda Davies. CAHLN OT and NDIS in Community Mental Health Cecilia (Anqi) Wang. A Clinical Case Study: Aged Care. Identifying the Motivators, Enablers, and Barriers for Adult Learners of Auslan. Australian Sign Language) Eliza Caminiti. Prisca Sim, Noah Bleby and Sarah McMullen Roach 3:30pm Student Group Photos (Brookman Hall Steps).
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At Guide Dogs SA/NT, you’ll be surrounded by passionate and driven people who share your commitment to making a difference. For more than 65 years, we’ve embraced a culture of innovation to find solutions that will make the biggest difference for our clients. Our Guide Dogs are an essential part of the work we do, but they’re only one of the ways we support our clients.
We help our clients develop new skills for independent daily life and achieve their personal goals through our Low Vision, Occupational Therapy, Orientation and Mobility and Assistive Technology services. Our Specialist Occupational Therapists work with our clients to understand their personal goals and help them learn practical skills to achieve them. Our Leisure and Lifestyle Services are an opportunity for our clients to build skills confidence in a supportive social environment.
Our low-vision experts can visit our clients in their home to assess their living environment. We can provide vision- specific, low-level home modifications and identify ways to enable our clients to move safer and more independently around their home.
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Masters Students Presentations – Stream 1 & 2
Identifying the motivators, enablers, and barriers for adult learners of Auslan (Australian Sign Language)
Parents Perceptions and Understanding of Co-regulation in Parenting 2 – 5-year-olds’
Learning from Experts by Experience
From blurry to clear: Understanding the journey of young people getting spectacles and contact lenses
Respecting the right for control: Perspectives of how aged care occupational therapists enact informed choice
Undergraduate Student Presentations – Stream 3 Sleeptastic!
Introduction: The Sleeptastic Project was a 2023 PCP community devel- opment project around increasing community access to sleep resources to support families in implementing bedtime routines. Discussion and Outcomes: To accomplish outlined objectives, several steps were undertaken: a thor- ough needs analysis, development of a relevant action plan, subsequent implementation of the action plan, significant evaluation of the project, and dissemination of information to the commu- nity. Improving community access to resources on sleep resulted in improved parent and staff awareness on healthy sleep habits, enabling advocacy when these become an issue.
Conclusion: One of the primary factors to emerge from the project was the development of knowl- edge, attitudes, and understanding in regards to sleep, which helped families and staff to achieve successful and sustainable bedtime routines for the children. Unlocking pOTential”, this project helped improve access to evidence-based information, therefore assisting the wider Port Lincoln community in “unlocking” healthy sleep habits and improved health outcomes. Implications of the project: Reflecting on key themes around sleep difficulties and current commu- nity engagement, it was most feasible to create an online platform families could access in their own time.
At the completion of the project, it was important to consider the future needs of the community, to prolong the positive outcomes on a long-term basis. As such, are strategies in place for continual promotion of the website, as well as opportunity to evaluate its effectiveness in practice, and its direct influence on supporting families to develop consistent bedtime routines.
The Fundamental Five Project
Create, Communicate and Collaborate
Raise ya voice Kimba youth’
Improving the Developmental Outcomes of Children Experiencing Homelessness, Family & Domestic Violence &/or Relational Trauma
Increase ASD adolescent community participation through therapeutic interventions
Life after Rehab
Talking Back with Aphasia
Leveling the Score: A Wheelchair Sport Project
The Induction Process at SportsUnited
Undergraduate Student Presentations – Stream 4 Falls Education and Prevention Program in Acute Setting
Introduction: Throughout a 9-week clinical placement at the Royal Adelaide Hospital (RAH), a project was designed and im- plemented in the Acute Setting. It was pitched as there was an increasing prevalence of falls admissions, identifying a need to provide falls education and improved awareness to the wider community. Therefore, providing falls aware- ness, education and prevention strategies is likely to reduce the prevalence and likelihood of falls and consequently reduce the rate of falls related hospital admissions.
Objectives: The aim of the program was to provide falls education to patients in the General Med- icine unit who were identified as high-falls risk and would benefit from a group-based education session. Qualitative feedback from patient group members described the group-setting as a ‘positive inter- action’ with other patients who have shared similar experiences. Multiple patients reported that whilst they found the falls education group very informative, it was the patient-to-patient commu- nication and collaboration that they identified just as valuable.
A sense of togetherness and rapport was built through shared experiences and often advice and tips were shared between patients on their prevention strategies and what they have found useful. The program was trialled with a range of patients and was observed to be effective in improved knowledge and awareness of falls, how to identify risk of falls and prevention strategies. Conclusion: The group-based falls education program facilitated a collaborative approach that al- lowed patients to discuss, elaborate and contrast their falls experiences whilst identifying and re- ceiving valuable information.
