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  • 24 Feb 2020 14:33 | SIE News (Administrator)

    A: You’re asking the right question! Helping your dentist to understand your child’s specific sensory needs should enable the clinic to make any accommodations necessary to improve the experience for your child.

    We’d recommend calling your child’s dentist, well in advance of your child’s check up, and asking to discuss how your child might react, suggesting what might help, or even organising a ‘practise visit’ where your child simply visits the clinic and is shown around to familiarise themselves with the rooms, equipment, lighting, noise, smells etc.

    You could also forward your dentist this informative article from the US-based Star Institute (written by Heather Miller-Kuhaneck, MS OTR/L BCP) to brief them on sensory defensiveness during dental visits. 

    The article describes how a sensory defensive child may react during a dental check up; eg, pulling away from or over-reacting to unanticipated touch; difficulty tolerating the overhead light; fear responses to the equipment, noises, scents and textures; over-reactive gag responses, etc.

    The article also suggests ways the parent and dentist can reduce sensitivity during the check-up: for example, by verbally telling the child what is about to happen before any action is taken; allowing the child to wear the X-ray vest during the entire appointment to provide extra weight and deep pressure; encouraging the child to brush their teeth using an electric toothbrush prior to the appointment to provide oral motor and proprioceptive input around their mouth, lips and jaw; letting the child wear their own sunglasses to reduce glare from the lights; asking all dental staff to use firm, not light tickly, touch when touching the child’s face, etc.

    You could also forward your dentist the link to this video, (also on the Star Institute website) in which Rachel S. Schneider, M.A. MHC, a mental health counselor and adult with SPD, talks about the experience of going to the dentist when you have sensory processing difficulties and the strategies that worked for her. 

  • 06 Feb 2020 12:05 | SIE News (Administrator)

    It’s a new decade and you have a new goal - to become an Advanced Practitioner in Sensory Integration! The following could be your new reality…

    • in a catch-up meeting with a colleague you confidently share a new piece of research on sensory integration, highlighting its applicability to a client but also an aspect that would need taking into account in this specific case.
    • during a session with a new client, you recognise a gap in their multidisciplinary team care plan which, if filled, would promote their ability to engage in your treatment and facilitate their independence. You’re able to argue for this additional resource, backing your case with a range of evidence.
    • you are invited to lead on a service improvement project that you’ve been keen to contribute to for ages.
    • you are asked to be an expert witness in a tribunal case.

    Becoming an Advanced Practitioner in Sensory Integration is more than ‘learning more about SI’: it’s about transforming your professional life by advancing your clinical skills within your particular setting and clinical population; enabling you to discerningly use and apply research in your day-to-day work life; and developing the confidence and ability to bring about positive change within your service. And it’s the integration of these skills that creates the Advanced Practitioner. Are you ready for the challenge?

    If you’ve already achieved SI Practitioner status by completing SI Module 3 on our practitioner pathway, then you are eligible to embark on the UK-university accredited SI Module 4: Advanced Practice. For 2020, we’ve completely rewritten this module using the NHS’s advanced clinical practice definition as our starting point:

    “It is a level of practice characterised by a high degree of autonomy and complex decision making. This is underpinned by a master’s level award or equivalent that encompasses the four pillars of clinical practice, leadership and management, education and research, with demonstration of core capabilities and area specific clinical competence. Advanced clinical practice embodies the ability to manage clinical care in partnership with individuals, families and carers. It includes the analysis and synthesis of complex problems across a range of settings, enabling innovative solutions to enhance people’s experience and improve outcomes.”

    Your learning will be focused on:

    • Clinical practice
    • Clinical application of research
    • Clinical service development

    We recognise that therapists work in a wide range of settings and diverse populations and we’ve ensured the course content and assessment is appropriate for a variety of paediatric and adult clinical populations .

    Course content (around 30 hours) is delivered online via videos from international experts, videos from SIE Advanced Practitioners, animated presentations, case study vignettes, quizzes to check your learning, and independent study tasks. There are three clinically focused assessment pieces to complete. Our Advanced Practitioner Module e-Mentors will support you throughout and you can share questions and insights with your peers in your cohort’s forum. You’ll have access to the university’s library resources and student support facilities. You can also access downloadable transcripts of the course for offline study.

