making-connections-toowoomba

PEERS® for Teens Friendship Bootcamp

Tue, 28 Apr 2026 23:09:30 GMT

Friendship Weekend (June 6–7)

The PEERS® for Teens Friendship Bootcamp is a two-day, intensive version of this world-renowned, evidence-based program — designed to support teens to build real, meaningful friendships through practical, real-world strategies.

Our approach is neuroaffirming and strengths-based , focusing on helping young people understand how friendships work, develop skills, and connect with others in ways that feel authentic and comfortable for them.

Traditionally delivered over 16 weeks, this Bootcamp offers the same structured, caregiver-supported approach in a practical, accessible weekend format .

Who is this for?

This Bootcamp is ideal for:

Teens (14–18) who want to learn strategies to make and keep friendships
Those who have completed PEERS and would benefit from a refresher
Teens who can’t commit to weekly sessions
Families living regionally , who can attend a weekend format

A formal diagnosis is not required , although many participants have autism, ADHD, and/or social anxiety.

What your teen will learn

Across the weekend, we focus on the core building blocks of friendship:

Day 1

Quality friendships
Types of friends
Conversational skills
Being a good sport

Day 2

Finding sources of friends
Get-togethers
Disclosing differences

How the Bootcamp works

The Bootcamp follows the structured PEERS® approach, combining learning with supported practice.

Teens can expect:

Clear, step-by-step teaching of each skill
Video modelling to show what skills look like in real life
Role plays and guided practice
In-the-moment coaching and feedback
Take-home strategies to continue building skills beyond the weekend

Caregiver involvement (mandatory)

PEERS is a caregiver-assisted program , and this is a key part of why it works.

One caregiver attends with each teen ( included at no additional cost )
Caregivers join some sessions with their teen, and also attend breakout coaching sessions
You’ll learn how to support and reinforce skills in everyday life

This helps ensure skills don’t just stay in the room — they carry over into real-world situations .

Is this the right fit?

To get the most out of the Bootcamp, it’s important that:

You have spoken with your teen beforehand , and they are willing to attend and participate respectfully in all activities and discussions
Your teen is within the average range for language and cognition , as the program covers a significant amount of content across the two days
Your teen is able to independently manage their behaviour and emotions
Your teen can attend both full days , alongside one caregiver who is able to attend the full two days (this is a caregiver-assisted program)

It’s important that this is a good fit for both you and your teen. If you’re unsure, we’re very happy to offer a complimentary 10–15 minute phone call to talk through the program with you.

Details

Dates: Saturday 6th & Sunday 7th June 2026
Time: 10:00am – 3:30pm (both days)
Location: Making Connections Toowoomba, South Toowoomba

Cost: $575
Includes:

One teen and one caregiver (caregiver attends free)
Resource pack & visual supports
Lunch and light refreshments (both days)
All facilitation

Payment

This program is open to families with and without NDIS funding.

If you are NDIS self-managed or plan-managed , you may be able to use your funding, depending on your individual NDIS goals and plan. It is your responsibility to check your plan and confirm applicable codes and funding prior to enrolling . If you are unsure, you’re welcome to contact us to discuss commonly used codes.

Please note: Payment is the responsibility of the family. If NDIS funding does not cover, or only partially covers, the cost of the program, any remaining amount is to be paid privately.

Register or enquire

To register , please complete the form below.

PEERS® Friendship Bootcamp Ages 14–18 | June 2026 – Fill out form

Please note: If you’re new to Making Connections Toowoomba, we will most likely arrange a brief phone call prior to confirming your place. This helps ensure the Bootcamp is a good fit for your teen and your family.

If you'd prefer, you're also welcome to submit an enquiry instead and we can arrange a time for a complimentary 10-15 minute phone call.

Email: fiona@makingconnectionstoowoomba.com.au

PEERS® Research

https://teams.semel.ucla.edu/peers/research

Psychology & World Autism Awareness Month

Thu, 26 Mar 2026 09:05:26 GMT

About

Autism is a neurodevelopmental difference that influences how a person experiences communication, social interaction, sensory information, and the world around them. Because autism is a spectrum, every autistic person has their own unique strengths, interests, and support needs.

April is recognised around the world as Autism Awareness Month , an initiative established by the United Nations to increase understanding, acceptance, and inclusion for autistic individuals and their families.

It is a time to pause, learn, and reflect on how we can continue building supportive and inclusive communities.

At Making Connections Toowoomba , this is at the heart of what we do every day.

We work alongside autistic children, teens, and young adults to support not just skill development, but a deeper understanding of themselves and others. We see autism as a different way of experiencing the world – with unique strengths, perspectives, and support needs.

For many families, understanding their young person is a journey. Our role is to walk alongside that journey with practical, respectful, and strengths-based support.

The Role of Psychology at MCT

Our psychology support focuses on helping young people make sense of their world and feel more confident to be their authentic selves within it. This can include:

Understanding individual profiles
Building insight into strengths, interests, communication styles, and support needs
Emotional awareness and regulation
Supporting young people to recognise emotions and develop practical strategies to manage them
Social understanding and connection
Developing skills for interaction, perspective-taking, and building meaningful relationships
Psychoeducation
Helping young people understand their own neurodivergence in a positive and meaningful way — building self-awareness, language to describe their experiences, and a stronger sense of identity and self-acceptance
Supporting families
Providing psychoeducation and practical strategies so caregivers can better understand their young person and support them at home and in everyday life
Building confidence and independence
Supporting participation in groups, community settings, and future pathways

Moving Beyond Awareness

This April is a reminder that when we take the time to understand, we create spaces where young people feel safe to be themselves.

Every person deserves to feel seen, supported, and valued — and to connect with their world in a way that works for them.

Therapy Hangover

Sun, 08 Mar 2026 23:25:49 GMT

Why Some Children & Teens Feel Tired After Therapy

Have you ever noticed your child coming home from a counselling session feeling tired, irritable, or a bit “off” , even if they said the session went well?

Some psychologists informally refer to this as a “therapy hangover” , or more gently, post-therapy tiredness . It can happen because therapy often involves talking about emotions, reflecting on experiences, and learning new ways of coping . That kind of emotional and mental work takes energy, and the brain often continues processing the session even after it ends .

Things you might notice in your child or teen:
• Feeling unusually tired
• Irritability or emotional sensitivity
• Difficulty concentrating
• Wanting quiet time or space

For many children, these feelings pass within a few hours or by the next day . While it can feel concerning as a parent, it is often a sign that your child is engaging with the therapeutic process and processing important thoughts and emotions .

How parents can help:
�� Keep expectations low right after the session
�� Offer a snack, rest, or quiet time
�� Encourage gentle expression through drawing, talking, or play
�� Support calming activities like a short walk or quiet play

If these reactions seem intense or last longer than a day or two , it’s always helpful to check in with your child’s therapist so sessions can be paced in a way that best supports your child.

A reassuring takeaway:
Feeling a little tired or emotional after therapy doesn’t mean therapy isn’t working. In many cases, it simply means your child’s brain is continuing to process and make sense of the work they’ve done in session .

Blog by:

Darcy Goodall

Provisional Psychologist

Important Note:
The information provided about therapy hangover is general in nature and intended for educational purposes only. It is not a substitute for personalised professional advice. If you have concerns about your young person’s wellbeing, we encourage you to speak directly with your clinician. If you believe someone may be at risk or in crisis, please seek immediate support through your GP or one of the services below.

Supporting Your Young Person with ADHD

Tue, 10 Feb 2026 23:39:53 GMT

Saturday Parent Workshop – April 2026

Raising a young person with ADHD can be rewarding, exciting, exhausting, confusing, and hopeful all at once.

This two-part workshop is designed to give parents and caregivers an understanding of ADHD and the practical strategies needed to support a calmer, more successful 2026.

This workshop is open to all families in the community — you do not need to be enrolled in any Making Connections Toowoomba programs. Attendance at both the morning and afternoon session is necessary as the content is intentionally split with a shared light lunch to avoid overwhelm.

Workshop Overview

Across two interactive sessions, you will learn:

Part 1 – Understanding ADHD

What ADHD is (and isn’t)
The brain-based differences that drive behaviour
Executive functioning in the real world
How ADHD impacts emotions, follow-through, motivation, and daily routines

Part 2 – Practical Strategies That Work

Five evidence-based strategies you can use and adapt straight away
Take-home checklists and templates for home and school
Opportunities to set priorities for 2026 and reduce overwhelm

Details

Date: Saturday 18th April 2026

Schedule:

Part 1: 10am to 12pm

Light lunch: 12pm to 12.30pm (provided)

Part 2: 12.30pm to 2.30pm

Who Facilitates the Program?

Fiona Goodall
Special Education Teacher (B.Ed., MSpEd.)
Director of Making Connections Toowoomba

Fiona has worked with neurodivergent children, teens, and young adults for over two decades across schools, specialist settings, and community-based programs. She has a personal and professional interest in ADHD, and her Masters thesis focused on ADHD in the classroom. Fiona now works in the private sector, while she continues to support neurodivergent young people, families, educators, and professionals to understand ADHD through a strengths-based, practical, and neuro-affirming lens.

Why Attend?

Parents and caregivers report that after this workshop they:
✔ Recognise the importance of understanding their young person, not trying to 'fix' them

✔ Learn strategies that are simple, and usually cost-neutral

✔ Know which strategies actually work, and what are some 'non negotiables'

✔ Feel more confident supporting their young person, and affirmed with what they are already doing
✔ Feel less alone and more connected
✔ Have practical tools ready for the start of the school year

Cost :

$175 per person.

Includes: 4 hour workshop, personal workbook and lunch

Payment Policy:

Payment will issued after the workshop; however registration is confirmation that you will be attending. Workshop fees are non-refundable , except in the event that Making Connections Toowoomba cancels the session.

Please note that cancellations with less than 48 hours’ notice will be charged in full. This policy helps ensure our workshops have sufficient enrolments to run and remain viable for our small business.

Register

Click below to secure your spot.

Starting Upper High School

Wed, 21 Jan 2026 01:18:13 GMT

A Guide for Parents

Transitioning into the senior years of high school brings new academic, organisational, social and emotional demands.

Click HERE for practical checklist items help families set up routines, supports and strategies for success.

Starting Gr 7

Wed, 21 Jan 2026 01:15:09 GMT

A Guide for Parents

Starting Year 7 is a major transition — new school layout, timetable, subjects, teachers, expectations and social groups. These strategies help your child feel organised, confident and supported through the change.

Click HERE for our free parent checklist.

Starting Primary School

Wed, 21 Jan 2026 01:11:25 GMT

A Guide for Parents

Starting primary school is a big milestone. New environments, routines and social expectations can feel exciting and overwhelming all at once. The strategies below help create predictability, build independence and support emotional regulation during this transition.

Click HERE for your free checklist.

Holiday Tips for Caregivers

Fri, 19 Dec 2025 09:23:07 GMT

Holiday Tips for Neurodivergent Families

1. Lower the bar (on purpose)

This is not the time to work on big goals.
Regulation matters more than routines.
A calm child (and parent) is a win.
Everyone needs a break from the year, you and children

2. Keep a light rhythm

Predictability helps, but rigidity can add pressure.
Choose 2–3 anchor points each day:
Morning: slow start
Midday: food + downtime
Evening: familiar wind-down

3. Protect nervous systems (yours included)

Busy environments, noise, change and social demands add up.
Build in:
Breaks
Quiet time
Early exits
Leaving early (or not going at all!) is a strategy, not a failure.

4. Reduce social demands

Be discerning about catch-ups: choose the ones that recharge , not drain your battery.
Shorter visits, fewer people, or leaving early are valid supports.
There is no “right” way to connect.
Talking less, needing breaks, or communicating differently is not a problem.
Connection looks different for different nervous systems.
Opt out without guilt — capacity is reason enough.

