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Video transcipt - Managing FASD

 Clinical Psychologist Nadi Fernando says:

“Health professionals provide a crucial link for families trying to manage FASD. I think, there’s still a lot to learn about FASD and how FASD presents, and every child can be quite unique in their presentation.”

Paediatrician Associate Professor Raewyn Mutch says:

“They need a multidisciplinary team to make that understanding. So that’s not only the paediatrician or the GP but also a speech and language therapist, a clinical psychologist or neuro psychologist, an occupational therapist and sometimes even a physiotherapist.”

 Nadi Fernando says:

“Empathy is a really crucial part of the entire process. From beginning of assessment to potentially receiving a diagnosis of FASD.

A lot of the young people that come through our clinic present with trauma backgrounds or very difficult histories. So it’s really important that us as professionals have an empathic lens.” 

Clinical Psychologist Shelli Hastings says:

“It’s not rocket science it’s just connecting with the families and being present, and supportive, and letting them know that you know, you’re there to help them.

Paediatrician Professor Elizabeth Elliot says:

“A good management plan is a plan that’s developed in consult with the parents, and often the school teachers as well. What is I think important is not to bring in too many therapists at one time, and the problems to be addressed should be prioritised and taken off one by one.”

Shelli Hastings says:

“Respite I think is another really key factor in a good management plan because we know day in day out its very challenging dealing with these children.”

Nadi Fernando says:

“Do what you can to really foster and, and enhance those strengths in all, everyday situations, and really pay attention to those strengths.” 

Occupational Therapist Fiona Anderson:

“Awesome, well done

And some of those mechanisms might be visual cues, some of those mechanisms might be movement cues. Some people learn better while moving. Some people don’t do so well reading but they do better listening.”

Amanda who cares for Faith who has FASD says:

“We’ve changed our expectations of you know, a lot of children in year four can read books you know quite fluently and, or spell, or write neatly, and things like that. Um, Faith can’t do all those things like the other children but we will instead read her the story.” 

Speech Therapist Natalie Kippen says:

“For any child that we’re working with its good to get an overall understanding of them as a communicator.

Take your time when speaking and reduce distractions. Give children lots of time to think and respond. You might want to try visual supports like cue cards.”

Nurse Navigator Sue Achter says:

“When we look at the child as an individual, and look at their needs with the priority of their needs that this child feels happy, feels supported. To do that, we need to have partnerships, understanding and knowledge between the different people that are involved in their care. Which could be health, it could be education, it could be family, social or sport. Then we can build a community of care that the child will always have somebody to go to for support and so will their family and so will other professionals.”

Amanda who cares for Faith who has FASD says:

“To understand that, that this is a real condition and it is a challenge for parents not to judge the parents on how they are parenting but to support and to learn as much as they can about it to better support the parents and the child with FASD.”