    In order to continue to advance your ability to relate the theory to practice and embed your learning in real life clinical practice, you will undertake 20 hours of clinical practice supported by a Clinical Mentor. You will need to have access to at least one client who would benefit from an Ayres’ Sensory Integration approach to intervention and for whom you can offer key aspects of SI management. If you can’t access a Clinical Mentor within your workplace, we have a register of AP Clinical Mentors whom you can book.

    Successful completion of SI Module 4 conveys 20 academic credits and Advanced SI Practitioner status. You will be listed as an AP in the Association of Sensory Integration Practitioners’ Register.

    The next cohort starts in March, so you’ve just got time to book before the 23 February 2020 deadline. Find out more now and you could qualify as an Advanced Practitioner this year. Now, imagine how that would feel.

  • 04 Feb 2020 12:42 | SIE News (Administrator)

    We’re delighted to bring you this post from Emily of the 21andsensory blog. A UK-based graphic designer, Emily is in her twenties, has a diagnosis of autism and sensory processing disorder and publishes posts and podcasts on ‘daily living as a sensory-being’. Here, Emily discusses her experience of masking:

    “So what actually is masking? Masking involves trying to hide being autistic so others will accept us. It’s also referred to as camouflaging. This means we act in ways that other people will think we are ‘normal’ and to try and be accepted socially. My doodle includes a few examples of trying to mask.

    “Over the course of my life I feel I have perfected the art of masking (which isn’t necessarily a good thing). I am extremely good at with-holding my feelings and emotions, bottling them up until I get home. I would cry when I had to go to primary school each morning. Then speed forward a bit in time and I’d come home from secondary school each day very tearful. I even used to cry up in the SENCOs (special needs support) room at break and lunch times because secondary school is quite literally THE most overwhelming place I have ever had to cope in . But slowly through sixth form and university I began to build up a resilience to the world and although I still get overwhelmed I can always come home, have a bit of a sensory meltdown (and a good cry) then move on with things.

    “Socialising will always be hard for me and I think I will always cope with the world like this. But that’s okay. I have to actively remind myself that ‘normal’ isn’t real. And I think you should too. Masking is an autistic and sensory way of coping with the everyday and just trying to get by. Now that is brave. To go out in the world and just exist is a huge thing.”

    You can follow Emily on social media: @21andsensory

  • 30 Jan 2020 13:48 | SIE Support (Administrator)

    The latest issue of SensorNet is now available to download for members.

    This edition includes:

    • The SI Education Autumn Conference.  We bring all the action to you: reflections, interviews and photos.
    • The Big Interview: Featuring Dr. Shelly Lane and Dr. Anita Bundy
    • International Sensory Integration Congress 2019. We have four of the presenters from the congress contributing to this edition.
    • Practice based Feature Interview: Greek Occupational Therapist, Maria Protopapadaki, discusses sensory integration intervention on a green care farm.
    • SIE Modular Pathway: SI Module 4 launches online.
    • SIE students.  We honour the achievements of our students and hear from Hannah Garry, who reflects on completing SI Module 3.
    • Research updates. References and abstracts for recent articles related to sensory processing and neuroscience

    Remember that the easy click-on links in the magazine will put you directly in touch with the editorial team and we welcome feedback and ideas for future editions. Thank you to all our contributors for this edition.

    Kind regards,

    Gina Daly

    SensorNet Editor

  • 30 Jan 2020 13:29 | SIE Support (Administrator)

    We have received the following information about a research questionnaire from Reading University School of Psychology & Clinical Language Sciences.