5. Say expectations out loud

Clear language helps everyone feel safe:
“We’re staying for one hour.”
“You don’t have to hug anyone.”
“You can take a break whenever you need.”
Predictability and choice reduces shutdowns.

6. Keep familiar comforts close

Favourite foods
Familiar shows or games
Comfort items or sensory tools
These help regulate and reset, especially during change.

7. Choose regulation over tradition

You don’t need to do things “because we always do" or because others do
It’s okay to:
Skip events
Change plans
Do things differently this year

8. Support autonomy and choice

Offer choices where you can:
“Do you want to come now or in 10 minutes?”
“Do you want to join in or watch?”
Choice supports safety and cooperation.

9. You don’t need to fix anything this festive season

Skills can wait.
Therapy goals can wait.
Growth happens when nervous systems feel safe.

10. One small kindness per day (for you)

A quiet coffee
A walk alone
Saying no without explaining
Letting something go

Merry Christmas from our team to yours — may it be a season of rest, making connections, and being exactly as you are. ��

January 2026 Holiday Program

Tue, 04 Nov 2025 09:20:29 GMT

Fun Holiday Sessions for Kids & Teens — A Great Way to Check Us Out!

All sessions are small-groups, supported by our experienced facilitators, and designed with neurodivergent learners in mind.

For details, open the dropdown boxes below .
Registration form at the bottom of the page.

Finding the Way Beyond the NDIS

Tue, 02 Sep 2025 00:54:17 GMT

Your Child’s Journey Doesn’t Stop With the NDIS

Every new round of NDIS announcements seems to bring more questions than answers.

With the recent announcements about cuts, many families are now wondering: Will my child still qualify? Will our funding be cut? What does “Thriving Kids” and “foundational supports” even mean, and who will be paying for what?

Providers feel it too — confusion, uncertainty, and the pressure of not knowing what’s next. It’s not surprising there’s so much anxiety in the community.

But here’s the part you might not know…

Did you know…

Making Connections Toowoomba (MCT) already provides services that could be described as “foundational supports”?

The government is only now talking about community-based services for children and young people with low-to-moderate support needs. They’re calling them foundational supports. Things like:

Social skills groups
Social Coaching programs
Life and work readiness programs
Sensory supports
Community clubs and peer connections

At Making Connections, these have always been our bread and butter since we opened our doors over five years ago.

Did you know…

You don’t need an NDIS plan to join us?

We’ve always welcomed families with and without NDIS funding, in fact, many of our families pay for our services privately. Whether you have full NDIS funding, partial funding, or none at all, our programs are open to you. We’ve built flexible options so families don’t miss out on the support they need.

Did you know…

We already offer a tiered fee system and paced supports?

We’ve been committed from the very beginning to making our services accessible for all families. That’s why we’ve had a tiered fee structure in place for some time — not as a reaction to government cuts or media cycles, but because accessibility has always been at the heart of what we do.

We also offer paced supports , with some programs running fortnightly instead of weekly. This makes it easier for families to balance both cost and capacity, while still giving young people the chance to build skills and connection.

And importantly, this approach has meant that more and more families without NDIS funding haven't needed to wait or worry about funding — instead, they’ve been able to join our services and get the support they need, when they need it.

Did you know…

This isn’t new for us?

From day one, our priority has been to keep our services sustainable for us as a small business, while ensuring they remain affordable and grounded in evidence-based, best practice for families.

That means we won’t be limited to short-term supports that rarely create lasting change, or to shifting policies that may — or may not — reflect best practice. Instead, we aim to provide options to pay outside of the NDIS, so you can access evidence-informed services for as long as needed — without the added stress of funding uncertainty.

So while the headlines might feel overwhelming, the good news is: you don’t have to wait for clarity from Canberra. The right help is already here, with MCT, and it has been here all along.

The Power of Caregiver Partnerships

Mon, 01 Sep 2025 03:08:12 GMT

How Parent Coaching Shapes Social Success

At Making Connections Toowoomba, we know that young people thrive best when caregivers are supported and empowered. That’s why we strongly value caregiver partnerships and actively invite parents and carergivers to be part of the journey. One of the most powerful ways we do this is through parent coaching and training sessions .

Why Parent Coaching Matters

Research shows that when parents are equipped with the right tools, they become powerful change agents in their child’s social and emotional development. A study on the Parental Friendship Coaching Intervention for children with ADHD (see link below) highlights this beautifully.

The program focused on teaching parents how to coach their children in friendship skills, while also improving how parents respond to their child’s emotions (known as parental emotion socialization). The results were encouraging:

Parents learned how to guide social interactions more effectively.
Children received more consistent support in navigating friendships.
Families experienced improved communication and understanding around emotions.

In short, when parents were trained and supported, children with ADHD had better chances of developing lasting, positive peer relationships.

Our Approach at Making Connections Toowoomba

This research aligns closely with what we see every day. At Making Connections Toowoomba, we believe that caregiver involvement isn’t just helpful—it’s essential. That’s why we offer:

Parent Coaching Sessions – practical guidance tailored to your child’s unique profile.
Caregiver Training – evidence-based strategies that you can use at home, school, and in the community.
Collaborative Programs – opportunities for caregivers to learn alongside their child, fostering consistency and confidence.

The Benefits for Families

By partnering with caregivers, we see families experience:

Greater confidence in supporting social and emotional learning at home.
Reduced stress from knowing they’re not alone in navigating challenges.
Stronger parent–child relationships built on shared strategies and understanding.

Not Just for NDIS Families

Importantly, our parent coaching and training sessions are for all families who would like extra support , not just those accessing the NDIS. We know how stressful it can feel to wonder whether you’ll qualify for funding or not. That’s why we make our services available to everyone—removing barriers and focusing on what really matters: helping your child and family thrive.

Research

Friendship Is the Best Medicine

Mon, 04 Aug 2025 07:00:41 GMT

Why Friendship Skills Matter

Friendship isn’t just a social bonus—it’s a protective factor for wellbeing. In this thoughtful episode, Dr Elizabeth Laugeson, founder of the PEERS® social skills programs, explores how friendship can be explicitly taught, much like any other life skill. Her approach is strengths-based, neuroaffirming, and backed by decades of research and international success.

LISTEN HERE: Episode 41: Friendship is the Best Medicine with Dr. Elizabeth Laugeson

The PEERS® programs help children, teens, and adults learn how to initiate conversations, find ways to meet likeminded people, join group activities, navigate disagreements, and build meaningful social connections—step by step.

Key Takeaways

Friendship can be taught – not assumed.
Social coaching works best when real-world practice and caregiver support are included.
Affirming identity and supporting autonomy are central to success.

Whether your child or teen finds it tricky to make friends or you're a young adult feeling socially stuck—there are practical strategies that can help.

�� Want to Learn These Skills Locally?

At Making Connections Toowoomba , we are certified and experienced facilitators of the evidence-based PEERS® programs tailored to neurodivergent children, teens, and young adults. We run:

✔️ PEERS® for Preschoolers (ages 4–6) – Currently running as a parent-only program
✔️ PEERS® for Teens (ages 14–18) – Teens attend with caregiver support
✔️ PEERS® for Young Adults (ages 18–30) – For those seeking greater social independence, social coach attends also

Each group is small, structured, and facilitated by trained professionals who are passionate about building social confidence in a safe, respectful environment.

�� Expressions of Interest are open for 2026 – places are limited.

�� To learn more or express interest , visit www.makingconnectionstoowoomba.com.au/peers-social-skills-programs or get in touch with our team directly.

Social Coaching

makingconnectionstoowoomba@gmail.com (Fiona Goodall) — Wed, 23 Jul 2025 09:07:04 GMT

Why Naturalistic Social Coaching Works

At Making Connections Toowoomba (MCT), we understand that social development flourishes in spaces where young people feel safe, engaged, and connected. That’s why our fortnightly social coaching groups are grounded in real-world, peer-based interactions—designed specifically for neurodivergent children and teens.

This term, we’ve hit the ground running. Already, our groups have explored essential skills like self-advocacy (speaking up rather than withdrawing or masking), flexible thinking, two-way conversations, and thinking with our brain and eyes to under stand social feedback. These strategies aren’t taught in isolation—they’re practised in authentic group contexts and through playful, structured activities where participants can try, reflect, and adjust in the moment. Participants are also guided to notice their own social patterns and try new strategies—with encouragement and feedback from both peers and facilitators.

Why Naturalistic Settings Matter

While clinical settin gs can be helpful for teaching specific skills in a focused way, it’s also essential for young people to practise those social strategies in real-life contexts—wit h peers, in the moment, and with natural social feedback. Naturalistic settings also give participants the chance to practice and refine social skills in the very context where they’ll use them: with peers, in real time, and in meaningful interactions.

This approach aligns with research, a nd with what we see in our groups every week—social learning works best when it’s real, relevant, and shared with peers. Studies show that neurodivergent young people benefit most from programs that match their interests (Ko enig & Williams, 2020), are run in everyday settings with peers (Foster et al., 2021), and focus on meaningful interaction—not just instruction (Gillespie-Lynch et al., 2021). When young people feel included and understood, they’re more likely to connect and grow.

What’s in it for your child?

By supporting participants to connect in their own way—and in their own time—our social coaching programs help build real confidence, stronger friendships, and greater self-awareness. And the best part? It’s fun! Because when young people enjoy the experience, they’re more likely to stick with it—and grow.

�� Interested in social coaching for your child or teen?
Check out our 2025 program options (and stay tuned—our 2026 sessions will be released soon):
https://www.makingconnectionstoowoomba.com.au/msc

Understanding Executive Function

Thu, 26 Jun 2025 08:54:42 GMT

Empowering Neurodivergent Young Adults to Organise and Thrive

Executive function is a set of brain-based skills that help us plan, prioritise, initiate tasks, and regulate our emotions and actions. For many neurodivergent young people, these skills don’t always develop in typical ways — and that’s okay. But with the right support and strategies, they can grow stronger. At Making Connections Toowoomba (MCT), we believe that understanding and supporting executive function is key to building independence, reducing stress, and fostering success in daily life.

That’s why our Organise and Thrive program, designed specifically for neurodivergent older teens and young adults, places executive function at its core. Over eight weekly sessions, we create a supportive, inclusive space where participants learn how their brains work best — and how to set themselves up for clarity, calm, and confidence in a busy world.

Through structured, hands-on activities and real-life examples, we introduce evidence-based executive functioning tools that can be adapted for each participant’s unique needs. Through structured weekly sessions, participants learn how to:

Set up simple daily check-ins and visual supports to feel more in control
Break down big tasks into manageable steps
Identify priorities and make confident decisions
Use tools to improve focus, manage distractions, and stay on track
Design environments that support attention and productivity
Understand personal energy patterns and plan accordingly
Build momentum with low-effort strategies that encourage follow-through

We don’t just talk about strategies — we practise them, reflect on what works, and adapt them to real-world situations like study, work, home routines, and goal setting. By understanding how executive function works, young people are better equipped to notice what supports them — and what gets in their way.

Research shows that explicit teaching of executive function strategies, particularly when paired with self-reflection and practical application, can significantly improve self-management skills in neurodivergent learners (Dawson & Guare, 2018). When young adults gain a sense of agency over their day-to-day tasks, they feel more capable and empowered — both now and for the future.

Join Us in Term 3!
Our next Organise and Thrive program begins in Term 3 and runs across 8 engaging, practical sessions.

You can read more about this program by visiting our Skills page or to find out about how your young person can benefit, or to refer a client, contact us today at fiona@makingconnectionstoowoomba.com.au

Together, let’s support young people to build the skills that help them thrive — one strategy at a time.

Privacy Policy

makingconnectionstoowoomba@gmail.com (Fiona Goodall) — Mon, 26 May 2025 10:06:05 GMT

This Privacy Policy explains how Making Connections Toowoomba collects, uses, discloses, and protects your personal information when you use our website at www.makingconnectionstoowoomba.com.au .

We are committed to safeguarding your privacy and complying with the Australian Privacy Principles (APPs) outlined in the Privacy Act 1988 (Cth).

