Anxiety, Sensory Integration and Working Memory
Anxiety disorders are the most common of all child and adolescent mental health disorders. It is estimated that approximately 10 percent of children aged 13–18 have a diagnosable anxiety disorder.
This talk is going to focus on identifying and responding to childhood anxiety. It with try to make sense of children’s anxieties and fears from a developmental framework and explore its various manifestations as well as some ideas for intervention will be elucidated. Further exploring the relationship between working memory and anxiety, how both working memory and anxiety can affect children with reading difficulties and then discuss practical ways of supporting working memory and anxiety in children, in the classroom context. And lastly focus on the influence a child’s sensory system has on anxiety and the emotional well-being of the learner in the classroom.
SACE allocates 5 points
Bellavista SHARE is a SACE Provider: 11363**Content will be available to view for 60 days from the date of purchase.
Speakers: Natalie Solomon, Roseen Ress and Debbie Catto
Natalie Solomon is a clinical psychologist. She has been in remedial school settings and private practice for the last 16 years. Her clinical experience includes working with children, adolescents and parents.
She has a particular interest in attachment theory, trauma and interpersonal neurobiology.
Debbie Catto is both a supervising and assessing psychologist for Bellavista S.E.E.K.
She is also an Educational Psychologist in private practice with experience in assessment, play therapy and literacy support to children identified as having dyslexia.
Roseen Ress is a mother of four and a qualified Occupational Therapist with fifteen years of experience in the fields of psychiatry and remedial education.
She has been connected to Bellavista School since 2010. Her role in Bellavista has increased over the years and now extends into the school therapy setting, SEEK assessment unit, and SHARE training unit.
She strongly values the multidisciplinary team approach and partnering with parents, caregivers, and teachers to ensure carryover of therapy aims and strategies to ensure the maximum function and achievement of potential for every child.