    We are currently looking for parents of children with sensory processing or sensory integration difficulties and therapists to take part in an online study “Parents of children with sensory integration difficulties: what helps?” which takes around 15 minutes to complete. If you are a parent or therapist of a child with sensory integration or processing difficulties, live in the UK or Ireland and are willing to complete a survey please click on the following links:

    For parents: https://reading.onlinesurveys.ac.uk/parents-of-children-with-sensory-integration-difficulties

    For therapists: https://reading.onlinesurveys.ac.uk/therapist-experience-parents-of-children-with-sensory-int

    Please feel free to forward the link to anyone who might be interested. If you have any questions, please contact s.c.f.allen@pgr.reading.ac.uk.

    This study has received ethical approval by the PCLS School Ethics Research Committee, University of Reading, project 2019-191-FK, end date 01-01-21.


  • 28 Jan 2020 13:26 | SIE News (Administrator)

    You don’t grow out of sensory difficulties: children with sensory integration or processing difficulties grow into teens and adults with those same issues but, hopefully, plenty of tools to handle them. The teenage years can be a tricky time for individuals with sensory difficulties as they experience all the hormonal chaos of puberty on top of their sensory challenges. This can hamper their ability to self-regulate and make handling all the transitions at this time (different classes, teachers, social situations, bodily changes, etc) hard. You’re quite right to identify that your child will need support during these years.

    Individuals with sensory processing difficulties can experience emotions more intensely so it’s important to help them recognise and validate their feelings and employ appropriate calming strategies. Alice Boyes, PhD, writes that there are ten skills of emotional self-regulation that we need to learn before adulthood:

    1. Identifying which specific emotions you’re feeling.
    2. Identifying which specific emotions someone else is feeling.
    3. The ability to start and persist in pursuing goals even when you feel anxious.
    4. The ability to tolerate awkwardness.
    5. The ability to have intimate conversations rather than stonewall, avoid, or flee.
    6. The ability not to crumble when someone is pressuring you.
    7. The ability to soothe your own emotions.
    8. The ability to soothe other people’s emotions.
    9. The ability to delay gratification.
    10. Understanding how to manage your positive emotions.

    It might help to consider which of these areas your teen needs help with and to acknowledge areas they are already good at.

    Here are some ways that parents can support their teenagers to develop their emotional and self-regulation skills:

    Be a self-regulation role model

    Can you model good emotional self-regulation and discuss with your teen what strategies you find helpful when feeling strong emotions? Also, just as when your child felt overwhelmed as a toddler and needed a safe, calm adult presence, your teen still needs an adult in their life who can respond appropriately and calmly.

    Create emotionally expressive environments at home and school

    Writer Linda Stade describes these as “spaces and places for kids where they feel free to say how they feel without fear of being ‘shut down’. There is a limit on behaviour but there is not a limit on emotion.” It’s easier to talk to your teen about emotional regulation and strategies when they are calm, not in the middle of a meltdown.

    Seek a sensory integration evaluation by a trained professional

    Teens may develop different sensory preferences and may need different sensory activities presented to them. The best way to find out how to support your teen's sensory needs is to seek an evaluation by a Sensory Integration Practitioner who can make recommendations specific to your teen and circumstances.

    Allow your teen to make choices

    Your teen will be well aware of what type of clothes, food, sounds, smells or activities soothe them and which distract them to the point of having to focus so much on tolerating them that they have no reserves left to cope with anything else. It’s easier to respect and work with these preferences rather than trying to fight them.

    Find self-regulation strategies that work for your teen

    These could include incorporating sensory activities (appropriate to your teen’s sensory needs) into the daily schedule; employing mindfulness exercises; encouraging healthy eating and sleep patterns; learning how to recognise and gauge the intensity of emotions; discussing scenarios and how one might best react; or learning cognitive reframing techniques (reinterpreting a situation in order to change your emotional response to it).

    A Sensory Integration Practitioner can help you refine a toolkit of strategies for your teen to help themselves to manage their emotions and responses.

    Help your teen build social awareness skills and learn that even positive emotions need to be regulated

    Explain to your teen that their emotional behaviours impact on how other individuals behave and feel towards them. For example, talking over others, not respecting personal space and being over excited can be off-putting to friends.