1. What Personal Information We Collect

We may collect personal information such as:

Your name
Email address
Phone number
Background information about our clients
NDIS or funding information
Details about services you enquire about or participate in
Feedback, comments, or communications
Any other information you voluntarily provide (e.g. via forms, emails, or phone)

We may also collect non-identifiable data such as browser type, IP address, and usage statistics.

2. How We Collect Your Information

We collect personal information directly from you when you:

Submit an enquiry or intake form via our website
Contact us by phone or email
Sign up for programs, events, or services
Join our mailing list or respond to a survey
Engage with us on social media

Our website may also use cookies and analytics tools to gather basic visitor data.

3. Why We Collect Your Information

We collect and use your personal information to:

Provide you with our services, programs, and supports
Communicate with you regarding bookings, enquiries, or updates
Manage billing, invoicing, and funding processes (including NDIS-related information)
Improve our services and understand community needs
Share program information, newsletters, or updates with you (you can opt out at any time)

In addition, we only collect information that is necessary to:

a) Deliver the most appropriate support for you or your young person
b) Make adjustments or accommodations where needed
c) Improve the quality and effectiveness of our services
d) Communicate with you about bookings, changes, and updates
e) Meet legal and safety obligations (e.g. mandatory reporting)
f) Manage administration, invoicing, and record-keeping

4. Third-Party Systems and Providers

We use secure, password-protected systems to manage your information. These systems are only accessed by authorised staff and align with Australian privacy laws and NDIS standards.

We also use trusted third-party platforms including:

Splose – a secure cloud-based platform used for clinical notes, scheduling, and administrative management. Splose complies with the Australian Privacy Principles and other international privacy standards (e.g. GDPR, HIPAA). For more information, please refer to Splose’s Privacy Policy .
Mailchimp – for newsletters and email communication
Xero – for invoicing and payment processing

These providers are selected for their strong privacy and security practices.

5. Access and Correction

You have the right to:

a) Access your personal information
b) Request corrections if anything is inaccurate or incomplete
c) Withdraw your consent at any time (note: this may affect our ability to provide services)
d) Request a copy of our full Privacy & Confidentiality Policy

To do so, please contact us using the details at the bottom of this page. We will respond to your request within a reasonable timeframe, typically within 30 days.

6. Cookies and Analytics

Our website may use cookies to improve functionality and gather visitor statistics through tools like Google Analytics.

You can manage or disable cookies via your browser settings.

7. Collection of Anonymous Information

We may use cookies, tracking pixels, or transparent GIF files to measure the success of our online advertising and understand how visitors interact with our website. These tools, help us identify which advertisements lead people to our site. The data collected is anonymous and used for statistical purposes only. It may include:

Your server address
Top-level domain name (e.g. .com, .gov, .au)
Date, time and duration of visit
Pages visited
Referring website
Browser type
Protocol used (e.g. HTTP, FTP)

You can disable cookies via your browser settings, though our website will still be accessible without them.

8. Use and Disclosure of Personal Information

We may disclose your personal information to:

Our team members, administrative staff, allied health professionals, and contractors involved in providing services and supports to you through Making Connections Toowoomba
Trusted third-party service providers we use for scheduling, clinical notes, invoicing, communication, or digital storage (e.g. Microsoft 365, Splose, Mailchimp, Xero)
IT providers, web hosting services, and cloud storage platforms that support our systems
Accountants, legal advisors, or professional consultants for business, compliance, or auditing purposes
Government or regulatory bodies where legally required (e.g. for mandatory reporting or NDIS compliance)
Other service providers or organisations, with your express consent (e.g. school staff, support coordinators, or allied health providers)

We will only use or disclose your personal information for the purposes it was collected unless:

You have provided permission for another use;
It is required or authorised by law;
It is necessary to perform the service agreement we have entered into with you;
It supports our legitimate operations and does not override your rights.

8.1 Use and Disclosure Relating to AI

Some of our clinical and administrative processes us e privacy-protected artificial intelligence (AI) tools to support service planning, documentation, and communication. These tools are integrated within platforms such as Splose (o ur practice management system) and Heidi Health and NovoNote (our digital therapy assistants). Features may include drafting summaries, generating reports, or assisting with therapy planning. All data remains within secure, compliant systems, and is handled in accordance with Australian privacy laws and NDIS standards.

For further details, please see:

Use of General AI Tools (e.g. OpenAI): We may also occasionally use external general AI tools, such as OpenAI (ChatGPT, CoPilot or Gemini), to assist with drafting broad content like templates, resource ideas, or communication examples. These tools are not used to process or input any personal or identifying information about clients. Their use is limited to general, non-clinical purposes and does not involve data that could identify you or your child.

You may contact us if you wish to seek clarification or withdraw your consent for the use of these integrated AI tools in handling your information.

9. Third-Party Services and Links

Our site may contain links to external websites. Please note that we are not responsible for the privacy practices or content of those third-party sites. Where third-party services operate outside Australia, we take reasonable steps to ensure your data is handled in accordance with Australian privacy standards.

9. Complaints and Enquiries

If you have any questions about this Privacy Policy, or believe we have breached your privacy, please contact us directly. We take all concerns seriously and aim to resolve them promptly. If you are not satisfied with our response, you may contact the Office of the Australian Information Commissioner (OAIC) via www.oaic.gov.au .

10. Contact Us

Making Connections Toowoomba
Email: fiona@makingconnectionstoowoomba.com.au

11. Updates to This Policy

We may update this Privacy Policy from time to time. The most recent version will always be available on our website, with the effective date listed at the top.

The Importance of Catch Ups in Making Quality Friendships

makingconnectionstoowoomba@gmail.com (Fiona Goodall) — Sun, 27 Apr 2025 07:33:45 GMT

The Importance of Catch Ups in Building Quality Friendships

At Making Connections Toowoomba (MCT), our social skills programs focus on helping young people understand the characteristics of a quality friendship. One important element we teach is the value of catching up . Friendships, like all meaningful relationships, require effort from both people – and catching up in person plays an essential role in maintaining and strengthening these connections.

Why Catch Ups Matter

Catching up gives us the opportunity to share experiences, deepen trust, and reinforce the bond between friends . It’s during these moments that friendships are nurtured, mutual interests are explored, and memories are built. For neurodivergent young people, learning the purpose and benefits of catch ups can help make social connections more intentional, rewarding and long lasting.

Understanding Individual Differences

Catch ups come with an important reminder: just as no two friendships are identical, catching up looks different for everyone. Some people enjoy catching up weekly – or even more often – while for others, the occasional catch up is enough.

It’s important to recognise that we all have different social needs and varying " social batteries. " Some young people recharge quickly and look for regular connection, while others need more time between social interactions. Pushing beyond our social limits can lead to fatigue, burnout and social avoidance, which can affect the quality of the friendship, and our ability to consolidate an emerging friendship. Making friends with people who respect our individual social thresholds helps build sustainable, quality friendships.

It’s also important to remember that the way we catch up can look different too. For some, a catch up might mean doing activities together the entire time, while for others, simply sitting near a friend, sharing space quietly, is enough to feel connected. Both are valid ways of nurturing friendships.

Catch Ups vs. Hanging Out

It’s important to distinguish between "hanging out" and "catching up." Hanging out is often more spontaneous and casual, with no set structure or time limit. It usually relies heavily on ongoing conversation without a clear shared activity, which, while enjoyable for some, can sometimes feel overwhelming or stressful for neurodivergent individuals (not all, but often).

In contrast, catching up usually has a more intentional purpose: connecting and spending time together, often through a shared activity around a common interest. Planning a catch up around something specific to do provides a natural focus for conversation and interaction, which can ease social pressure.

For those learning to build friendships, an intentional, structured catch up can often be a more comfortable and successful way to strengthen connections — especially in the early stages of a new friendship.

For catch ups to be successful, especially for young people learning these skills, it helps to have a few strategies in place:

Plan ahead – agree on a time, place, and activity and communicate this clearly
Choose an activity-based meet up – having something to do can ease social pressure (e.g. if you both like bowling, movies, or art/craft)
Set time limits – keeping catch ups short can help manage social energy and have everyone leaving wanting more
Have a backup plan – having a Plan B ensures there’s still something to do if things don’t go to plan or if someone gets bored

At Making Connections Toowoomba, we believe teaching these strategies helps young people feel more confident in making and keeping friends. If you want to learn more about how to support your child, teen, or young adult in developing meaningful friendships, explore our social skills programs:

About PEERS® Programs & Debunking the Myths

makingconnectionstoowoomba@gmail.com (Fiona Goodall) — Sun, 16 Mar 2025 01:50:39 GMT

Neuroaffirming Approach to Learning About Making & Keeping Friends

At Making Connections Toowoomba (MCT), we know that social interactions don’t always come naturally—and that’s completely okay and happens to all of us. Everyone communicates and connects in their own way. For neurodivergent children, teens, and young adults, navigating friendships, conversations, and social situations can sometimes feel overwhelming.

That’s why we offer PEERS® programs (Program for the Education and Enrichment of Relational Skills)— internationally recognised, evidence-based programs that provides practical, teachable social strategies for those who want to learn them. Importantly, PEERS® programs are delivered with a neuroaffirming approach. It is not about changing who you are; it’s about giving you some tools to connect with others in ways that feel right for you.

Debunking the Myths: Are PEERS® programs Neuroaffirming?

Some people, often those unfamiliar with the programs, may believe that PEERS® is not neuroaffirming. This is a misconception. PEERS® are strengths-based, neuroaffirming programs - in fact, to remind participants and their caregivers of this, each session starts with a 'neuroaffirming pledge'.

PEERS® programs do not aim to make neurodivergent people conform to neurotypical social norms. Instead, they provide participants with a range of strategies they can choose to use if and when they find them useful. It respects individual differences and honours the diverse ways people communicate and build relationships. Importantly, PEERS® programs align perfectly with MCT’s mission where we emphasise the acceptance of neurodiversity as a natural and valuable aspect of human diversity and don’t try to "fix" or "cure" our participants, rather:

We aim to help neurodivergent youth make connections with like-minded peers and build skills and strategies so they can interact within their world with greater comfort, connectedness, and confidence.

What is PEERS®?

PEERS® was originally developed at UCLA and is one of the most researched social skills programs worldwide. Due to over two decades of robust, longitudinal research, these are ‘evidence-based’ programs for teaching young people skills for making and keeping friends.

Unlike traditional approaches that focus on “fixing” social difficulties, PEERS® programs teach social strategies that neurodivergent people can choose to use if and when they find them helpful. It is also based on ‘gold standard’ interventions for children and teens, as caregivers also attend the program so they can learn how to socially coach their young person not only during the program but well beyond.

At Making Connections, we offer two PEERS® programs:

PEERS for Preschoolers (for children in Prep and Grade 1)
PEERS for Teens and Young Adults (14 years to 18 years)

Both programs provide a structured, supportive space to explore different ways to connect with others—especially like-minded peers who share similar interests.

What Does PEERS Teach?

PEERS® programs do not tell participants how they “should” behave. Instead, they provide clear, step-by-step guidance on:

✔️ Recognising and choosing social opportunities that align with your interests
✔️ Navigating conversations and group interactions at your own pace
✔️ Managing common social challenges (e.g., misunderstandings, disagreements)
✔️ Practicing social reciprocity in ways that feel authentic
✔️ Building and maintaining friendships with quality friends, people who appreciate you for who you are

How PEERS® Helps Different Age Groups

PEERS® for Preschoolers (Prep and Grade 1)

STARTING TERM 2

For younger children, PEERS® focuses on early play and communication strategies that help them engage with peers in ways that feel comfortable, including:

✔️ Taking turns in play and conversation
✔️ Learning how to join in with others (when they want to)
✔️ Understanding different social cues at their own pace
✔️ Managing big emotions in social settings

We are the first in Australia to deliver this program - Limited Places Available!

