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Continuing Education Programme
THE AUSTRALASIAN SOCIETY FOR THE STUDY OF BRAIN IMPAIRMENT Continuing Education Program - 2013. There is a Workshop being conducted in Melbourne and Webcasts that can be streamed online so far for this year. Speakers are Suncica (Sunny) Lah, Laurie Miller, Kylie Radford, Lyn Turkstra and Erwin Montgomery. Please note: APS Members can accrue Continuing Professional Development (CPD) hours by participating in CPD activities that they determine to be relevant to their individual professional skills, learning plans and goals. These may be self-initiated. CPD activities do not need to be endorsed by the APS. Don't forget if you want to propose a workshop email Margaret or Miriam Poole and we'll see what we can do to assist  
Continuing professional development (CPD): Standards and guidelines under National Registration The Psychology Board of Australia has introduced a requirement of continuing professional development (CPD) in accordance with the Health Practitioner Regulation National Law Act 2009. Thirty hours of CPD per year are required. The first cycle started at July 1 2010 and will finish on 30 November 2011. From then on the annual cycle will be November to November the following years. Registrants are encouraged to identify their learning needs, write a CPD plan to address these needs, and keep a record of their activities. The key elements required include a minimum of 10 hours of peer consultation in individual or group format. For the remaining 20 hours, it is recommended that at least 10 hours should be 'active CPD' involving written or oral activities designed to enhance and test learning. For the detailed psychology guidelines see http://www.psychologyboard.gov.au/ The Physiotherapy Board of Australia requirements are broadly similar but are less prescriptive than those of the Psychology Board. Practising physiotherapists must complete at least 20 hours of CPD per year. All learning activities which help physiotherapists maintain competence will be accepted as CPD. These include both formal and informal activities in any mix. For the detailed physiotherapy guidelines see http://www.psychologyboard.gov.au/
ASSBI Conference 2014 Fremantle WA
Working together to improve the lives of people with brain impairment
Conference Workshops to Register Click Here !
Cost Workshop 1 – full day - $220 (only available if you register for the conference) 25 spots only available 2 half day workshops - $220 ($170 for students) 1 half day workshop - $130
Workshop 1 – full day Connections: exploring environmental influences on people with abi A/Prof Dianne Smith This workshop will specifically look at the relationship between the physical environment and people with brain injury. Although often understood as simple a setting or backdrop to care, participants will be encouraged to explore the holistic integration of environmental elements in relation to how staff undertake their supportive roles, as well as how the person with ABI experiences their place in the world--and how this may change during rehabilitation. Participants are encouraged to consider residences and public facilities that could serve as examples to discuss. The workshop will consist of a series of activities interwoven with support material and discussion. Workshop 2 – half day morning Social outcomes in acquired brain injuries of childhood: From brain to behavior Yeates, Keith Owen1,2 1Department of Pediatrics, The Ohio State University 2Center for Biobehavioral Health, The Research Institute at Nationwide Children’s Hospital Surprisingly little is known about the nature, extent, basis, and consequences of the social problems associated with acquired brain injury (ABI) in childhood, despite the significant long-term implications of social development for children’s functioning at home, in school, and in the community. This workshop will review a heuristic model of the social outcomes of childhood ABI that draws on models and methods from both social cognitive neuroscience and the study of social competence in developmental psychology/psychopathology. The model characterizes the relationships between social adjustment, peer interactions and relationships, social problem-solving and communication, social-affective and cognitive- executive processes, and their neural substrates. The model will be illustrated by current research on a variety of childhood ABI, including traumatic brain injury, stroke, and brain tumors. The workshop will consider the implications of the model and associated research for neuropsychological research and clinical practice. Workshop 3 – half day morning Missing voices: Working with Indigenous communities to explore communication difficulties after stroke and traumatic brain injury in Indigenous Australians Armstrong, Elizabeth1 and Julie Coffin1 1School of Psychology & Social Science, Edith Cowan University, Perth, Australia This workshop will explore methodologies useful for working with Indigenous people in the field of acquired brain injury for both research and clinical purposes. Qualitative methods including in- depth interviewing within a yarning framework (Bessarab & Ngandu, 2010) and the use of focus groups will be discussed, within a two way philosophical framework. This framework involves a genuine partnership between Indigenous communities and researchers/service providers where communities have active input into framing research questions, methods and in the rehabilitation framework, ultimate models of service delivery.  Long term engagement of professionals with communities is essential, with researchers/service providers working with Indigenous communities to establish trust. The workshop will include discussion of experiences gained through a number of recent studies within the field of communication disorders with Aboriginal people in Western Australia. These include experiences related to interviews with people with communication disorders and their families, consultation surrounding the development of a communication screening tool, and the recruitment and training of Aboriginal research assistants in this area Workshop 4 – half day afternoon Harnessing Neural Plasticity To Enhance Functional Outcome After Brain Injury Kleim, Jeffrey1 1School of Biological and Health Systems Engineering, Neuroscience, Arizona State University, Tempe, Arizona, USA Background and aims: Functional improvement after brain injury or disease is mediated by neuroplastic changes within residual neural tissue. These changes are driven by specific behavioural and neural signals that can be optimized through neurorehabilitation. While adjuvant therapies that enhance neural signalling systems to promote recovery are on the horizon, they have yet to be proven and accepted into standard rehabilitation therapies. Currently our best hope for advancing neurorehabilitation lies in augmenting key behavioural signals including timing, repetition, intensity, salience and difficulty of rehabilitation interventions. Method: Evidence for the role of key behavioural signals in driving experience-dependent neural plasticity will be reviewed. Examples of how rehabilitation strategies that harness these key behavioural signals can significant enhance functional outcome and induce neural plasticity will be presented. Results: Strategies for implementing rehabilitation interventions that target and maximally drive the key behavioral signals will be presented. Novel device assisted therapies that can enhance functional outcome and drive cortical plasticity will be also shown. Finally, the current and future role of genomics and regenerative medicine in neurorehabilitation will be discussed.    Conclusions:  The field of neurorehabilitation is beginning to capitalize on our understanding of neural plasticity. Advances in neuroscience are guiding the development of novel, more effective rehabilitation programs for enhancing functional outcome after brain damage. Workshop 5 – half day afternoon Rethinking goal setting in neurorehabilitation McPherson, Kathryn1 1Person Centred Research Centre, Auckland University of Technology, Auckland, New Zealand Goals and goal setting are problematic. Evidence suggests that both clinicians and clients find it a difficult and frustrating process.  For many, ‘what’ we do is governed by a belief that it is the optimum approach rather than sound evidence. For many people, their approach to goal setting is influenced by funding requirements and or used because it's just the way their service does it. Advances in research and theory offer new ways to address what seem the three core components (and potential areas of difficulty) in goal setting: a) engaging clients/patients in the goal setting process b) linking therapy activities to patient goals c) facilitating carry over and generalistion once the patient or client leaves the service The aim of this workshop is to synthesis novel evidence and theory to enhance practical goal setting for improved outcomes.  A novel approach we have developed and are currently evaluating (that specifically addresses the three components noted above) will be presented. Strategies and tools to enable integration into practice will be provided