    Be aware of your teen’s mental health

    Learn the indicators of anxiety or depression in your teen, and make time to discuss with them what that might feel and look like so they can self-report it to you too. Seek help from mental health professionals as appropriate.

    Celebrate the strengths

    Teenagers with sensory processing difficulties may be more aware than when they were younger of how their sensory difficulties make them different than their peers. Support them to find and be proud of the strengths of their different sensory experiences and unique perspectives.

    The Out-Of-Sync Child Grows Up: Coping with Sensory Processing Disorder in the Adolescent and Young Adult Years by Carol Stock Kranowitz is a fantastic resource. It offers practical advice on living with sensory processing difficulties as well as covering the social and emotional issues that young people face. Topics include strategies for coping with the sensory aspects of grooming, social lives and dating, playing sports and music, and other issues, as well as how to find support and help from loved ones, occupational therapy, and other resources.

    Finally, it may help your teen to read first-person accounts from other young adults with sensory processing difficulties:

    “Sometimes we need things done a little differently because we can get overwhelmed, but if our needs are met we can be very successful. Do not think of people with sensory processing disorder as less than, because we are not. We can thrive just like everyone else. Sometimes we just need a little extra patience and help” - Alexzandra Benefield Puckett, What It's Like Having Sensory Processing Disorder as a Teen.

  • 24 Jan 2020 13:53 | SIE News (Administrator)

    Consider your situation, right now, as you are reading this article. Say your goal is to get to the end of the article. This goal requires you to focus your attention: you may have reduced external distractions; you will need to manage any emotional or physiological intrusions that could interfere with your attention; and you will need to stay alert - so you may be sipping a drink or shifting in your chair.

    During these few moments, your central nervous system has been registering, integrating and processing a huge amount of complex information from your external and internal environment. The process is both “top-down”, as you consciously ready yourself to focus on the article, but also ‘bottom-up”, as various structures in your brainstem and limbic system monitor and respond to demands in your environment. Your body is doing an awful lot for you to self-regulate enough to simply sit still and read to the end of this article!

    Self-Regulation

    But what do we mean by self-regulation? For our purposes, we mean the way in which we regulate our emotions, our levels of arousal, stress levels and levels of attention so that we can carry out the things we need and want to do in our daily life. Self-regulation occurs within our central nervous system and it includes both our ability to to consciously and automatically regulate our emotions, stress response, alertness and attention. It’s the conscious element of self-regulation which means we can learn strategies to improve focus, or help to keep us calm or alert.

    Sensory Integration

    What is the link between self-regulation and sensory integration? Firstly, a little about sensory integration. Sensory integration is a theory and a therapeutic approach originally proposed by Dr Jean Ayres. Sensory integration theory draws on evidence related to how the brain works and how neurons in the brain can develop new pathways and strengthen pathways through learning and repetition.

    The different parts of our body that receive sensory information from our environment (such as our skin, eyes and ears) send this information up to our brain. Our brain interprets the information it receives, compares it to other information coming in as well as to information stored in our memory and then the brain integrates and uses all of this information to help us respond to our environment. Therefore, sensory integration is important in all the things that we need to do (such as getting dressed, eating, socialising, learning and working).

    For most of us, the development of sensory integration occurs when we are young as part of our normal development and in the things we do such as rolling, crawling, walking and in play; for others sensory integration is less well developed – and this can lead to difficulties.

    Link Between Self-Regulation and Sensory Integration

    The association between sensory integration difficulties and self-regulation has long been of interest to SI therapists. And many parents of children with sensory integration, or sensory processing, difficulties express concerns about their child’s abilities to manage their emotions. A study by Cohn and colleagues (2014) found that 72 percent of parents whose children were referred to sensory integration therapy reported concerns for, or hopes of improvement in, their child’s self-regulation ability.

    Ayres identified that successful development of sensory integration underpins emotional stability, attention span and activity levels.