More information: Click HERE

PEERS® for T eens and Young Adults (14-18 years)

STARTING TERM 2

As young people grow, social expectations become more complex. PEERS® for Teens and Young Adults builds on foundational skills by focusing on:

✔️ Initiating and maintaining conversations with peers
✔️ Finding friendships based on shared interests
✔️ Understanding and using humour appropriately
✔️ Navigating social media and online communication
✔️ Managing peer conflict and handling rejection
✔️ Developing skills for romantic relationships (optional, based on participant interest)

In Term 2, we are offering a condensed, 10-week version.

More information: Click HERE

Join Us for the Next PEERS® Programs

Both PEERS® for Preschoolers and PEERS for Teens and Young Adults will be starting in the next couple of months at Making Connections Toowoomba. In fact, we are among the very first certified providers to offer PEERS® for Early Years, and we have been running PEERS® for Teens for several years.

If you would like to know if this is a good fit program for your family or you're interested in learning more or securing a place for your child or teen, visit our website or contact us for more details. We’d love to support your young person in making meaningful, lasting connections in a way that works for them!

Cyclone Alfred

makingconnectionstoowoomba@gmail.com (Fiona Goodall) — Thu, 06 Mar 2025 00:26:45 GMT

Preparing Neurodivergent Youth

As we prepare for the cyclone, we want you to know that we’re thinking of you. While much of the advice has focused on physical readiness, we understand that the uncertainty can be especially overwhelming for our neurodivergent young people and their caregivers.

In addition to following government directives, we’ve gathered a few resources (links below) that might help ease anxiety and support emotional preparedness during this time.

Preparing Children for Cyclones

Natural disaster preparation: children and teenagers with disability, autism or additional needs

Natural Disaster Resources from Autism Speaks

Preparing for a Hurricane with an Autistic Child

Using AI to write a Social Script for Your Child

We hope you find these helpful, and please, take care of yourselves and each other.

The Gift of Time

makingconnectionstoowoomba@gmail.com (Fiona Goodall) — Thu, 29 Aug 2024 23:36:39 GMT

A Message to Our School Leavers

It's that time of year when Year 12 students are nearing the end of their school journey, with only a few short weeks to go. You might be cringing every time someone asks, "So what do you want to do after school?"

To this, I say:

If you know, great. If you don't, you're just as lucky. This is an exciting time to try life on and see what fits!
Rest assured, you have time—a lifetime of it. Time is a gift.
Youth is also a gift, and you only get it once. Don’t squander it.
Be curious. Be open to opportunity.
Adulting is the long haul. Yes, grow up, but don't be in a hurry.
Be wary of advice to 'follow your passion' and 'do what you love.' It's well-meaning but misguided. A select few will have discovered their passions or talents at this early stage. For the rest, you have a lifetime to find out, and much to look forward to!
If your work or study doesn't align with your interests, that's okay. Having a passion on the side gives you an escape from work and adulting—you’ll need it.
Don't fear healthy risks . You'll either learn from them or grow. Having a go is better than the 'what ifs'.
Embrace healthy mistakes and never stop making them. They're the making of us all.
Dip your toe in safe waters while remembering who your lifeguards are.
Don’t expect to start at the top. In fact, I pity anyone who does. Instead, start from the bottom. This will give you a firm foundation of the skills you’ll need higher up the ladder. Without them, you're likely to fall, and it may be from a great height.
Choose your tech diet carefully. Embrace its wonders but don't let it rob you of experiences. Be mindful of the social media and ‘world news’ you consume. Otherwise, they will consume you.
Enjoy the restlessness and uncertainty. The fire that burns inside you is exciting. Keep it stoked with curiosity—otherwise, it might fizzle out.
Respect yourself and others. Respect this world.
Choose your people wisely, but remember that people move on. Not everyone will be ‘your people,’ and it’s okay for you to move on too.
When choosing your people, remember quality over quantity.
Don’t change to fit others—find those who are a good fit for you.

Finally, as you hang up your uniforms and enjoy (or endure) the farewells and fanfare, take a moment to stop. Breathe. Give yourself credit for getting through 13 years of school—that's no small feat, and it's exhausting. Whatever your journey through school has been, hold onto the positives and let go of the rest. School was for a time, only a fragment of your life; it doesn’t define you.

Look forward, look outward, and look up. You will grow, and you will discover who you are meant to be. Now begins the true journey of learning who you are meant to be, and although you may never fully figure it out, that’s part of the adventure. After all, how boring would it be to know everything about yourself now, with nothing left to discover?!

I wish you lives that are full—full of healthy mistakes, wonderous experiences, and people who fill your buckets. And I thank you for being the future caretakers of our planet. I am confident we are in good hands.

Image retrieved from Freepik.com

Link: https://shorturl.at/keF4O

Embracing AI

makingconnectionstoowoomba@gmail.com (Fiona Goodall) — Mon, 01 Jul 2024 07:20:01 GMT

A Gen X Perspective on Neurodivergent Support

I’ll be the first to admit, I’m a typical Gen X tech user. I grew up in an era of one TV per household and learned song lyrics by pausing and starting my cassette player. I got my first email address in 2000. It’s safe to say I’m no tech guru. Despite this, while as terrified as the next person, I am also cautiously optimistic about the surge of AI applications in our daily lives.

Personally, I’ve embraced AI to simplify life and streamline workflows. In fact, I’ve been using it for quite some time in my work with schools, particularly with assistive technology for children with learning differences. However, the recent advancements in AI are next level, and when used with discernment and for the right reasons, they have incredible potential. I'm particularly excited about how AI can make life easier and increase inclusion for neurodivergent people.

With the rise of ChatGPT and its increasing sensitivity and intuitiveness, I’m seeing incredible potential for neurodivergent children, teens and young adults – and this is just the tip of the iceberg. Here are a few real-world examples from recent weeks:

Social Anxiety: I recently worked with a teen stressed about how to decline a party invitation from a friend. They wanted to catch up but had a low social battery. We asked ChatGPT, “How can I reply to a text message asking me to a party when I like the person but don't want to go?” The response: “Hey [Name], thanks so much for the invite! I really appreciate it. I'd love to hang out another time, but unfortunately, I can't make it to the party. Let me know if you're free next week to catch up!” It was perfect and relieved the teen's anxiety.

Cooking with Constraints: Another young person with dyslexia needed a dinner recipe within a budget, with specific dietary requirements. She asked ChatGPT, “Give me a dinner recipe that will cost no more than $20 Australian dollars. It must feed four people, have 30 grams of protein per person, three types of fibre, and no gluten.” The initial suggestion included quinoa, which she didn’t like. By simply saying, “I don’t like quinoa or salads,” she received a noodle stir-fry recipe that she made and loved.

Organising Study Sessions: One of our university students, getting overwhelmed with coursework and casual work and social commitments turned to ChatGPT for help organising a study schedule. They asked, “Can you help me create a study schedule that balances my classes and study time effectively?” ChatGPT responded by suggesting a structured timetable with designated study blocks for each subject, incorporating short breaks and review sessions. The student then personalised the prompt but adding exact times, dates and commitments and received a schedule they could personalise further. It wasn’t perfect but it was just the start they needed.

From understanding complex topics and navigating tricky social situations to organising study schedules, AI tools like ChatGPT can offer significant support. These examples show some of the practical and social benefits of AI, particularly for neurodivergent people, and towards making our world more inclusive.

For more positive insights and resources:

Check out this passionate educator’s website on AI and inclusivity. His work is free of charge and I suggest you sign up to his newsletter, it’s fascinating! https://theuniversalsandpit.org/
Brene Brown also conducted a great podcast recently about the positives of AI. You can search for it on Spotify.
Positive Partnerships have a whole webinar on the topic: https://shorturl.at/M3hPr
AI and Autism: https://shorturl.at/WvUfQ
AI, Neurodiversity and the workplace: https://shorturl.at/cPQkI

Since the technology is constantly emerging at an alarmingly fast rate, anyone with ideas or new discoveries for AI that can improve the outcome of others, please email me at: fiona@makingconnectionstoowoomba.com.au

PRETEND PLAY

makingconnectionstoowoomba@gmail.com (Fiona Goodall) — Fri, 24 May 2024 05:30:52 GMT

They're not 'too old'!

Researchers have found that in comparison with other generations, modern children spend more time on screens and less time outside or with other children. Similarly, they tend to ‘down tools’ on pretend play and are exposed to adult concepts and the complexity of world issues earlier than previous generations. This has caused many of us to think that our children are ‘too old’ for pretend play, aren’t interested or have grown out of it, yet nothing could be further from the truth. Give them a few household items, and if necessary, help set the scene and play with them, you’ll be pleasantly surprised just how much they nag you to ‘do it again!’… and again and again and again!

With that said, pretend play, where children engage in make-believe scenarios, is more than just a fun activity; it is a critical component of their development. Children explore different roles and situations, helping them understand the world around them and develop essential social, emotional, physical and cognitive skills. This imaginative play allows children to practice problem-solving, develop language skills, and develop their creativity and problem-solving. For instance, when a child pretends to be a vet, chef or a teacher, they are not only mimicking adults but also learning about social roles and responsibilities. This type of play fosters flexibility in thinking, as children navigate various scenarios and adapt their behaviour accordingly.

Moreover, pretend play plays a significant role in social and emotional development. When children engage in group make-believe activities, they learn to cooperate, share roles and items, take turn, negotiate, and resolve conflicts with their peers. This interaction helps them develop social cognition as they consider others' perspectives and feelings. Additionally, pretend play provides a safe environment for children to express their emotions and work through fears or anxieties. For example, a child who has experienced a visit to the doctor might reenact the scenario to process their feelings and gain a sense of control.

Pretend play is also instrumental in nurturing five key social-emotional skills: social awareness, self-awareness, self-management, responsible decision-making, and relationship skills. Through imaginative scenarios, children develop social awareness by recognising and responding to the emotions and perspectives of others, which is important to build empathy. Self-awareness is developed as children reflect on their own feelings and actions within the play context, gaining a deeper understanding of their identity and emotions. Self-management skills are cultivated as children learn to regulate their emotions and behaviours to fit the roles and rules of their make-believe worlds. Responsible decision-making is practiced when children navigate the consequences of their choices within their imaginative scenarios, even building critical thinking and ethical considerations. Lastly, relationship skills are honed as children engage with peers, negotiate roles, share ideas, and resolve conflicts, laying the groundwork for positive social interactions and teamwork. Through pretend play, children not only entertain themselves but also build a strong foundation for their social and emotional development, which are essential skills needed to make and keep friends, not only as children, but in life beyond.

Back to School

makingconnectionstoowoomba@gmail.com (Fiona Goodall) — Thu, 11 Apr 2024 04:24:42 GMT

Tips for Success

For better or for worse, it’s time to start thinking about heading back to school. For some this can be exiting, for others, the safety of home and a long break can make the transition back to school stressful or daunting. Therefore, it's important to think of ways you make the transition back to school as smooth as possible. Here are a few tips.

Review the ROUTINE and remember to visualise it (e.g. checklists, whiteboards, schedules and calendars etc.). Avoid reminding your young person of the routine on the first day of school. Now is the time to review it and iron out any issues. You also have time to practise and forewarn of changes to routine (e.g. catching a bus, after school care, different person doing drop offs or pick ups).

SOCIAL STORIES OR SOCIAL SCRIPTS

Even though your young person may have finished last term knowing the lay of the land, don’t assume they will simply pick up where they left off. Social stories are great to reinforce and remind young people of certain skills, rules or routines and equip them with ‘what-to-do’ strategies BEFORE something goes awry.

Social scrips are equally as great, yet may be more appropriate for older children and teens. Click here to visit the Universal Sandpit. It’s a fantastic website created by a Special Education Teacher who shows how to use AI to create free social scripts (check out their other applications while you’re there).

