Change for Life

03/09/2026

It's R U OK Day, and while most of our content is about your child, today we want to check in on you.

Raising a child with high support needs is a full-time role on top of everything else in life. It's okay to be tired. It's okay to not have it all together. If today's a hard one, that doesn't mean you're doing anything wrong.

So, genuinely, R U OK? If you need to talk something through, even just about how things are going at home, we're here for that conversation too, not just the therapy side.

29/08/2026

27/08/2026

First appointment, demystified"

First appointments are the part people worry about most, so let's take the mystery out of it.

You'll get a bit of paperwork beforehand, nothing complicated, just some background so your psychologist isn't starting from zero. On the day, the first session is mostly a conversation. What's going on, what's brought you in, what you're hoping to get out of it. It's not a test and there's no right way to answer.

For kids, this often looks different, more play, more observation, less sitting and talking, depending on their age. Parents are welcome to be part of that first chat.

By the end, you'll have a rough sense of what the next few sessions look like. No pressure to have it all figured out on day one, that's what the sessions after are for.

25/08/2026

How an MHCP referral works

Not sure how a Mental Health Care Plan actually works? Here's the plain version.

It starts with your GP. Book a longer appointment and let the reception team know you want to talk about a mental health plan, it needs more time than a standard visit. Your GP will talk through what's going on, and if it's appropriate, put together a Mental Health Care Plan (sometimes called a Mental Health Treatment Plan) along with a referral.

That plan gives you access to Medicare rebated sessions, an initial six, with the option of a further four after your GP reviews how things are going. The rebate brings the cost down, but it usually doesn't cover the full fee, so it's worth checking the gap payment with us before you book.

Once you've got your plan and referral, you can book straight in with us. We'll take it from there.

25/08/2026

📚✨ Book Week is here! ✨📚

24/08/2026

New research on preschooler anxiety

New Australian research just landed, and it's worth talking about. A Monash-led study following young children found almost half of the preschoolers assessed met criteria for at least one mental health condition, with anxiety the most common. The researchers themselves say to treat this with caution, it's one study, and it doesn't mean every worried three year old has a disorder.

Here's the bit that matters for parents: some anxiety at this age is completely normal. Fear of the dark, clinginess at drop off, a meltdown before a new activity, these are part of how little kids process a big world.

What we're watching for is anxiety that's sticking around, getting in the way of everyday things, or growing rather than easing with time and reassurance. That's the point where it's worth talking to someone, not because something's "wrong" with your child, but because early support makes a real difference.

If you're not sure which one you're looking at, that's exactly the kind of thing we're here to help you work out.

24/08/2026

📚✨ Celebrate Book Week at home! ✨📚
Book Week is a wonderful opportunity to celebrate children’s favourite stories, imagination and interests — and the fun doesn’t have to stop at the school gates!
In our latest blog, “How You Can Celebrate Book Week At Home,” we share simple, playful ideas to make Book Week meaningful and inclusive for every child. 💛
From creating social stories and turning favourite books into sensory play experiences, to exploring costumes, accessories and interactive books, there are lots of ways to support communication, sensory exploration, connection and choice at home.
Whether your child loves dressing up, sensory activities, favourite characters or simply enjoying a story in their own way, the most important thing is to follow their interests and let them choose how they participate.
📖 Read the full blog here: https://www.changeforlife.com.au/how-you-can-celebrate-book-week-at-home/
What’s your child’s favourite story? Let us know in the comments! 🌈

01/08/2026

🌈HOW CAN VISUAL CALENDARS SUPPORT DAILY ROUTINES?

Visual calendars are a useful visual communication tool that can support children to understand expectations and their daily routines. Using visuals alongside verbal instructions may improve communication and prevent confusion.

Many children with autism rely on predictability and structure. Using visual calendars can provide clear expectations about upcoming tasks and activities which may reduce stress and support daily routines.

1. Predictably

For many children with autism, unexpected changes and unclear expectations can be challenging. Using visual calendars can provide clear expectations about what is coming next throughout the child’s day. This can provide predictable routines and structure.

