A2
Tracks
Track 1 | Shaping the future of learning
| Friday, February 13, 2026 |
| 2:00 PM - 3:00 PM |
| Ballroom A |
Overview
Mission Possible: Building on Social-Emotional Skills Without Compromising Identity
(60 min PRES) Kathleen Davey
Speaker
Ms Kathleen Davey
Social Science Translated
A2 | Mission Possible: Building on Social-Emotional Skills Without Compromising Identity
2:00 PM - 3:00 PMSubmission/ Abstract
Aim
This presentation explores how emotion regulation and social communication skills can be taught through innovative technology in ways that respect diverse identities and create more inclusive learning environments—within schools, clinics, families, and communities.
Content
Neurodivergent children often face challenges that affect their learning, wellbeing, and relationships. When evidence-based programs are delivered flexibly and with respect for individual differences, they can offer powerful, practical support without placing pressure on children to mask who they are.
This session draws on over a decade of delivery and evolution of the Secret Agent Society (SAS) Small Group Program—originally developed for autistic children and now used more broadly to support a wider range of learners. Clinicians and services are adapting SAS to meet diverse needs through flexible delivery models and inclusive practices, particularly in rural and publicly funded settings.
Participants will hear action examples of using the SAS digital platform through in-person, telehealth, and hybrid formats, and how the digital health program is being extended beyond clinics and schools. A current DSS-funded project is also exploring how SAS strategies can be applied in informal community activities—such as sports and arts programs—by supporting activity leaders to create more welcoming spaces for neurodivergent children.
This presentation includes opportunities for reflection and brief paired discussion to support participants in considering how structured programs can be implemented or adapted in their own settings. Together, we’ll reflect on how to support children to face life’s social and emotional challenges without asking them to mask who they are — helping build a future where differences are respected both ways.
Goals
- Reflect on how clinicians and educators can support children to develop social and emotional capabilities without compromising identity or authenticity.
- Share practical examples of flexible program delivery across clinical, school, and community contexts.
- Discuss adaptations that make social-emotional skill building more accessible for children with diverse needs.
- Learn how technology can be used to innovatively enhance clinician-led programs.
This presentation explores how emotion regulation and social communication skills can be taught through innovative technology in ways that respect diverse identities and create more inclusive learning environments—within schools, clinics, families, and communities.
Content
Neurodivergent children often face challenges that affect their learning, wellbeing, and relationships. When evidence-based programs are delivered flexibly and with respect for individual differences, they can offer powerful, practical support without placing pressure on children to mask who they are.
This session draws on over a decade of delivery and evolution of the Secret Agent Society (SAS) Small Group Program—originally developed for autistic children and now used more broadly to support a wider range of learners. Clinicians and services are adapting SAS to meet diverse needs through flexible delivery models and inclusive practices, particularly in rural and publicly funded settings.
Participants will hear action examples of using the SAS digital platform through in-person, telehealth, and hybrid formats, and how the digital health program is being extended beyond clinics and schools. A current DSS-funded project is also exploring how SAS strategies can be applied in informal community activities—such as sports and arts programs—by supporting activity leaders to create more welcoming spaces for neurodivergent children.
This presentation includes opportunities for reflection and brief paired discussion to support participants in considering how structured programs can be implemented or adapted in their own settings. Together, we’ll reflect on how to support children to face life’s social and emotional challenges without asking them to mask who they are — helping build a future where differences are respected both ways.
Goals
- Reflect on how clinicians and educators can support children to develop social and emotional capabilities without compromising identity or authenticity.
- Share practical examples of flexible program delivery across clinical, school, and community contexts.
- Discuss adaptations that make social-emotional skill building more accessible for children with diverse needs.
- Learn how technology can be used to innovatively enhance clinician-led programs.
Learning outcomes
1. The importance of respecting neurodiversity together with flexible delivery of evidence-based practice.
2. How technology can be used to innovatively enhance clinician-led programs.
3. Social and emotional skill development can honour difference.
4. Practical provision of group and 1:1 services to children and families including via telehealth, face-to-face and hybrid models.
2. How technology can be used to innovatively enhance clinician-led programs.
3. Social and emotional skill development can honour difference.
4. Practical provision of group and 1:1 services to children and families including via telehealth, face-to-face and hybrid models.
.....
Working in the Autism field for over 20 years and as winner of the inaugural APS Psychology Entrepreneur of the Year for 2021, Kathleen Davey has seen the changing face of psychological services over two decades and the rise of the neurodiversity movement in different pockets of the world. Kathleen is a Clinical Psychologist and CEO of Social Science Translated, a wholly-owned subsidiary of the not-for-profit AutismCRC. With years of experience growing international distribution of evidence-based programs, Kathleen enjoys working with educational and clinical teams to help them establish sustainable innovation in their organisations.