Consider sending the teacher a SNAPSHOT OF YOUR CHILD or a HOLIDAY UPDATE. This can include a reminder of your child’s strengths, challenges, and strategies that might help. They might have discovered new interests over the holidays or have done something that can help their teacher/s create rapport, from the first day back.

The snapshot could be a letter to the teacher from your child, or a one-page document such as: '10 Things About Me'. Involve your child - get their input. Keep it to one page! High school students might like to send an email to their Mentor or PCG teacher telling them about their holiday or asking questions about the upcoming term. This Planning Tool from Positive Partnerships is an excellent resource to get you started.

The WALK THROUGH

A casual walk through can familiarise and reconnect your child with school. Weekends are a good time to do this, particularly when the school is quiet and you are not rushed. You could even bring the iPad or smartphone and take a videos or photos of the main areas of the school so your child can remember where they can go for different activities or lessons, choices for playtime, or rooms they can find when they are feeling anxious.

TOP UP AND REVIEW BOOKS, EQUIPMENT AND STATIONARY

Check with your child and make sure their essentials are stocked up. You might even like to create an ‘essentials’ pencil case or satchel which has the basics they need every day, for all lessons (e.g. pens, pencils, diary). This is also a good opportunity to speak with your child and review the effectiveness of organisation systems you might have put in place at the beginning of the year. Sometimes parents and teachers can be completely unaware that their best-laid plans have gone by the wayside, or that the young person has worked out their own system that might be working even better. Review and reset is essential!

Note for Year 7 students - Just because they've already done a term at school, doesn't mean they are now pros at high school! Many students in early high school are still struggling with the new academic load, the timetable (which may already have changed from last term), the amount of books, assignments etc. This is the time to chat with them about this and talk to the school if they're overwhlemed.

UNIFORMS

Same goes for uniforms. Check that you have everything (if they’re anything like my children, it is likely that your young person has lost at least one item such as a hat!). This is also a great opportunity to chat with your young person about uniforms that could be causing sensory challenges (e.g. scratchy socks), or difficulties with organisation (e.g. they’re anxious because the change for swimming always makes them late to the next class). If there are issues, don’t be afraid to email the teacher to work out a manageable solution (e.g. maybe your child gets out of the pool 5 minutes early so they have time to get dressed after swimming).

'WHAT-TO-DO CHATS'

If your child is anxious, allow them to express their concerns without jumping in to provide a solution. Together, try to problem solve some 'what to do' scenarios. Ensure your child knows their safe person and safe place from Day 1 of term. Don't be afraid to communicate any concerns with school - if you don't tell them, they may not know and therefore, can't help.

PRACTISE if needed

Whatever your child/teens needs to practise, this is the time to do it. Some children might need practise opening/closing their lunch box or using zips, others packing their bags or getting dressed, while high school students might need practise using their locker combination, setting up their diary or calendar or opening files on their laptop. Whatever needs practising, now is the time!

FRIENDSHIPS - SOCIAL CONNECTIONS
Talk about who your child already knows. Remember, many social issues occur during transition times, morning tea or lunch time. Discuss what your child can do during unstructured times (e.g. morning tea and lunch). Are there clubs they can join? Are there open classrooms at lunch such as the Learning Support Department, Music Room or Library? What games might the other children be playing? Do they need practise playing these games (e.g. handball)?

Note: If your child has had difficulties with teasing and bullying, now is the time to talk about strategies, and involve the school. You want them (and you) to start the new term with a plan so it doesn't keep happening.

COPING/CALMING STRATEGIES

Do you need to pack fiddle or sensory tools? Does your child need headphones or air pods or Loop ear plugs? Do they have one or two 'go to' strategies to use when feeling overwhelmed? Do they know their safe space or safe person at school? Remember to ask your child what works for them.

TAKE CARE OF YOU!

OK, now you've prepared your child or teen, what about you? Get out your phone and set a reminder for a specific day/time to do something you enjoy - whether it's a cuppa on your own or with a friend, going for a walk or having a hot bath when the kids are at school - set an intention to do it, you deserve it!

The Power of Play & Catch Ups

makingconnectionstoowoomba@gmail.com (Fiona Goodall) — Mon, 25 Mar 2024 01:18:27 GMT

The Crucial Role of Play and Catch-Ups in Developing Social Skills

Imagine learning to read without being regularly exposed to letters, sounds, or texts. It would be nearly impossible to develop reading skills without these experiences. Similarly, without exposure to play and social interactions, children and teens may struggle to develop or maintain the foundation skills they need to engage effectively with others, and to build friendships.

This is because social skills are not innate, nor are they easy; they are learned and developed over time. Just like any other skill, developing skills for successful social interactions requires practice, exposure, and guidance. This is where play and catch-ups play a pivotal role in social development, providing children and teens with essential opportunities to learn how to communicate, cooperate, negotiate, share interests, and navigate social situations with their peers.

As children grow, so do their play and social interactions. From childhood playground games, playdates and structured activities to unstructured hangouts in adolescence, the complexity of social interactions increases. Each stage provides new challenges and learning opportunities, helping children and teens build their social skills over time.

It's no surprise that for children who are socially confident and enjoy playing and socialising tend to have more opportunities to practice their social skills. Consequently, this frequent practice makes socialising easier over time. On the other hand, children with social challenges or social anxiety may have fewer successful interactions or may even avoid socialising altogether. This lack of practice in real-life social contexts can make socialising more difficult for them. Therefore, for children and teens facing social challenges or anxiety, play and catch-ups are even more crucial to help them learn and practice these skills.

Therefore, it’s important to prioritise play and social catch-ups in your child's or teen’s schedule, as they are essential opportunities for building social and communication skills. However, it's also important to be mindful of not overdoing it and taking measures to ensure the catch ups are manageable, with like-minded people, and therefore, successful. Also keep in mind that socialising can be exhausting for many people, so finding a balance and avoiding burnout is key.

See suggestions for arranging a successful get-together HERE.

Some benefits of social catch ups and play:

Teaches cooperation, negotiation, teamwork and conflict resolution in realistic contexts.
Helps with flexible thinking and behaviour and dealing with unwanted outcomes.
A well planned, supported play/catch up provides a safe space for experimenting with language and communication and to share common interests.
A well planned and supported catch up helps to find potential sources of friends, and consolidate existing friendships.
Through role-playing (from make-believe play to more complex tabletop role-playing games) children and teens develop social cognition, empathy and build emotional intelligence by stepping into different perspectives.
Helps build understanding of social norms and rules, while also teaching reciprocity, respect and boundaries.
Builds social connections, helps to make good quality friendships, safeguards against feelings of depression and isolation and builds overall well-being.
It's fun (when it's planned and organised well)!

Mindful Parenting

makingconnectionstoowoomba@gmail.com (Fiona Goodall) — Fri, 27 Oct 2023 03:50:31 GMT

Slow Down & Enjoy Parenting More

Let's be honest, parenting is hard. To make it even harder, the parenting 'experts', despite their best efforts, tend to leave us feeling not enough or simply overwhelmed. This article from the Child Mind Institute encourages us to use Mindfulness to make peace with our imperfections, which in turn, can help us enjoy parenting more and positively influence our children and family dynamics.

Click here to access the article.

Findings from the article in support of Mindful Parenting include:

Mindfulness practices help parents reduce stress and anxiety through techniques like breathing exercises and guided meditations.
Slowing down and being present in the moment improves family dynamics.
Mindfulness is especially beneficial for parents of children with special needs like ASD and ADHD, providing better perspectives and strategies for daily routines.
Parents' mindfulness reduces stress for children who often mirror their parents' stress levels.
Mindfulness enhances the understanding of children's behaviour and communication within the family.
Managing parental stress is crucial, as it is a major source of childhood and adolescent stress.
Embracing imperfections and ending perfectionism sets a positive example for children and fosters security.
Calm responses in stressful situations positively impact the brain, benefiting both parents and children.
Mindful parenting allows for adaptability, with small adjustments making a significant impact, while paying full attention to children with openness and compassion proves to be effective.

If you're interested in learning more, check out our 4-week Peaceful Parents Program.

Tabletop Role Playing Games for Building Social Skills

Mon, 03 Apr 2023 08:49:01 GMT

How far they have travelled, the inaugural Making Connections Dungeons and Dragons group. At the beginning of this adventure into the Dungeons and Dragons game, the five boys did not know each other, the game or the social conventions and nuances that combine to make role-playing games such a popular social activity for so many in the world.

One year later and after four adventures with one over-arching story it is clear for me to see just what a fantastic vehicle role-playing table-top games can be for young people. Shy boys in the group now speak up, make jokes, bring snacks to share and engage comfortably - these are the very same people who started withdrawn, unsure, uneasy.

Extraverts in the group have grown to now take turns, to hold back on being the first opinion out of the gate, to apologise “sorry, you go first.” They refine and sharpen their jokes, often leaving us all of us in tears of laughter each session.

For another group member, the weekly social event is more than being able to access a safe social space to be himself. Over time he has come to realise that it is his maturity and levity that brings social cohesion to the group, and just how much his peers value him and his contribution. “Oh, thank goodness you've come, we were all worried we were in deep trouble if you didn’t show today. We need you to keep us together!” came a comment from one fellow last session, with affirmative nods from others.

Before we started our “big finale” in the last session, one member of the group proposed an outing over the holidays to see the Dungeons and Dragons movie together. This invitation was met with easy and welcoming acceptance from every member of the group, eager to spend time together outside of the weekly session. I believe the get-together went ahead earlier this week and can't wait to hear from the crew when they return next term.

The shared joy of the jokes, the “ah-ha” moments as they connect the dots to the mysteries and key story points at hand and the way they have come together as a group has been nothing short of an honour for me, their DM (Dungeon Master) to witness.

by Dan Bailey

Group Facilitator & Dungeon Master

��: For those interested, here is a link to a recent report highlighting findings from a collaborative study on the potential benefits of tabletop role-playing games as tools for supporting youth social-emotional skill development.

https://www.foundry10.org/research/how-youth-can-build-social-and-emotional-skills-with-tabletop-role-playing-games

The Benefits of Pretend Play for Children with Social-Communication Difficulties

makingconnectionstoowoomba@gmail.com (Fiona Goodall) — Tue, 21 Mar 2023 23:36:09 GMT

First of all, it’s important to recognise that there are different forms of play , such as exploratory play, cause-and-effect play, toy play, constructive play, physical play and pretend play. Here we’re discussing pretend play , which is different from structured play. Pretend play is typically child-led and tends to have few rules or expectations . Pretend play can be interchangeable between dramatic play, fantasy play or make believe. Children often mimic or act out their favourite characters and scenarios, real or imagined (e.g. a teacher/classroom or Marvel Hero/epic battle). Needless to say, pretend play can prove difficult for children who have trouble with social interactions and who like predictability and rules.

For children with autism, their play might look a little different, but that does not mean it’s less. For example, they may mimic what they have seen play out in their day in a literal sense, they might organise their toys because they like the visual structure or to feel a sense of control and stability, or they might be limited to play that involves their special interest. For children with autism, their method of pretend play may be their way of processing social interactions or a coping mechanism where they escape to a safe and enjoyable world after a long day of confusing social interactions. It can also be a way to connect with other children who share similar interests and similar ways of communicating and playing. Autistic play is still very much valid and it is most likely serving a vital service in your child’s life.

However, this does not mean that children on the autism spectrum can’t and shouldn’t learn other forms of play. We know that children with autism socialise less for a range of reasons, which means they have fewer opportunities to engage in play with their peers, and consequently, less opportunities to practise social interaction skills. It is undeniable that play is essential to the social, emotional and psychological development of all children, yet is something that often eludes children on the autism spectrum. This is why supported group-based play opportunities for children on the autism spectrum are so important, including pretend play.

Pretend play is known to develop social interaction skills where children experiment with social boundaries and social communication , develop emotional skills where they are often caring for another person or character, Theory of Mind skills where the they are putting themselves in the shoes of others or getting feedback about the impact of their actions on others, and of course language skills as they describe and narrate what is happening. One interesting study where autistic adults taught play skills to autistic children also found that pretend play increased social motivation and engagement and improved peer-to-peer rapport, also known as friendship .

