Susan works collaboratively with families, structuring her sessions to ensure that both the parent and child are heard and included in the process of change.

Susan is also able to provide sessions in the home environment, working together to support the entire family unit.

Susan has completed a 3 day training course on ‘Good Enough Parenting’ (GEP). GEP combines principles from schema therapy with the latest research. This helps parents to understand core emotional needs, and why meeting these needs is fundamental for the optimal psychosocial development of their children. Throughout this program, parents gain awareness of their own dynamics with their children, learning how to avoid exasperating interactions, and how to build nurturing interactions. Susan has modified this program for children who have additional needs and uses the principles of GEP when supporting parent/child relationships.

Susan believes in supporting the ‘whole’ person and works together with Speech Therapists, Occupational Therapists and Psychologists, to ensure the client’s team are working together to meet the goals set in the client’s NDIS plan. Susan writes communication and social skills SMART (specific, measured, achievable, realistic, timed) goals that can be implemented by parents/ carers, therapists and support workers across settings, to ensure consistency in different environments whilst also ensuring best practices for her clients. Susan also works closely with a team of psychologists at ALLGOOD professional centre.

Susan collaborates with schools through:

- Observations in class for students who may require individualised support; to thrive in all areas of their learning and development in the school environment. Susan also collaborates with classroom teachers, principals and school learning and support teams, to provide ongoing support for staff and students.

- Support for parents whose child has a diagnosis, and requires an Individualised Education Plan (IEP). She does this through attending IEP meetings and helping parents to advocate for their children through her knowledge of the New South Wales curriculum and education legislations.

- Providing strategies and support for structured ‘TEACCH’ methodology, which is based on the learning styles of individuals with autism, and the use of visual supports to provide meaning, promote independence, and capitalise on a student's strengths.

- Staff development training on supporting students in the school setting. She does this through her knowledge and experience of best practice, having been a lead educator in various school settings.