    Because tactile, vestibular and proprioceptive systems support the child’s ability to engage with their environment, Ayres argued that these systems also support development of emotional stability because being unable to properly engage with the environment would be a frustrating, overwhelming or disengaging experience. The auditory and visual systems are also important: if a child’s auditory or visual threshold is too low, they are more likely to focus on these sensations and find it difficult to pay attention and focus on other stimuli, impacting on their ability to focus and engage with the social world.

    Sometimes, our level of arousal can be very high:for example, when we are feeling worried, angry, stressed or excited. Other times, our level of arousal is too low, such as when we are feeling sad or tired. When our level of arousal is too high or low this can impact on our ability to do daily tasks. We need our level of arousal to be just right for that activity, whether it is reading, playing a game of tennis or winding down for bed.

    Sensory integration difficulties can lead to increased sympathetic nervous system arousal and a heightened stress (fight-or-flight) response.

    Think about a person who is under-responsive to sound or even a situation where you are so focused on what you are doing that you are not aware of sounds around you. Someone calls your name but you don’t notice. By the time the call has got your attention, they are so close and loud that it startles you, triggering a fight-or-flight response in your sympathetic nervous system.

    On the other hand, if a person’s central nervous system struggles to inhibit sensory information, such as sound, they would experience those senses more intensely than other incoming information. Situations that others would find non-threatening, would be for that individual very stressful. Think about a person who is over-responsive to sound or times when you are more alert to a sound, such as when you are convinced there is someone outside your home. Every sound then would alert your sympathetic nervous system.

    Research has shown that sensory over-reactivity and anxiety are found to occur together. And we understand that sensory reactivity can lead to a fight-or-flight response. This heightened activity of the sympathetic nervous system can make it more difficult for a person to regulate their stress response.

    It is also important to note that a person who has needed to manage difficulties related to sensory integration all day, will have been in a constant state of fight-or-flight, and will have depleted resources by the end of the day. For example, an adult who has had to try to focus at work with auditory over-reactivity or the child with low postural tone who has had to sit still all day, will come home tired with their reserves run low. That child, struggling to self-regulate at home after school, could react by charging around the house, being over emotional and quick to react or be unwilling to do anything: they can’t modulate their responses any longer after having held it together at school all day.

    How Can SI Therapy Help?

    A qualified sensory integration practitioner can assess an individual’s needs and abilities and make recommendations for specific exercises and activities, as well as adjustments to their home/school/work environment, that can help support their self-regulation.

    A qualified sensory integration practitioner will have gained additional in-depth postgraduate training following their initial qualification to become a therapist. This training involves developing a detailed understanding of the neuroscience and evidence base underpinning sensory integration, as well as developing expertise in assessing and providing intervention for people with sensory integration difficulties.

    Want to learn more?

    If you are a qualified occupational therapist, physiotherapist or speech and language therapist and are interested in learning more about sensory integration theory and SI therapy, see our online, UK university-accredited modular SI practitioner pathway. Our Introduction to Sensory Integration Difficulties course is a good starting place.

  • 30 Dec 2019 11:38 | SIE News (Administrator)

    As a Sensory Integration Practitioner, would you like to take your knowledge and practice to the next level in 2020 by achieving Advanced Practitioner status? You can do this on Sensory Integration Education’s fully refreshed online SI Module 4: Advanced Practice, which has been designed around the NHS’s advanced clinical practice definition and, like all our practitioner training courses, is accredited by a UK university. The first cohort starts in March 2020: could you be on it?

    Working with and supporting researchers and practitioners at the leading edge of sensory integration, we invested a year of development in updating and reinvigorating our Advanced SI Practitioner qualification.

    SI Module 4: Advanced Practice will enable you to develop the knowledge and skills you require to become an SI Advanced Practitioner working across settings and clinical populations. In addition to achieving the advanced status, you can work towards a Postgraduate Diploma and Masters in Sensory Integration.

    We began with the NHS’s definition of advanced clinical practice, which has currency worldwide,...

