Choosing Harmony

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Choosing Harmony Trauma Informed Mental Health Specialist. C.B.T., Somatic Embodiment and Mindfulness are some of the modalities I incorporate into our work.

Appointments available through the following link https://my.powerdiary.com/clientportal/nZhuf via Telehealth, phone or in person where available.

12/12/2025

Scope of Practice – NDIS Aligned

I provide capacity-building and specialist supports for NDIS participants whose disability impacts behaviour, emotional regulation, communication, daily living, community access, and participation across home, school, and community environments.

My work is grounded in Positive Behaviour Support, trauma-informed practice, and neurodiversity-affirming frameworks, with a strong emphasis on safety, dignity, and long-term capacity building.

1. Behaviour Support

NDIS Registration Group: 0110 – Behaviour Support

Description of Support

I deliver Specialist Behaviour Support for participants experiencing behaviours of concern that place themselves or others at risk, or significantly restrict participation and quality of life.

Supports include:

Functional Behaviour Assessment (FBA)
Identification of environmental, sensory, communication, and emotional triggers
Development, review, and implementation of Positive Behaviour Support Plans (PBSPs)
Reduction and prevention of restrictive practices
Ethical, evidence-based behaviour intervention aligned with NDIS Rules

Outcomes

Reduced frequency, intensity, and duration of behaviours of concern
Improved safety for participants, families, and staff
Increased emotional regulation and communication capacity
Improved participation in daily life and community settings

2. Improved Daily Living Skills (Capacity Building)

NDIS Registration Group: 0115 – Assistance with Daily Life Tasks in a Group or Shared Living / Capacity Building

Description of Support

I support participants to build functional independence and emotional regulation skills required for daily living, including routines, self-management, and adaptive functioning.

Supports may include:

Emotional regulation and coping strategies
Interoception and body awareness
Executive functioning support
Transition planning and routine development
Support for daily tasks where emotional or behavioural barriers are present

Outcomes

Increased independence and confidence
Improved ability to manage daily routines
Reduced reliance on crisis-driven support
Improved wellbeing and participation

3. School, Education & Environment-Based Supports

NDIS Registration Group: 0116 – Innovative Community Participation
(also linked to 0110 where behaviours of concern are present)

Description of Support

I work collaboratively with schools and education settings to support inclusion, reduce exclusionary practices, and build staff capacity to support students with complex needs.

Supports include:

School-based observation and consultation
Environmental and demand-load assessment
Development of individualised education and behaviour support strategies
Staff coaching in low-arousal and de-escalation approaches
Support for transitions, attendance, and engagement

Outcomes

Improved access to education
Reduced suspensions, exclusions, and escalations
Increased staff confidence and consistency
Improved student regulation and participation

4. Family & Parent Capacity Building

NDIS Registration Group: 0116 – Innovative Community Participation
(also linked to 0115 and 0110 where relevant)

Description of Support

I work alongside families to strengthen understanding, reduce burnout, and build sustainable support strategies within the home environment.

Supports include:

Parent coaching and education
Understanding behaviour as communication
Consistency across home, school, and community
Reducing carer stress and emotional load
Navigating NDIS systems and documentation

Outcomes

Increased parent confidence and capacity
Reduced family stress and crisis presentations
Improved family relationships and stability
Greater consistency across support environments

5. Functional Capacity Assessment & Evidence-Based Reporting

NDIS Registration Groups: 0110 / 0115 / 0116 (as applicable)

Description of Support

I complete and contribute to functional assessments and professional reports that accurately reflect a participant’s real-world needs and justify reasonable and necessary supports.

This includes:

Linking behaviour and regulation to functional impact
Translating lived experience into NDIS-aligned evidence
Supporting funding reviews, change of situation requests, and planning meetings
Ensuring reports meet NDIA legislative and policy requirements

Outcomes

Improved access to appropriate NDIS funding
Reduced risk of under-support
Clear, defensible documentation for NDIA decision-making

6. Support Worker & Team Training

NDIS Registration Group: 0117 – Development of Daily Living and Life Skills
(also linked to 0110 for behaviour support implementation)

Description of Support

I provide training, coaching, and reflective practice for support workers, educators, and teams supporting participants with complex needs.

Training focuses on:

Low-arousal practice
Trauma-informed care
Ethical behaviour support
Language that reduces escalation
Understanding behaviour, sensory needs, and regulation

Outcomes

Increased staff competence and confidence
Reduced incidents and restrictive practices
Improved consistency across teams
Safer environments for participants and staff

Practice Principles (NDIS Aligned)

All supports are delivered in line with:

NDIS Practice Standards
NDIS Code of Conduct
Restrictive Practices Rules (where applicable)
Human rights-based and trauma-informed frameworks

I work collaboratively, within scope, and alongside other professionals to ensure participant safety, dignity, and long-term capacity building.

Summary for NDIS Use

The supports I provide aim to:

Reduce behaviours of concern
Increase functional capacity and independence
Support families and carers
Improve inclusion in education and community
Prevent crisis and system escalation

I do not provide compliance-based or punitive interventions.
My focus is safety, regulation, participation, and sustainable support.
How can we support you and your family?

12/12/2025

Parents usually meet me at the end of their rope.

Not because they didn’t try.
Because they tried everything.

They come with folders. Reports. Apps. Strategies they were told would work if they just did them “properly.” They arrive apologetic, like they’re about to be graded. Like they need to prove they’re good parents before they’re allowed help.

I stop them.

I tell them the truth most systems never do:
This is hard. And it’s not because you’re doing it wrong.

I sit at kitchen tables where the same argument has played out a hundred times before breakfast. I meet parents who sleep lightly because they’re listening for footsteps, breathing, silence. Parents who love their child fiercely and are terrified of getting it wrong.

I see kids whose nervous systems are always on high alert.
And parents who’ve been living in that alertness for years.

What I do first isn’t fix behaviour.
It’s lower the pressure.

I help parents see what’s underneath the meltdowns, the shutdowns, the refusals, the explosions. I explain that behaviour is communication — not manipulation, not defiance, not bad parenting.

And I watch the relief hit.
That moment when a parent realises:
My child isn’t broken. And neither am I.

We stop asking, How do I make this stop?
And start asking, What is my child trying to tell me?

Sometimes the change is small.
Different words.
Fewer demands.
More predictability.
Permission to rest.

But those small changes create safety.
And safety changes everything.

I’ve seen homes go from walking-on-eggshells to breathing again.
Parents stop bracing for the next crisis.
Kids soften when they realise they’re no longer being pushed past what their bodies can manage.

I’ve watched parents reclaim their confidence — not because life suddenly became easy, but because someone finally stood beside them instead of judging from a distance.

I don’t promise quick fixes.
I promise understanding.

I stay when things are messy.
I translate the system when it feels impossible.
I remind parents that connection comes before compliance — every time.

And when a parent says, “I feel like I’m failing,”
I say, “No. You’re responding to something incredibly hard with love.”

That’s not failure.
That’s resilience.

If you’re a parent reading this and you’re tired — bone tired — know this:
You’re not alone.
You’re not imagining how hard this is.
And you don’t have to carry it by yourself anymore.

Sometimes the most powerful thing isn’t a new strategy.
It’s someone sitting at your table, seeing your child clearly, and saying:

I believe you.
I see them.
And we’ll figure this out together.

Let this reach the parents who need it.
They’re closer to breaking than anyone realises — and stronger than they’ve ever been told.

Address

Ararat, VIC
3377

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