When young people are supported to engage in pretend play with their peers, improvements in social interaction skills are well documented. This is because children can practise and develop language and social skills in authentic contexts simply by being, playing and talking with other children. However, it’s important to remember that these social interaction skills may not come easily to neurodivergent children, so pretend play also provides opportunities for a supportive adult to provide in-situ social coaching.

If you would like some ideas to support your child’s pretend play please click these links:

https://www.hanen.org/Helpful-Info/Articles/Encouraging-Pretend-Play-in-Children-with-Autism.aspx

https://raisingchildren.net.au/autism/school-play-work/play-learning/play-asd#pretend-play-nav-title

https://www.speciallearninghouse.com/pretend-play-ideas-autism/

References

Kaufman, B. (2013). The need for pretend play in child development. https://blogs.scientificamerican.com/beautiful-minds/the-need-for-pretend-play-in-child-development/

Raising Children Network. (2023). Play and autistic children. https://raisingchildren.net.au/autism/school-play-work/play-learning/play-asd

Shireman et al. (2019). Teaching social play skills to adults and children with autism as an approach to building rapport.

https://pubmed.ncbi.nlm.nih.gov/26990643/

Sussman. F. (2013). The relationship between pretend play and theory of mind in typical children and children with asd. https://www.hanen.org/siteassets/helpful-info/articles/pretend-play.aspx

Other Funding Supports

makingconnectionstoowoomba@gmail.com (Fiona Goodall) — Wed, 01 Mar 2023 23:34:41 GMT

Did you know?

Apart from the NDIS, there are several state and federal benefits and funding support options available to support families with autistic children. Your family may be eligible for some of the below. If you know of other government schemes, please email us and we can add them to this list to share with other families.

Previously, the NDIS early childhood approach supported children younger than 7 and their families.
From 1 July 2023, the age of children supported under the early childhood approach will progressively change, to include children younger than 9. https://www.ndis.gov.au/news/9175-age-children-supported-under-ndis-early-childhood-approach-changing

Better Access to Mental Health Plan Also known as Mental Health Care Plan This plan provides (per calendar year): • 10 sessions of individual therapy with a psychologist, occupational therapist, or social worker. • 10 group sessions of therapy with a psychologist, occupational therapist, or social worker. The Better Access to Mental Health Care plan is available for anybody (Autistic individuals, parents, siblings, carers etc.). It’s for anybody who feels that their wellbeing and mental health is at risk. https://www.health.gov.au/our-work/better-access-initiative

Health Care Card – A Health Care Card is a concession card that allows holders to be bulk billed or given a discounted rate at GP’s, access to more affordable medications, assistance with hearing services and other discounted services. Families that receive a carer payment or carer allowance will automatically receive a healthcare card for their child. When your child turns 16, the card will be transferred to the child. For more information - https://www.servicesaustralia.gov.au/health-care-card

The Helping Children with Autism Access to Diagnosis and Treatment Plan (so metimes called Medicare Item 135 or Item 137). This plan provides the following: • 4 appointments for private diagnosis referred by a paediatrician or psychiatrist to a psychologist, speech pathologist, occupational therapist, audiologist, optometrist, orthoptist or physiotherapist. This is called the ‘Helping Children with Autism Increased Access to Diagnosis’ • 20 sessions with a psychologist, speech therapist, occupational therapist, audiologist, optometrist, orthoptist or physiotherapist. This is called the ‘Helping Children with Autism Treatment Plan.’ • This plan was previously only available to those under 13 years old. As of March 2023, this plan is now available for those under 25 years old. https://www1.health.gov.au/internet/main/publishing.nsf/Content/autism-children

Carer Support , Respite & Other Programs (including siblings and child/teen carers) – Carer Gateway provides free and confidential information on local carer support for parents of children with autism. If you need emergency respite care, call Carer Gateway on 1800 422 737 between 8am-5pm Monday- Friday. For more information - https://www.carergateway.gov.au/

Fee-free TAFE - The Australian Government, in partnership with all the states and territories, is delivering 180,000 Fee-Free TAFE and vocational educational places at a cost of $1 billion from 1 January to 31 December 2023. Eligibility for Fee-Free TAFE includes the following priority groups include: First Nations Australians, young people (17-24), people who are out of work or receiving income support payments, unpaid carers, women facing economic insecurity, women undertaking study in non-traditional fields, people with disability, certain categories of visa holders. Information here: www.yourcareer.gov.au/fee-free-tafe

Annual Child Disability Assistance Payment – For more information – https://www.dss.gov.au/disability-and-carers/benefits-payments

Australian Disability Parking Scheme – The Australian Disability Parking Scheme (ADPS) includes an Australian Disability Parking Permit, which is recognised nationally. It also establishes nationally consistent eligibility criteria and national minimum parking concessions to help reduce the barriers for permit holders when travelling interstate. Permits allow holders to park in disabled parking spaces as well as access concessions when paring in public parking spaces. For more information - https://www.dss.gov.au/our-responsibilities/disability-and-carers/programmes-services/for-people-with-disability/australian-disability-parking-scheme

Companion Card – A Companion Card is for people with significant and permanent disabilities who need a carer with them to participate in community-based activities and go to venues. It aims to promote a person’s right to fair ticketing and to make community access and participation more affordable. The card allows a support person free entry into participating venues and events. For more information - https://www.qld.gov.au/disability/out-and-about/subsidies-concessions-passes/companion-card

Carer Payment – Income support payment for people whose caring responsibilities prevent them from undertaking substantial paid employment. The payment is means-tested. For more information – https://www.dss.gov.au/disability-and-carers/benefits-payments

Carer Allowance – For more information – https://www.dss.gov.au/disability-and-carers/benefits-payments

Annual Carer Payment – For more information – https://www.dss.gov.au/disability-and-carers/benefits-payments

Carer Business Discount Card - The Queensland Government's Carer Business Discount Card recognises and supports carers, including approved foster and kinship carers, by providing discounts on goods and services at participating businesses throughout Queensland. Information here: https://www.qld.gov.au/community/support-for-carers/carer-card/applying-carer-card

School Transport Assistance Scheme – The Queensland Government provides assistance with school transport costs for eligible students travelling to and from school under the School Transport Assistance Scheme (STAS). STAS assistance is available for all government funded bus and ferry services (including TransLink and qConnect services).

For more information - https://stas.forms.tmr.qld.gov.au/content/forms/af/TranslinkForms/STASApplication/STASApplication

Family Energy Rebate – The Family Energy Rebate helps family households with dependent children cover the costs of their energy bills. For more information - https://www.qld.gov.au/community/cost-of-living-support/concessions/energy-concessions/cost-of-living-rebate

Assisted School Transport Scheme – For more information - https://www.qld.gov.au/transport/public/school/school-transport-assistance/school-transport-assistance-schemes

The CHANGE Project (Toowoomba) – Lots of free and low cost activities to help families and young people remain active and healthy. For more information - https://www.tr.qld.gov.au/community-business/educational/healthy-living-change-project

Increase in Child Care Subsidy (as of 10th July 2023) - For more information - https://www.education.gov.au/child-care-package/child-care-subsidy

Assistance for Isolated Children Scheme – For our Distance Education families, The Isolated Children Scheme is a group of payments for parents and carers of children who can't go to a local state school. This could be because of geographical isolation, disability or special needs. For more information - https://www.servicesaustralia.gov.au/assistance-for-isolated-children-scheme

Translink Access Pass - TransLink offers an access pass for an annual fee to people who can travel independently on Translink services but who are unable to swipe a go card. More information: https://translink.com.au/tickets-and-fares/ticket-types/disability/translink-access-pass

Taxi Subsidy Scheme & Life Payment - Subsidised taxi fares are available for people who have certain disabilities. Information here: https://www.qld.gov.au/disability/out-and-about/subsidies-concessions-passes/taxi-subsidy

Vision Impairment Travel Pass - Eligible people with vision impairment can access free travel on participating services across Australia. Information here: https://translink.com.au/tickets-and-fares/ticket-types/disability/vision-impairment-travel-pass

Travel Trainer Card - Free travel is available for registered trainers of assistance dogs while conducting training. Information here: https://translink.com.au/tickets-and-fares/ticket-types/disability/travel-trainer-card

Continence Aids Payment Scheme - A yearly payment to cover some of the cost of products that help you manage incontinence for a person with a disability over the age of 5. For more information - https://www.servicesaustralia.gov.au/continence-aids-payment-scheme

Chronic Disease Management Plan – This is available to all autism families who need to access additional services for both people with autism and their parents and/or carers. The Chronic Disease Management (formerly Enhanced Primary Care or EPC) enable GPs to plan and coordinate the health care of patients with chronic medical conditions, who require multidisciplinary team. Patients on the plan are eligible for Medicare rebates for 5 visits per calendar year to allied health services on referral from their GP. For more information - https://www1.health.gov.au/internet/main/publishing.nsf/Content/mbsprimarycare-chronicdiseasemanagement

Back to School Tips

makingconnectionstoowoomba@gmail.com (Fiona Goodall) — Tue, 17 Jan 2023 11:30:19 GMT

Stay Calm & Prepare

I have worked for over two decades in schools. In that time, I've learned that it's the little things that count when it comes to preparing our young people for the new school year. So whether your young person is starting Prep, moving schools, starting high school or coming back to the same school after the holidays, these tips are here to help everyone feel a little calmer about what lies ahead. You've got this :)

Consider sending the teacher a SNAPSHOT OF YOUR CHILD . Strengths, challenges and strategies that might help. The snapshot could be a letter to the teacher from your child, or a one-page document such as: '10 Things About Me'. Involve your child - get their input. Keep it to one page! High school students might like to send an introductory email to their Mentor or PCG teacher. This Planning Matrix from Positive Partnerships is an excellent resource to get you started. https://www.positivepartnerships.com.au/resources/practical-tools-information-sheets/planning-matrix

Consider an INFORMAL 'POP IN' (check with the teacher first). This is not a formal meeting, just a quick 5 to 10 minute 'hello' to connect with the teacher and to get familiar with the new classroom/setting. Student free days can be a good time for this. Tip: Keep it to 5-10 minutes! If you want to discuss your child at length, book a time to do this in the first few weeks of school.

The WALK THROUGH. Even if you don't get a chance to connect with the teacher, a casual walk through can familiarise and reconnect your child with school. Weekends are a good time to do this, particularly when the school is quiet and you are not rushed. You could even bring the iPad or smartphone and take a videos or photos of the main areas of the school so your child can familiarise themselves with their new setting before starting.

BOOK DROP-OFF: Book drop-off day in primary school can be exciting for some and daunting for others. Your child's teacher might be open to you and your child dropping their books off at another day or time, when it's quiet. The teacher might even be able to show your child where they'll be sitting, where to put their bag, where they can go for chill out time etc. Your teacher might be happy for you to take photos for you to insert into a social story (see below). Simply email your child's teacher to see if this is possible, there's no harm in asking!

UNIFORM SHOP: Secondary students - same thing. Although your high school child isn't dropping off books, they probably need something from the uniform shop (or you can tell them they at least need school code socks as an excuse to get them there!). Uniform shops can be as busy as book drop-off at this time of year, so consider phoning the uniform shop to ask when there is low traffic and take them in then. Again, this is a good chance to have a casual walk through the school, take photos, look at bag racks, identify safe spaces or practise using lockers.

Short conversations about what to expect and school routines can alleviate last-minute information overload. This can also ensure your child's questions don't go unanswered. You could even set up a Q&A box where your child can post questions or worries when they think of them!

Practise! Whatever your child/teens needs to practise, this is the time to do it. Some children might need practise opening/closing their lunch box or using zips, others packing their bags or getting dressed, while high school students might need practise using their locker combination, setting up their diary or calendar or opening files on their laptop. Whatever needs practising, now is the time!

