Learn to Play Therapy Case Study: Online Q & A session

12:00pm – 1:30pm

 Tues 22 November

Presented by Dr Siobhan Casey

*Start and end times are in Australian Eastern Daylight Time (AEDT) Sydney, Melbourne, Hobart, Canberra, UTC+11:00

The Q & A sessions are offered to small groups of participants using Zoom interactive video conferencing. The sessions will run for 1.5 hours and have a maximum of 20 participants and a minimum of 10 participants. The maximum of 20 participants is to allow discussion, sharing and support for all participant questions.

In this session Dr Siobhan Casey (Occupational Therapist and Learn to Play trainer) will present a multiple case study of 4, 5/6 year old children participating in a Learn to Play group based model within a school setting. This case study will include discussion around the children’s ChiPPA assessments , group goals established, methods for delivering L2P and implications for classroom participation and teacher support. Following the presentation, there will be time for questions and discussion.

PRESENTER’S PROFILE – SIOBHAN CASEY

Siobhan Casey is a paediatric occupational therapist with experience in working with children, their families and teachers in a variety of settings. In 2018, Siobhan was awarded a Doctor of Philosophy from Deakin University. Her research primarily focused on understanding the developmental processes that occur for self-regulation and pretend play capacities in supporting resilience in children. Her prior research included identifying important markers and processes for change, for children with Autism participating in the Learn to Play program. Siobhan has presented on pretend play development at conferences both nationally and internationally and enjoys delivering training to a wide range of audiences interested in promoting the opportunity for pretend play development in children. Siobhan has previously worked in early intervention community settings, private practice and specialist development schools. She is currently working within a mainstream school setting, supporting the implementation of pretend play within the curriculum. Siobhan continues to research the impact of pretend play development on global developmental functioning and has further interests in researching the role of pretend play development in supporting positive health and wellbeing across the lifespan.