We’re neurodiversity affirming practitioners. But are we really?
Tracks
Stream 1
Stream 2
| Saturday, September 7, 2024 |
| 3:45 PM - 4:05 PM |
| Rooms 1&2 |
Speaker
Louise Hunter
Integrate OT
We’re neurodiversity affirming practitioners. But are we really?
Biography
Louisa Hunter (she/her) is an OT with 20 years experience. She is passionate about neuro-affirming, child-led and relationship focused practices. Louisa is a DIRFloortime® provider and also a Training Leader through ICDL :The Interdisciplinary Council of Development and Learning. For nearly 15 years Louisa has worked in paediatrics. In 2023, following family travel, Louisa developed a deeper appreciation for nature and the positive impact it had on her children and family. This inspired Louisa to diversify her practice into
more nature based mediums where children can explore and connect with the natural world in ways that are calming, grounding, and aligned with their sensory and emotional needs.
Ellen Mara
Registered Music Therapist
Tuned In Music Therapy
We’re neurodiversity affirming practitioners. But are we really?
Biography
Ellen Mara (she/her) is a second year Registered Music Therapist and experienced singer/songwriter. She is skilled at developing programs, both individual and group focused, that foster authenticity and creativity to enhance participants' self-esteem, self-efficacy and enhance their levels of self-confidence to advocate for their needs in other contexts. Ellen has two years clinical experience working with NDIS participants across the lifespan, as well as experience in mental health and child hospital settings. Ellen recently completed training with Bridges Sea Learning to further support her neurodiversity-affirming practice as a music therapist, and support her own journey as a late-diagnosed neurodivergent person.
Anita Connell
Tuned In Music Therapy
We’re neurodiversity affirming practitioners. But are we really?
Abstract Overview
The neurodiversity paradigm recognises neurodiversity as a natural and valuable form of human diversity, challenging the idea of a single "normal" or "healthy" type of brain or neurocognitive functioning (Walker, 2021). Working within the Australian context, the National Disability Insurance Scheme (NDIS) may create conflicts for music therapists grounded in the neurodiversity paradigm. We may find ourselves seeking to support funding
for participants and possibly writing to NDIS goals and objectives established in the pathology paradigm (Enoka, 2022). Additionally, our practice models may encounter challenges that need addressing. Working in the neurodiversity paradigm most likely sees a shift from the pathology paradigm and calls for continual reflection, unlearning and relearning to inform our music therapy practice.
This paper presentation shares our current work and reflections on the neurodiversity paradigm in our music therapy approach, clinical business operations, and in an educational setting for autistic children. Our aim is not to prescribe ways of working but to offer our learnings to support awareness, share insights and reflect on whether our work is truly neurodiversity-affirming.
We’ll outline the progress made in a music therapy clinical practice to move with purpose and intent towards a neurodiversity affirming model. Professional development and strategic changes will be presented including the good and the ‘wobbly’ moments.
Considering the roles and responsibilities of a music therapist, we’ll present one practitioner's view of their shifts in focus in their early career. We’ll cover goal setting, participant program design and lightbulb moments, personal and professional, that continue to inform their music therapy practice.
Lastly, we’ll present an overview from an occupational therapist. They will talk about changes in their practice to actively support children’s development in ways that are respectful, affirming, and relationship-based. The DIR Floortime framework and nature based programs will be explored highlighting how both foster meaningful connections to support neurodivergent children.
Our presentation presents our current state of being in the neurodiversity paradigm as we know our ongoing reflection, learning and relearning will guide the evolution of our future practice. However, we share our current insights for discussion and reflection and to ask the question, are we really neurodiversity affirming?
References
Enoka, K. (2022). An Early Career Music Therapist’s Reflections on the Neurodiversity Paradigm and Implications for Advocating for Neurodivergent Participants through Reporting for NDIS: Small Steps in an Agonistic Journey. Australian Journal of Music
Therapy, 33(2), 37–46.
Walker, N. (2021) Neuroqueer Heresies: Notes on the Neurodiversity Paradigm, Autistic Empowerment, and Postnormal Possibilities Fort Worth: Autonomous Press.
for participants and possibly writing to NDIS goals and objectives established in the pathology paradigm (Enoka, 2022). Additionally, our practice models may encounter challenges that need addressing. Working in the neurodiversity paradigm most likely sees a shift from the pathology paradigm and calls for continual reflection, unlearning and relearning to inform our music therapy practice.
This paper presentation shares our current work and reflections on the neurodiversity paradigm in our music therapy approach, clinical business operations, and in an educational setting for autistic children. Our aim is not to prescribe ways of working but to offer our learnings to support awareness, share insights and reflect on whether our work is truly neurodiversity-affirming.
We’ll outline the progress made in a music therapy clinical practice to move with purpose and intent towards a neurodiversity affirming model. Professional development and strategic changes will be presented including the good and the ‘wobbly’ moments.
Considering the roles and responsibilities of a music therapist, we’ll present one practitioner's view of their shifts in focus in their early career. We’ll cover goal setting, participant program design and lightbulb moments, personal and professional, that continue to inform their music therapy practice.
Lastly, we’ll present an overview from an occupational therapist. They will talk about changes in their practice to actively support children’s development in ways that are respectful, affirming, and relationship-based. The DIR Floortime framework and nature based programs will be explored highlighting how both foster meaningful connections to support neurodivergent children.
Our presentation presents our current state of being in the neurodiversity paradigm as we know our ongoing reflection, learning and relearning will guide the evolution of our future practice. However, we share our current insights for discussion and reflection and to ask the question, are we really neurodiversity affirming?
References
Enoka, K. (2022). An Early Career Music Therapist’s Reflections on the Neurodiversity Paradigm and Implications for Advocating for Neurodivergent Participants through Reporting for NDIS: Small Steps in an Agonistic Journey. Australian Journal of Music
Therapy, 33(2), 37–46.
Walker, N. (2021) Neuroqueer Heresies: Notes on the Neurodiversity Paradigm, Autistic Empowerment, and Postnormal Possibilities Fort Worth: Autonomous Press.
Biography
Anita Connell (she/her) is a postdoctoral research fellow at the MARCS Institute and is the founder and director of Tuned In Music Therapy, a music therapy practice operating from an integrated medical, therapy and education centre. Anita’s doctoral research evidenced the cognitive, creative and wellbeing benefits of music learning for older adults to support healthy ageing and mitigate any cognitive decline. Her current research focuses on the use of personalised music playlists in aged care to support person-centred care of residents diagnosed with dementia.
