The Safe House Framework®
for Health Professionals
A Step-by-Step Guide
to Neurodiversity Affirming Practice
Autism Edition
Professional Development
Designed for allied health and medical professionals working with neurodivergent children and young people.
FAQ
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Who is the program for?
The framework is transdisciplinary, and designed to meet the needs of allied health and medical professionals working with neurodivergent young people (age 0 - 21).
The program meets the needs of participants from the following disciplines: psychology, speech pathology, occupational therapy, school-based health & wellbeing, behaviour support, medicine, dietetics, physiotherapy, counselling, mental health social work.
The program fulfils the PSYBA competency requirement for psychologists relating to neurodiversity (competency 7). -
Do I need prior knowledge or experience working with neurodivergent clients?
No prior knowledge is required.
The program is designed to meet the needs of health professionals at all stages of their career, from new graduate to seasoned clinician. -
What is the time commitment?
Level One includes 4 hours of video lessons + quizzes + case studies + a 120 page workbook.
The amount of time you spend working through the materials is up to you, however it is reasonable to anticipate an average of at least one hour of self-directed work per module (less for some modules, more for others).
Like most things in life, you will get out of the program what you put into it.
You will have access to the course materials and Connect and Learn sessions for 12 months. -
I work with adults. Will this program help me?
Absolutely. The Safe House is, first and foremost, a framework. It is designed to support health professionals working with autistic clients of any age.
While this version of the training uses case-studies that focus on children and young people, a clinician experienced in working with adults will have no trouble applying the framework.
And the case studies may give insight into your clients' childhood. -
Does this program count towards CPD hours?
Yes. This CPD activity has been approved by the APS for 8 CPD hours.
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How long do I have access?
You will have access to all program materials, and Connect and Learn sessions, for 12 months from the date of enrolment.
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How often can I attend Connect and Learn?
As often as you like!
The Connect and Learn sessions will be held monthly, and are open to participants at any stage of the program.
These sessions are an excellent resource for anyone wanting to clarify their understanding of the framework. -
Why is the program self-paced?
Self-paced delivery of learning material is the most accessible option, because it caters to the widest variety of individual differences.
It offers the flexibility to choose when, where, and for how long you learn. You have the option to slow down and review material to clarify your understanding. And you can refer back to the material at a later date if you need to.
Also, the program is designed to facilitate a paradigm shift, and that takes time! You will get the most out of the program by working through the material at your own pace, giving yourself time to process and reflect, and joining the Connect and Learn sessions to process and reflect with other participants. -
What if I need more structure to stay on track?
While self-paced delivery of learning material caters to the widest variety of individual differences, it doesn’t suit everyone. If you are someone whose motivation lags without the support of others, I get it! There is an option to connect with other participants and support each other through body doubling.
Q: What is body doubling?
A: Body doubling is working together for better productivity.
Q: Who should work with a body double?
A: Anyone who finds they're struggling to stay on task working alone! A lot of neurodivergent people find it easier to stay focused when someone else is around to keep them company.
Q: What does a body double do?
A: A body double doesn’t need to help or even say anything. It’s really just about being there - the sense accountability that comes with the presence of a body double helps the person focus and get things done.
Q: How does body doubling work for online learning?
A: You can body double on the phone, by just keeping the line open. Or on zoom, by joining a sometimes speaking, but mostly just silently being there.
Q: I think I'll try working with a body double. Where do I find someone to body double with?
A: Go to the discussion section in the Welcome module. You will find a post inviting participants to connect. And if you would like me to set up a zoom room for people to come together for support, let me know. I would be very happy to work alongside you!
Foundations
By the end of the Foundations module you will be able to:
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Describe the principles that form the foundation of the neuro-affirming approach
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Identify the problematic features of some traditional interventions for autism
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Explain how some traditional interventions are harmful for autistic kids
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List the core features of neuro-affirming practice
Floorplan
By the end of the Floorplan module you will be able to:
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Describe autism using affirming language
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Identify the experiences that often occur alongside autism
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Dispel the myths and stereotypes around autism
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Explain the role of strengths in supporting autistic children
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List the factors that play a part in autistic identity
Walls
By the end of the Walls module you will be able to:
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List the roles and responsibilities of members of an autistic child’s team
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Describe the essential qualities of a neuro-affirming practitioner
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Define what it means to be trauma-informed
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Explain the importance of a trauma-informed approach when supporting autistic clients
Window
By the end of the Window module you will be able to:
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Identify common stress behaviours in autistic children
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Explain why the term ‘challenging behaviour’ is unhelpful when used in relation to autistic kids
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Explain the role of the autonomic nervous system, and its effect on behaviour
Door
By the end of the Door module you will be able to:
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Explain how neuro-affirming care produces relational safety
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Describe, recognise, and establish relational safety
Roof
By the end of the Roof module you will be able to:
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Identify the protective systems and people in a child’s world
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Describe advocacy and self-advocacy
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Create a plan for teaching a child to self-advocate
Building a Safe House
By the end of the Building a Safe House module you will be able to:
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Identify the type of information that belongs in a support plan
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Outline the steps for constructing a support plan
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Create a support plan for a specific child using the My Safe House template
Landscape
By the end of the Landscape module you will be able to:
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Identify your sphere of influence
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Evaluate the level of knowledge and skills in your communities
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Create an advocacy action plan
Yes. This CPD activity has been approved by the APS for 8 CPD hours.
Prefer the phone?
We're a tiny team of neurodivergent humans, so we don't always have someone available to take calls. However we do have a lovely answering service who will make sure we get your message, and we will call back as soon as we can.
+61 7 3183 7366