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Training and development Lunchbox Learning BUSHkids is committed to the ongoing professional development of staff and, in addition to generous external professional development opportunities and professional supervision, delivers internal learning seminars called Lunchbox Learning. Lunchbox Learning runs twice a month for one hour with the goal of developing skills and knowledge and providing the opportunity for our team members to present at a statewide forum. Some of the topics presented this year include: • Children’s Sleep • ADHD • Tips and tricks in delivering telepractice • Gross motor skills in children • Cerebral Palsy • Developmental red flags • Sexualised behaviour in children • Domestic and Family Violence • The use of BUSHkids developed Tipsheets as part of family-centred practice • The newly updated Yarning version of BUSHkids’ A Steady Start to School, with how to start conversations about getting children ready for school with a focus on our First Nations families. As part of our commitment to supporting our staff to provide excellent services, we have implemented the EIF Supervisors Community of Practice to provide an opportunity to meet monthly to integrate best practice in supervision, to strengthen supervisory capabilities, and to provide peer support to each other in relation to their EIF supervisory role. The groups have been led and facilitated by the EIF Professional Lead, leveraging extensive experience as a clinical supervisor. Feedback from the EIF supervisors from the Community of Practice meetings has included: • “I appreciate the tangible actions to improve my supervision skills” • “Great to get ideas for goal setting in supervision” • “Every time I attend this meeting, I learn a new strategy that supports me to learn and grow as a supervisor.” • “I really appreciate the different perspectives Early Intervention Facilitator (EIF) Supervisors’ Community of Practice

Telepractice case study - Lilly finds her voice Four-year-old Lilly lives 90 minutes’ drive from a remote rural town. Her parents and kindy referred her to BUSHkids for support with anxiety, presenting as Selective Mutism. Lilly would often feel stressed in unfamiliar social situations and enter ‘fight/flight/ freeze’ mode, going into shut-down around new unfamiliar environments and people. A confident chatterbox in her safe and comfortable home environment, her brain and body would react like this, even though she knewwhat she wanted to do.

Lilly and her parents engaged in telepractice sessions with a BUSHkids Psychologist and Speech Pathologist to support her anxiety management skills, her speech sound development, and ability to use her words with her teachers and peers at kindy. Lilly quickly became comfortable to talk during sessions as she had so much fun with the telepractice activities! Her mother and kindy teachers also had a telepractice meeting with our Psychologist, to work together on strategies to use at kindy. Lilly, her parents and teachers, learned tools she can use to feel less anxious and more confident – such as deep ‘hot chocolate’ breathing; ‘catching Panicosaurus’ and using helpful brave thoughts – and help create opportunities for new experiences and ‘confidence challenges’ such as ‘sliding in’ sessions at kindy. As Lilly slowly builds up trust and confidence that the environment and people are safe, and using the techniques she has learned in sessions, she is able to be more confident in her environment and thus open up more and start to talk in small groups.

Lilly is demonstrating the ability to use her tools and feels proud when she does so. She enjoyed collecting examples of all the times she has been brave and confident on her “New Things Tree”, to celebrate her successes. She has also made great progress with her speech sounds, thanks to the engaging activities, and to her mum feeling confident to encourage fun practice at home: “Lilly has come so far. Thank you very much for the skills you have given me as well, they have helped massively. She likes her hot chocolate deep breathing; she tells me when I need to do it!” Lilly became increasingly confident during therapy sessions, for example quickly feeling comfortable with new people (such as Psychology students), giving a singing performance; and ‘zipping her mother’s lips’ so Lilly could be the one to talk! After ten sessions, Lilly is using her words with certain peers and teachers at kindy, is more comfortable, relaxed, and able to have fun. She is also starting to use some words with new people such as parents of friends, at the library, and karate. The family is feeling ready for the next challenge, starting Prep next year!

and thoughts that other supervisors bring to this group, and I always have something new to take away.”

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