    “It is a level of practice characterised by a high degree of autonomy and complex decision making. This is underpinned by a master’s level award or equivalent that encompasses the four pillars of clinical practice, leadership and management, education and research, with demonstration of core capabilities and area specific clinical competence. Advanced clinical practice embodies the ability to manage clinical care in partnership with individuals, families and carers. It includes the analysis and synthesis of complex problems across a range of settings, enabling innovative solutions to enhance people’s experience and improve outcomes”

    … and designed the module around these principles, enabling you to further develop your knowledge and skills gained from your PG Certificate in SI.

    Let’s look at the recharged course. The course is designed to train clinicians in the practical skills and activities of therapy as well as the principles behind therapy. There are three themes around which your advanced practitioner learning is focused:

    • Clinical practice
    • Clinical application of research
    • Clinical service development

    In order to support your advancing clinical reasoning and clinical skill development, you will hear from national and international experts, in addition to SIE-certified Advanced Practitioners. Our Advanced Practitioner Module e-Mentors will support your learning throughout. In order to ground your developing skills, you will undertake 20 hours of clinical practice supported by a Clinical Mentor. All learning is supported by high quality, specifically-commissioned, online learning content.

    Upon successful completion of the three assessment pieces, you will be entitled to use the title SIE SI Advanced Practitioner; gain 20 UK university academic credits which are globally recognised and highly transferable; and be listed as an Advanced Practitioner in the Association of SI Practitioners' Register.

    On a practical note, you can find all the information you need on the course here, as well as details of membership discounts and interest-free monthly payment plans.

    If Advanced Practitionership is your goal for 2020, we sincerely hope you consider achieving it with us!

  • 30 Dec 2019 00:29 | SIE Support (Administrator)

    You can find a round up of our recently featured journal articles below and kick off 2020 with some CPD reading.


    Caregivers’ perceptions of barriers and supports for children with sensory processing disorders

    This study explored caregivers’ perceptions of how children with  Sensory Processing disorders participate in community outings, strategies to support successful outings and if multi‐sensory environments mitigate participation barriers.

    Parent strategies for addressing the needs of their newly adopted child

    In this qualitative study, researchers found that difficulties with sleeping, feeding, attachment, and behaviour and self-regulation difficulties associated with Sensory Integration difficulties were the biggest challenge for parents of newly adopted children. Researchers highlight the role therapists have to not only assess and address these challenges but also to support families to cope with meeting the needs of their children.

    Health provider and service-user experiences of sensory modulation rooms in an acute inpatient psychiatry setting

    New research shows that the use of sensory modulation rooms in acute inpatient psychiatry settings is viewed positively by both service users and health care providers.

    Sensory Processing and Maladaptive Behavior: Profiles within the Down Syndrome Phenotype: Applying Findings to Practice

    In this research paper, Occupational Therapist, Renee Watling explores the relationship between sensory processing and maladaptive behaviours in relation to Down Syndrome. Though maladaptive behaviours as a result of sensory processing difficulties may impact on daily life occupations, they also may serve a positive function including escape, attention etc. Gaining an insight into the association of sensory processing and maladaptive behaviours supports the understanding of the potential factors instigating the behaviour, which may support targeted interventions.

    Cultural Adaptation of the Adolescent/Adult Sensory Profile for Spain

    Results for this study indicate that the Spanish version of the Adolescent/Adult Sensory Procession is conceptually and semantically equivalent to the original version. Great to see sensory assessment tools being made more accessible internationally.

    Connections Between Sensory Sensitivities in Autism; the Importance of Sensory Friendly Environments for Accessibility and Increased Quality of Life for the Neurodivergent Autistic Minority

    This literature review looks at the importance of sensory friendly environments to improve accessibility and subsequently quality of life for individuals with Autistic Spectrum Disorder who have difficulties with Sensory Processing and Sensory Integration.

    The role of sensory processing difficulties, cognitive impairment, and disease severity in predicting functional behavior among patients with multiple sclerosis

    In one of the first studies to investigate sensory processing in people with multiplesclerosis (MS), researchers found that this population experiences difficulties with registering and modulating sensory input. These difficulties were found to impact on ability to perform activities of daily living and may be a marker of disease severity.