The success of the group within the 9-week period advocates for the ongoing implementation of the group through the RAH OT’s and AHA’s. Utilising a patient-centred approach, in which group members are able to collaborate with facilitators to maximise session outcome and therefore increase patient wellbeing in the community and foster occupational en- gagement. Implications of presentation: Whilst the falls education group at the RAH was successful over the 9-week clinical period, various minor barriers presented that require action to improve program out- comes.
Prospects including allocation of a private room for group sessions, consultant list prioritisa- tion and unit selection as well as delivery of consistent sessions influences the program outcomes and overall success. Further session trials will be beneficial to advance the quali- tative and quantitative measures of the program in the acute setting. This will maximise not only the safety and wellbeing of the patients in the hospital but in the community as well.
Early Intervention for Delirium in Acute Settings
Palliative Care: Expanding the Role of Occupational Therapy
A Devotion for Health Promotion’ at the Whyalla Men’s Shed
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A career in Workplace Rehabilitation requires the successful completion of
The most common qualifications are
The greatest benefit is the work itself; the ability to help people return to work and regain a productive life
An estimated half billion-dollar industry, a career in Workplace Rehabilitation
CALHN OT and NDIS in Community Mental Health
Clare Youth and Young Adult Mental Health
Enhancing the Mental Health of 0-12-year-olds in the Barossa Valley
Sensory on Wheels
Supporting Gender Inclusivity at Glenside IRS: Part A
Supporting Gender-Inclusive Practice in an Inpatient Mental Health Setting
Masters Students Presentations – Stream 1 & 2
Undergraduate Student Presentations – Stream 2 Building AnglicareSA Aged Care’s Cultural Capability to increase
Dementia-Friendly Outdoor Space at Tanunda Lutheran Home
Let’s get moving!
Cognitive Stimulation Activities for Dementia
Barriers to Non-Pharmacological Strategies in NALHN Older Persons Mental Health Service
Healthy Brain Ageing
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VIC Team
Undergraduate Student Presentations – Stream 3
ROOTS Program: Supporting connection to culture and learning on Country for Aboriginal youth in Whyalla
Let’s cOnnecT
Intergenerational Social Connectedness
Improving the Family Contact Environment of the Department for Child Protection (DCP) Whyalla Office
CDU Whyalla: Enhancing Team Meeting Experiences
The Clare Backyard Harvest
Building a Better-Connected Community
A new hope for Hope Street
Research Students Presentations – Stream 2 Unlocking pOTential by Unpacking Complex Systems
Undergraduate Student Presentations – Stream 4 Growing Together
Introduction: The PCP project was presented by Nuriootpa High School (NHS) Inclusive Education Centre to assist them with creating an outdoor space /sensory space and completing a pre-planned play- ground designed by a previous project. The sensory spaces would also support the regulation of students 1:1 and would limit student movement from class. Objectives: To creating an engaging and safe space for all students of the NHS inclusive education and special education classes to unlock their pOTential.
Discussion and Outcomes: Project facilitators (PF) considered a variety of techniques, including the PEO, a client-centred approach, and a strengths-based approach. The combination of these ap- proaches enabled PFs to understand the relationship between the community’s abilities, their en- vironment, and the occupation they are performing. It also enabled PFs to identify the assets and strengths of the community and cultivate their innate abilities to achieve sustainable outcomes.
The outcome of the needs analysis showed that completing the garden would allow the school to be able to utilise the space for class activities and as a tool for regulation for the students. The garden would also allow the Inclusive Education Centre to apply for more funding and grants to continue the development of the IEC. Conclusion: This project resulted in PFs supplying a 22-page sensory garden handbook, complete with extensive information, sizes, and quotes.
This was incorporating all the information gathered from the community during the needs analysis and time spent in the classroom with staff and stu- dents. The handbook would enable leadership to install the sensory garden and inclusive equipment while also allowing students to be involved in the process, making the safe engagement space a cul- turally safe environment for the IEC community that is sustainable and can grow over time. The key implications of this project were the initial lack of direction, and the hours the PF, put into turning the project into something achievable and useful for both the agency and the community.
The outcomes of this project will shape future projects moving forward, enabling other stu- dents to see past the initial pitch and keep digging until they find a way to support their com- munity. The outcome does not need to happen before your leave, it is important to begin paving the way so the agency and community can unlock their pOTential.
Professional Development (PD) of Primary School Teachers and SSOs
Improving Social Connectedness for Families at Renown Park Children’s Centre
Calmness in Motion
Self-regulation and sensory spaces for children at Playford Primary School
A Whole School Sensory Regulation Approach at Port Lincoln Primary School
Hampstead Primary School Therapy Room
Using Co-Design to Unlock High Quality Recess
Rural Outlook for University Students Towards All Health (ROUSTAH) Is a student-run Rural Health Club for.
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