2. Strengthen Communication

Providing visuals alongside verbal instructions can enhance the child’s understanding of spoken language. Children with autism are often visual learners and may process visual information more easily than spoken words alone. By using visuals alongside verbal instructions and spoken language, this may allow the child to comprehend what is being asked of them. This can prevent confusion and frustration and supports the child’s understanding of expectations.

3. Supports Transitions

By providing clear expectations and predictability, visual calendars can support the child to transition between activities, places, and tasks during their day. Knowing what will happen next gives the child time to process and prepare for the change before it occurs. This can make transitions less overwhelming and encourage success.

4. Increase Independence

Visual calendars can provide clear steps about daily tasks and routines for the child. This can support children to remember what tasks to complete during their daily routines. The visual calendars can act as a guide that children may learn to follow on their own.

Examples of Visual Calendars

Visual calendars can be implemented in various ways to support different aspects of the child’s daily routines and activities. Please see below for some examples.

· Morning routine / After-school routine / Evening routine - a visual calendar can provide step-by-step instructions for the child to complete these daily routines.

· Daily schedule - this may include a schedule of the activities planned for the day.

· Weekly activity schedule - an overview of the weekly events and extra-curricular activities for each day of the week.

How to use a Visual Calendar

· Ensure the visual calendar is accessible to the child. You may like to place it in an area where the child can frequently view it e.g., on the fridge or on their bedroom wall. This will allow them to use the calendar as they need.

· Support the child to learn what the visuals mean by continuously referring to the calendar and pointing out what activity or task they are completing. This will support the child to associate the visual with the activity or task.

· Be consistent to support learning. By using clear visuals for each activity and using the calendar each day, this will support the child to understand the activities and tasks for each day.

It may take some time for the child to understand and learn how to respond to visual calendars. Once the child becomes familiar, visual calendars can support independence, provide predictability and allow the child to prepare for changes, and create clear expectations and instructions for the child to follow.

24/07/2026

Regulation tools are materials and strategies that can support children and adults to manage their emotions when feeling dysregulated (e.g., frustrated, stressed, overwhelmed, upset). They may help the individual feel calmer, more focused, and in control when responding to different situations and environments. Regulation tools can provide sensory input to one or more of the 5 senses (something you can feel, hear, taste, see or smell). This can provide a soothing sensory experience that supports the individual to regulate their nervous system.

1. Squishy toys
Squishy toys are a helpful tool that can support regulation. The actions of squishing and pushing on the toys may help relieve frustration, and stress. It can provide a soothing sensory experience when feeling overwhelmed.

2. Pop-its
Using pop-its can help regulate emotions. They can provide tactile sensory input that may support the child to feel more calm or focused when overstimulated. You may show the child some ways to use the pop-it, such as poking the holes to make a “pop” sound, before you offer it to them.

3. Bubbles
Bubbles can be a beneficial tool to use when feeling frustrated, upset, or stressed. They can support the child to follow deep breathing techniques, which can help them to regulate their emotions. Bubbles can also provide soothing visual input as the child can watch the bubbles float. Alternatively, the child may like to run around and chase them which can provide an opportunity for movement.

4. Stretchy string
Regulation tools such as stretchy string can support the child to manage overwhelming emotions. The motion of stretching, pulling and manipulating the strings may help the child to feel more calm, focused and in control in different situations or environments.

5. Oil timers
Oil timers can be a beneficial regulation tool. The child may like to watch the oil droplets float from the top to the bottom of the timer, which may be soothing sensory input. Additionally, the child may like to shake the timer. This action may be helpful in relieving frustration, stress and when feeling upset.

6. Pop-tubes
Using pop-tubes can be beneficial to manage overwhelming emotions. The act of pushing and pulling the pop-tubes may support the child to regulate. Additionally, feeling the bumpy texture of the pop-tubes and listening to the sounds they make when pushing and pulling may provide a soothing sensory experience.

It is beneficial to practise using these regulation tools in play, so the child can learn how to use them. You may demonstrate different actions e.g., “squish” or “stretch”, so the child may copy and learn some useful techniques they can implement when dysregulated. For more detailed information, please see the blog post “How to use regulation tools”.