Establish a ROUTINE and visualise it (e.g. checklists, whiteboards, schedules and calendars etc.). Avoid starting the routine on Day 1 of the new year. Start at least a week before school is back and get into routine. Practice makes perfect!

COUNTDOWN as the start date gets closer. Calendars, whiteboards and social stories work well. Here is a great free resource to help you prepare a simple social story about your child's school.

https://education.nsw.gov.au/teaching-and-learning/learning-from-home/teaching-at-home/early-learning-resources/a-strong-start-to-school/social-stories/starting-school-social-stories

UNIFORMS matter! Give your young person opportunities to wear the uniform around the house beforehand. This gives them a chance to get used to the new textures and sensations, and time for you to problem solve potential issues that may arise due to sensory differences. There's nothing more stressful than trying to sort out 'too tight' shoes or itchy tags minutes before you're due to leave the house on the first day of school!

'WHAT-TO-DO CHATS'. If your child is anxious, allow them to express their concerns without jumping in to provide a solution. Together, try to problem solve some 'what to do' scenarios. Ensure your child knows their safe person and safe place from Day 1.

Friendships... Talk about who your child already knows. Discuss what your child can do during unstructured times (e.g. morning tea and lunch). Are there clubs they can join? Are there open classrooms at lunch such as the Learning Support Department, Music Room or Library? What games might the other children be playing? Do they need practise playing these games (e.g. handball)?

Coping/Calming Strategies. Do you need to pack fiddle or sensory toys? Does your child need headphones? Do they have one or two 'go to' strategies to use when feeling overwhelmed? Do they know their safe space or safe person at school? Remember to ask your child what works for them.

Taking care of you . OK, now you've prepared your child or teen, what about you? Get out your phone and set a reminder for a specific day/time to do something you enjoy - whether it's a cuppa on your own or with a friend, going for a walk or having a hot bath when the kids are at school - set an intention to do it, you deserve it!

LEGO®-Based Therapy

makingconnectionstoowoomba@gmail.com (Fiona Goodall) — Tue, 17 Jan 2023 07:18:36 GMT

Making ConneXions Groups

What is LEGO-BASED THERAPY?

In short, LEGO-Based Therapy is designed to teach, coach, and promote social communication and social interaction skills in children who may have trouble with friendships or difficulties socialising with same-aged peers. We run two LEGO-Based Therapy groups, one for children Grades 2 to 4 and another for children/tweens Grades 5 to 7 .

LEGO-Based Therapy is often used with children on the autism spectrum as LEGO is a highly organised, systematic and predictable toy. Using LEGO as a therapy medium is about using the children’s common interest of LEGO as a conduit to having the confidence to develop skills they find harder, such as social communication and social imagination. This type of social skills programming can be motivating for children on the autism spectrum as it removes the unpredictable and ever-changing concepts that can occur during free play. Consequently, the predictability offered during LEGO-Based Therapy can help many children feel calmer, more regulated and more engaged during play.

LEGO-Based Therapy is referred to as a ‘play-based’ therapy method because the therapeutic benefits of play build on the natural way children learn about themselves and the social world around them. Through play-based therapy, children learn to communicate with others and express their feelings, learn a variety of ways of relating to others, modify their behaviour and develop social problem-solving skills.

Benefits of LEGO-BASED THERAPY

Research has found that facilitated group projects using LEGO can help develop and reinforce language, play, and social skills. Improved social competencies may include: use and understanding of non-verbal communication such as eye contact, facial expression, body posture and proximity; functional skills such as requesting help and clarification; joint attention; perseverance on a task, social initiation and response; sharing and turn-taking as well as collaborative problem solving, improved negotiation and compromise.

What does a session look like?

LEGO-Based Therapy is delivered in a small group context (3-6 children). The session follows a routine structure which includes:

Arrival & Welcome: Reminding children of the group rules, talking about our week, learning to listen and respond to one another, going through the session routine (visually displayed on the board).

Structured Play: The Facilitator allocates ‘jobs’ to each child. These specific roles & responsibilities are rotated during the group, every session. The ‘jobs’ are:

a. Engineer – reads from instruction booklet

b. Supplier – finds the right bricks

c. Builder – puts the bricks together

d. Director – makes sure that the team is working together and communicating

The children work together to build a model. When the sessions begin, children typically rely on the therapist to model and prompt them through the process. As children grow comfortable and become better at sharing and negotiating, the group runs with reduced adult prompting. Of course, when emotions run high, the therapist supports positive interactions and coaches strategies to help with compromise and regulation, and skills to be a good sport and a friend.

Unstructured Play: After working together to build a model, children have some time to engage in calming free LEGO play. Sometimes the facilitator will provide ideas and challenges, particularly at the beginning. Regardless of the activity, the therapist will always be playing alongside the group to provide modelling and prompts and to capitalise on in-situ social coaching opportunities.

Parent involvement: Parents or caregivers do not attend the session. However, we provide a summary report each term and are happy to speak with you about your child's progress. Parents are also welcome to pop in and have a look at what the group has been working on, after the session concludes.

Research

Andras, M. (2012). The value of LEGO® Therapy in promoting social interaction in primary-aged children with autism. Retrieved from https://hacerlobien.net/lego/Ter-010-Social-Interaction-Autism.pdf

LeGoff, D. B. (2004). Use of Lego as a therapeutic medium for improving social competence. Journal of Autism and Developmental Disorders, 34(5), 557–571. https://doi.org/10.1007/s10803-004-2550-0

https://link.springer.com/article/10.1007/s10803-004-2550-0

Legoff, D. B., & Sherman, M. (2006). Long-term outcome of social skills intervention based on interactive LEGO© play. Autism, 10(4), 317–329. https://doi.org/10.1177/1362361306064403 https://pubmed.ncbi.nlm.nih.gov/16908476/

Lindsay, S., Hounsell, K. G., & Cassiani, C. (2017). A scoping review of the role of Lego ® therapy for improving inclusion and social skills among children and youth with autism. Disability and Health Journal, 10(2), 173–182. https://doi.org/10.1016/j.dhjo.2016.10.010 https://www.sciencedirect.com/science/article/abs/pii/S1936657416301728

Owens, G., Granader, Y., Humphrey, A., & Baron-Cohen, S. (2008). LEGO ® therapy and the Social Use of language programme: An evaluation of two social skills interventions for children with high functioning autism and asperger syndrome. Journal of Autism and Developmental Disorders, 38(10), 1944–1957. https://doi.org/10.1007/s10803-008-0590-6

https://link.springer.com/article/10.1007/s10803-008-0590-6

Disclaimer: LEGO®, SERIOUS PLAY®, IMAGINOPEDIATM, the Minifigure and the Brick and Knob configurations are trademarks of the LEGO® group, which does not sponsor, authorise or endorse therapy and/or website.

The Benefits of Role Playing Games

Fri, 30 Sep 2022 07:13:55 GMT

A Day in the Life of our Teen Dungeons & Dragons Group

by Dan Bailey - AKA 'Dungeon Master'

And so there the gang were. The 5 of them in an arena, as arranged by "The Director" to see what sort of team they could be, and whether they could join the secret organisation tasked with protecting Neverwinter from evil. This is Dungeons and Dragons. We're 10 sessions along our journey. At the start of the boys' time in the Making Connections Teen Group (insert right name here Fiona), none of the boys knew each other.

Now, they stand imperilled against a group of Mocklins (i.e. mocking goblins)... and the mocklins outnumber them.

"Your turn, " I say as Dungeon Master and point to one of the boys.

He looks around the map on the large table in front of him and the positioning of various figurines.

"I take my bow and arrow and shoot at that Mocklin over there," he says, gesturing to a figure far away from his own on the map.

One of the other boys hitherto quiet in today's session sits bolt upright and plonks his snack on the table mid-mouthful.

"Wait!" he exclaims, "I have an idea! The Director is watching us fight this fight and wanted us to work together as a team right? Well, why don't you run to this one here and push him down a level to where my Barbarian is? I'll take care of the rest". He gestures enthusiastically to a series of figurines.

The initial boy looks over the move and asks me, "Can we do that?". The rest of the group look at me in anticipation.

It's a special moment to see them looking outside of their own roles to how they can connect with each other.

"Absolutely," I reply, beaming. I can see the connections firing. A series of rolls of the dice and their manoeuvre is successful. All 5 five boys cheer, and the two who worked it out even high-5 each other.

"The Director looks on from her seat high above you and it's clear she is impressed," I remark. And so am I.

Written by Dan Bailey

Special Educator and D&D Director/Dungeon Master

RESEARCH

Here are some great links if you would like to read about the benefits of building social-emotional skills through DnD and other types of role-playing games . Key findings are that role-play games benefit people with social-emotional challenges because they provide a safe and fun environment and regular opportunities for young people to practise social and emotional skills of:

- regulation

- collaboration

- planning

- perspective-taking, and

- pretend play by taking on different group roles, learning from conflicts that arose, and working together as a team.

Articles

𝗗𝗼𝗻'𝘁 𝗟𝗼𝘀𝗲 𝗦𝗶𝗴𝗵𝘁 𝗼𝗳 𝗬𝗼𝘂𝗿 𝗖𝗵𝗶𝗹𝗱 𝗪𝗶𝘁𝗵𝗶𝗻 𝘁𝗵𝗲 𝗦𝘆𝘀𝘁𝗲𝗺

makingconnectionstoowoomba@gmail.com (Fiona Goodall) — Tue, 09 Aug 2022 22:58:31 GMT

Lucy Clark, journalist and author speaks about the challenges of navigating her teens towards post-school options (4-minutes).

https://www.youtube.com/watch?v=sWv4L6GBGGU

A word of caution: Lucy is not an educator. Therefore, an understanding of the complexity of complying with curriculum requirements and the plethora of other supports our wonderful schools put in place for the education and wellbeing of their students is not reflected in this interview. Her interview is entitled 'Tackling the School System' implying a 'we-them' mentality, underestimating the many exceptional school-parent partnerships. I believe the interview should be entitled 'Don't lose sight of your child within the system'.

Regardless, Lucy makes some good points, particularly about keeping sight of who your child is outside of the ‘what do you want to be...?' conversations. She also touches on how the worth of our children is in danger of being reflected by testing and assessment results, not the whole person (both at schools and by outside agencies).

This interview is a timely reminder that there is a whole lot more to every one of us, especially our children. So let's stop thinking about the end of school as the pinnacle point in life where our kids need to know 'what they want to do' or 'who they want to be'. Let’s encourage our kids to be curious. Let us allow them to grow and be who they are meant to be. Let’s celebrate the gift of time and opportunity, both of which go on for a lifetime. Let's celebrate the diversity of our kids and life itself, and how exciting it is to not 'know what you want to be'.

Lucy’s key takeaways:

#1 School is a lot harder these days

#2 Support your teen to follow their own path

#3 It’s OK to say things aren’t going well

Tips for Holiday Get-togethers

makingconnectionstoowoomba@gmail.com (Fiona Goodall) — Sat, 18 Jun 2022 08:25:42 GMT

Holidays are upon us.. Time to consider setting up a successful get-together!

Get-togethers provide rich opportunities for young people to generalise skills they are learning in other contexts – particularly how to make and keep friends.

Yet as most caregivers well know, some get-togethers don’t always go to plan, and it can be easier to avoid them rather than deal with the fallout or embarrassment of ‘an incident’…. But, the good news is, with a little preparation and forethought the chances are, your holiday get-together could be a whole lot more successful than you anticipated. Here are a few ideas…

WHO

o Consider who your child wants to invite and review past interactions. For instance, have you noticed generally positive interactions with the other person, or is this going to be a combination that inevitably ends in conflict?

o Friends don’t always have to come from school. Sometimes they can be a connection from another setting such as a Social Group, church group, music ensemble, sporting team, or a club.