    Auditing Learning Environments from a Sensory Perspective

    Here, a university team present their process of auditing their learning environment from a sensory perspective and make recommendations on how to make the environment more accessible for those who have difficulties with Sensory Processing and Sensory Integration.

    Somatosensory Discrimination in People With Autism Spectrum Disorder: A Scoping Review

    This recently published scoping review in the American Journal of Occupational Therapy offers an excellent overview of somatosensory functioning, its role in child development and its prevalence in the ASD population.

    Associations Between Meaning of Everyday Activities and Participation Among Children

    The subjective meaning that people attach to their occupations may explain the association among participation, health, and well-being - but most studies have been on adults, and the ones on children have been mostly qualitative studies. This recent study aimed to explore the perceived meaning that typically developing children attribute to their everyday activities and to assess the correlations between children’s perceived meaning and their participation as assessed by parents. It found that children aged 6-12 were able to reflect on the meaning of their everyday activities and the researchers suggested that the Perceived Meaning of Occupation Questionnaire (PMOQ) was a useful tool for facilitating this and that it could be a useful for engaging young children in setting meaningful goals for therapy.

    Addressing Sensory Integration and Sensory Processing Disorders Across the Lifespan: The Role of Occupational Therapy

    This is a great fact sheet from American Journal of Occupational Therapy.

  • 29 Dec 2019 20:31 | SIE Support (Administrator)


    Have you thought of making New Year Resolutions to reinvigorate your sensory integration therapy practice? You spend a large proportion of your life at work, so why not focus on making it the best experience possible for you and your clients and colleagues. We’ve suggested some areas below but we’d love to hear your career resolutions too!

    1. Stop procrastinating.

    If there’s something you’ve been meaning to do to enhance or change your career, write a list of steps you are going to take to achieve it, and commit to taking action on a step a day or week as appropriate. Research that area. Book that course. Apply for that position.

    2. Meet new people.

    New people bring new opportunities. Overcome your shyness and make time to network (virtually or in real life) with people in your field or the field that you aspire to. You might even have fun! If you want to dip your toe in the water with online networking, we have a friendly, professional and inspiring community of people on our Facebook SI Groups and we host an annual SI Autumn Conference in the UK for sensory integration students and therapists.

    3. Volunteer.

    Can you use your skills (career or otherwise) to volunteer at a local group, home, shelter or school? Ensure any work you do is covered by your professional insurance. Volunteering is a great way to boost your esteem, confidence and CV whilst giving back to your community.

    4. Set yourself career goals.

    You set your clients goals within therapy because you know that it helps to track progress and motivate, but do you set yourself small, manageable career goals, specific to you, that build to a big achievement? Come on, grab a pen and set down your long-term goal, with the measurable outcome and the timeframe for achieving it. Then write down the short-term goals (with specific details and time frames) that will support you in achieving your long-term goal. Now put this list somewhere you will see it every day to remind you of your direction and commitment.

    5. Get involved in research.

    Contributing to your field’s body of evidence and seeing your name listed in a published article is pretty thrilling and rewarding. Sensory Integration Education offer support and advice for SI researchers as well as the opportunity to pursue a UK university accredited MSc in Sensory Integration which involves engaging in an independent piece of research activity under the guidance of a supervisor.

    6. Remember self-care.

    The very nature of your job involves being an active listener which can be draining if you don’t have an adequate debriefing process. Your workplace should have appropriate provision for staff’s mental wellbeing: if it does, get involved; if it doesn’t, lobby for it. If you work for yourself, then building time in your working week to reset your mind and body will pay dividends.

    7. Make CPD fun!

    Set out your continuing professional development goals for the year. Check what your professional body’s CPD requirements are (and the level of evidence required) then set goals that support your wider career goals. If you can make them enjoyable, you’re more likely to achieve them. Are you looking to keep up with the latest research (ahem, such as listed in our monthly newsletter EmphaSIze, biannual magazine SensorNet, and daily social media posts)? Get a research buddy or two, then agree to read the same article or book each week and discuss it (over a coffee, online, it really doesn’t matter as long as you do it).

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