TIMING MATTERS

o Keep the get-together short and successful and plan an endpoint (e.g. maximum two hours). You want everyone to leave wanting more rather than leaving because of fatigue, arguments, or overwhelm.

o Make sure you plan the get-together at a time of day when your child will have the best chance of success. Factors such as whether your child is an early or late riser, whether they've slept well, if medication has or hasn't worn off, or if they get hungry at certain times in the day will all matter.

PLAN AN ACTIVITY-BASED GET-TOGETHER (RATHER THAN AN OPEN-ENDED ‘HANGOUT’)

o Hangouts have a heavy social and communication load. If socialising and social communication is something your child or teen struggles with, or tires of, then an open-ended catch-up could prove taxing or stressful.

Examples include: movies, park, craft lesson, pool, Kloud9, trip to the library etc.

PLANNING TIPS

o Try to ensure the activity is based on a common interest.

o Have resources at the ready or plan an outing.

Some ideas for younger children: Lego, construction, doll's house, dress-ups, Bey Blades, make a cubby house, bike riding, Nerf guns, handball, art/craft, dinosaurs or a park visit.

Some ideas for teens: board games, role play board games, cards, poker, darts, basketball, art/craft, cooking, bike riding, swimming, bush walking, geocaching, movies, shopping or mini-golf.

o What about gaming? Again, forethought and planning are key. Group face-to-face gaming can be a great way to socialise. If you choose gaming as a shared activity, set up clear expectations and make sure there’s a balance of gaming and non-gaming activities. For instance, establish first/then negotiations, time limits, and clear expectations about what they can do after the game has finished (e.g. pizza, swim, trampoline for 15 minutes before you leave).

CONTINGENCY PLAN

o Have more than one activity planned! For instance, if Lego wears thin then have the dinosaurs ready to pull out, or if the movies go well consider whether they go for Mcdonald’s afterwards.

PROVIDE CHOICE and OWNERSHIP

o Don’t forget to ask your child or teen what they’d like to do!

o They might even like to help you plan or set up. For teens, they can be involved in organising the outing (e.g. looking up movie times, choosing seats, where to eat, meeting and pick up times, texting or messaging details etc.).

PROVIDE PREDICTABILITY

o Explain where they’re going or who is coming over, when, what is likely to happen, the duration, who will be there, where they can take a break, who they can talk to if there’s a problem etc.

SAFE SPACE OR BREAK AREA

o Find out where they can take a break beforehand (not as a reactive strategy) - even if you're staying for the get-together. Ensure everyone knows this, especially your young person!

o If necessary, let your young person take a comfort bag or calming items.

Ideas for younger children: bag with sensory toy, cuddle toy, favourite books, headphones etc.

Ideas for teens: air pods, headphones, music or meditation app cued on their phone, fiddle in their pocket etc.

CLOTHING COUNTS

o Reduce sensory irritation by letting your young person decide what to wear. If you’re catching up with like-minded families, they’re unlikely to care if the kids are wearing pjs, a costume or no shoes! For teens, their choice can still be en vogue , but something they find comfortable.

With consideration, the get-together can be a way for your young person to not only practise social interaction skills, but also maintain their sense of connection and wellbeing throughout the school holidays.

Managing Social Media

makingconnectionstoowoomba@gmail.com (Fiona Goodall) — Mon, 23 May 2022 00:35:51 GMT

Getting some Headspace from Social Media

Most of use it.... Indeed, we're probably on it right now - social media! Although social media connects people in wonderful ways and can be a great tool for escapism; it can also act as a powerful magnetic force, pulling our attention away from real-world relationships, experiences and from simply sitting with the present moment.

Remembering that social media isn't all bad and is probably here to stay, here is a helpful article from Headspace with some simple strategies for dealing with that magnetic pull, and learning to be more purposefully aware of the present moment. And remember to keep it real - if you don't achieve all of these suggestions it's OK, being aware and being 'good enough' is enough too!

https://www.headspace.com/mindfulness/negative-effects-of-social-media?fbclid=IwAR0qMRlUuXjdJ4NZwb6T4wbYsKEA9E1P_ircry3eD4-Vsnt58tzgrMDQYuo

Tips for Test Taking

makingconnectionstoowoomba@gmail.com (Fiona Goodall) — Wed, 04 May 2022 02:38:17 GMT

NAPLAN & Tests.... You've got this, no matter the results.

It's that dreaded time of the year again... NAPLAN. For some, you have chosen to withdraw your child from one or more of the tests. For others, you have worked with the school to apply for special considerations on one or more tests. Then there's those who are sitting the tests, warts and all. Whatever your decision, remember this is ONE series of tests at ONE POINT IN TIME and its purpose is to inform school data - it is NOT a measure of your child's worth, in any domain. Remember too, that stress and anxiety can switch off our thinking brain. This means that for those who get anxious from tests, their true knowledge or potential may not be discovered under examination conditions. Whether your child is sitting NAPLAN next week, or might need to sit tests at other times, you might find this article from the Child Mind Institute helpful.

https://childmind.org/article/tips-for-beating-test-anxiety/?utm_medium=email&utm_source=newsletter&utm_campaign=publ_ed_nl_2022-02-01&utm_content=cta1_tips-for-beating-test-anxiety

My Dentist Trip & Your Child

makingconnectionstoowoomba@gmail.com (Fiona Goodall) — Sun, 01 May 2022 05:24:45 GMT

Say Ahhhhh!!

This week I cracked a tooth. On a jelly baby of all things. My regular dentist wasn’t available, so I reluctantly agreed to another. The change of specialist was unnerving, yet I obediently lay in the chair, folded my white knuckled hands over my chest and tried to think of whale song and rainforests. However, as my heart raced and stomach churned hopes of tranquil visualizations were drowned by thoughts of root canals and dentist drills…

Yet surprisingly, the experience wasn’t so bad after all. Why? It was a series of small yet significant measures my dentist put in place to make my experience more bearable. For instance, she used a little chock to keep my mouth open – a far cry from the usual fear of lock jaw and constant, ‘A little wider please Fiona’. She used a rubber dam to prevent water running down my throat – reducing the fear of embarrassing coughing fits and that dreaded spit vacuum. She asked me to choose the Netflix show on the overhead screen – instead of my usual guy’s deafeningly silent photos of his in-laws’ trip to Europe, on repeat (yawn fest at its best!). She even offered noise cancelling headphones so I could block out the sound of her mining equipment excavating the insides of my mouth. She counted down and softly narrated what was happening and throughout the procedure told me how long each stage would last. The day after I received a check-in text with reassurance that what I was feeling is typical but who I could contact if worried. Although I won’t be calling her for Round Two and I will be avoiding jelly babies from now on, I found the event a lot more tolerable than previous dental experiences… And, I am confident my dentist wasn’t making this up on the spot. She clearly had her bag of tricks ready and waiting.

So, what does this have to do with your child?? It’s a reminder that no matter the experience, it’s the forethought and the ‘little things’ that can make all the difference. Instead of the mouth chock, does your child need something to make their body comfortable, such as their well-worn pair of shoes or seamless socks? Instead of the mouth dam, can the task be adjusted to reduce the scary element (e.g. assistive technology instead of writing)? Similar to Netflix, can they be given some control and provided with simple choice, or provided with distraction by bringing along a personalised bag of tricks (e.g. favourite items, books or music playlist). Similar to the noise cancelling headphones, can the sensory load be reduced - anything from headphones and fiddles to purposefully choosing a time when sensory input is minimised (e.g. going to the shops outside of crowded times)? Similar to the narration, how can predictability be provided – perhaps a Google search beforehand, a step-by-step app, visual schedules or social story? Similar to my dentist communicating end points, can your young person complete tasks in small steps to reduce the load and make each stage achievable? Or during the event, can you provide time limits or use countdowns and timers? Just like my dentist’s post visit check-in text, can you speak with your child afterwards, and discuss how they felt, what strategies worked or what could be tried next time or make sure they know their safe place or safe person when they’re in a new or anxiety-provoking context?

Although the examples are endless the message is clear. Spending time and effort beforehand can empower you and your young person with a host of ‘little things’ that have potential to make a very big difference.

'Self-Regulation' vs 'Co-Regulation': A Real-Life Reflection

Wed, 23 Mar 2022 05:02:01 GMT

Recently, I had a series of exchanges that unsettled me. Whenever I interacted with this person, or thought about them, I noticed a shortening of breath, my heart palpitating and my thoughts focusing on the interactions I’d found unpleasant. I noticed feelings of worry and frustration.

As an adult, I was able to apply some ‘self-regulation’ strategies, such as noticing my internal body signals and identifying the trigger. I was able to apply mindfulness strategies and be aware in moments of uncertainty. I also used positive psychology techniques. However, I still needed co-regulating to help me through my problem. I called up a friend, we went for a long walk, and I nattered away about my issue. She didn’t give me answers or solve my problem. She was simply present, she listened, she told me how a similar thing had happened to her. My mind settled and later that night I found myself viewing the situation with greater perspective, and I was no longer upset. In essence, I was ‘regulated’.

This simple, real-life example of ‘regulation’ highlights its enduring, complex, and multi-tiered nature. Hopefully it also helps to identify how it can be unrealistic to expect children to ‘self-regulate’; particularly when grown adults (including those who explicitly teach ‘regulation’!) need co-regulating; and particularly when a child’s regulatory systems in the brain are a long way from being fully developed.

Of course, we want to aim towards our young people eventually learning ways to regulate with increasing independence, and even ‘self-regulate’ in the long term. However, it’s important to remember there are multiple steps to regulation, and that teaching and learning regulation skills together, also known as ‘co-regulating’ is OK; and in fact, vital.

If in doubt, think of your own experiences and times when you’ve needed co-regulating – not only as a child or teen, but as an adult. Most of us would be hard pressed to admit that we’re 100% ‘self-regulating’, 100% of the time. Therefore, let’s take this understanding and remember to co-regulate with our young ones as they learn to climb the steps towards ‘self-regulation’.

Starting the New Year or New Term

Wed, 23 Mar 2022 04:50:37 GMT

Preparing Families for Change

I posted these tips in the January holidays to help prepare families for the new school year. However, this information is not just for the start of the year. These are strategies to consider all year round, particularly when finishing and starting a new term.

Now that your young person has been at school, this is a great time to reflect on what is/isn’t working and even speak with the teacher so they can help you prepare your young person for a positive start to Term 2. During the holidays you might even like to use strategies such as a countdown calendar, social story or school walk through.

TIPS

Consider sending the teacher a SNAPSHOT OF YOUR CHILD .
Strengths, challenges, and strategies that might help. The snapshot could be a letter to the teacher from your child, or a one-page document such as: '10 Things About Me'. Involve your child - get their input. Keep it to one page!

Consider an INFORMAL 'POP IN' (check with the teacher first).
This is not a formal meeting, just a quick 5 to 10 minutes 'hello' to connect with the teacher and to get familiar with the new classroom. Student free days can be a good time for this.

The WALK THROUGH.
Even if you don't get a chance to connect with the teacher, a casual walk through can familiarise and reconnect your child with school.

PREPARATION is key .
Short conversations about what to expect and school routines can alleviate last-minute information overload. This can also ensure your child's questions don't go unanswered. You could even set up a Q&A box where your child can post questions or worries when they think of them!

'WHAT-TO-DO CHATS' .
If your child is anxious, allow them to express their concerns without jumping in to provide a solution. Together, try to problem solve some 'what to do' scenarios. Ensure your child knows their safe person and safe place from Day 1.

Establish a ROUTINE and visualise it (e.g. check lists, routine schedule).

Avoid starting the routine on Day 1 of the new year.
Practice makes perfect!

COUNTDOWN as the start date gets closer.
Calendars, whiteboards and social stories work well.

UNIFORMS matter!
Give your young person opportunities to wear the uniform around the house beforehand. This gives them a chance to get used to the new textures and sensations, and time for you to problem solve potential issues that may arise due to sensory differences. Nothing worse than trying to sort out 'too tight' shoes or itchy tags on the first day!