Dr Michelle Andrews Luke will present ‘Listening for Connection,’ a relationship-oriented approach to child therapy. Developed from over two decades of clinical experience, this approach builds upon traditional therapy models while advocating for a holistic perspective that extends beyond the therapy room. It recognises that effective healing occurs within the broader context of each child’s world and is founded on the principle that being seen, heard, and accepted by others is a fundamental human need.
The presentation will explore four key components:
The Therapist: Inner work required to connect genuinely with children.
The Child: Techniques for building strong therapeutic connections.
The Family: Strategies for involving parents and families in therapy.
The World: Methods for linking children's challenges and growth to their wider environment, including collaboration with teachers.
Michelle will also introduce the NOVA framework for effective listening: Nonverbal engagement, Openness and empathy, Verbal strategies, and Attentiveness. Drawing from real case studies and practical examples, she will share insights and implementable ideas across various therapeutic contexts.
Attendees will learn to apply relationship-oriented techniques in their work with children. The session will cover strategies for deep, empathetic listening, creating a warm therapeutic environment, and fostering strong connections with children, their families, and other key figures in the child’s life.

By the end of this presentation, attendees will be able to:
Understand the key principles of the ‘Listening for Connection’ approach and its importance in child therapy.
Identify the four key components of the approach: The Therapist, The Child, The Family, and The World.
Apply the NOVA framework for effective listening in their therapeutic practice.
Implement strategies for deep, empathetic listening and creating a warm therapeutic environment.
Develop techniques for building strong connections with children in therapy.
Integrate families and teachers into the therapeutic process more effectively.
Recognise the importance of considering the child's broader social context in therapy.
Adapt relationship-oriented techniques to various therapeutic contexts.

NOTE - This thesis will be completed in October 2025

Introduction: People with an Intellectual Disability (ID) are more likely to experience poor physical and mental health than those without an ID diagnosis (Robertson et al., 2015). Studies vary in their reported levels of comorbidity, with literature reporting that as many as three-quarters of adults with ID also experience a psychiatric disorder or illness in their lifetime (Buckles et al., 2013). Recent studies suggest that adults with ID present for mental health care (both primary and otherwise) significantly more frequently than the average Australian (Song et al., 2022). Despite this documented high occurrence of mental health diagnoses in people with ID, many people with ID go without diagnosis and subsequent support (Peña-Salazar et al., 2020). Challenging behaviours, complex symptomatology, poor clinician competence, and lack of clarity in treatment approaches complicate this population’s capacity to access appropriate and effective services. Accessing mental health support is challenging for adults with ID at an individual, structural, and organisational level (Chinn & Abraham, 2016). The Mental Health Intellectual Disability Initiative for Adults (MHIDI-A) are a specialised multidisciplinary team at Monash Health in Victoria, providing an episode of care to adults with dual diagnoses of ID and mental illness.
Methods/Prospective Results: This thesis will examine referrals received by MHIDI-A. A qualitative thematic analysis of referral information to MHIDI-A will be completed. This analysis will aim to establish the type of referrals accepted by MHIDI-A, and factors contributing to referrals being declined. It will also identify qualitative differences between internal (within Monash Health) and external referrals.
Discussion: A review of MHIDI-A’s referrals will provide vital insight into the experiences and quality of outcomes for adults with ID in Victoria’s mental health system. Analysis of the reason for referral to MHIDI-A will increase understanding of who specifically MHIDI-A does and does not have capacity to support. Moving forward, this information may inform the adaptation of mainstream mental health services for adults with ID, and provide insight as to which competencies can be further developed for mental health clinicians working with adults with ID.

1. To understand the function of MHIDI-A, and how it uniquely supports the vulnerable population of adults with ID and mental illness.
2. To reflect on the challenges of supporting adults with ID with their mental health, and build competency for working with this population

Masking involves the intentional or unconscious suppression of autistic traits to meet social expectations. This behaviour is increasingly recognised as common among autistic individuals, particularly girls and women, and has been linked to adverse outcomes such as anxiety, identity confusion, burnout, and delayed diagnosis. While the literature on masking is expanding, autistic girls remain underrepresented in research, and little is known about the relationship between masking and cognitive ability.
This presentation shares findings from a scoping review conducted as part of a doctoral research project. The review aimed to systematically map existing research on masking in autistic girls and women, identify key themes and gaps, and inform the next phase of a doctoral research study.
Following the Joanna Briggs Institute methodology and PRISMA-ScR guidelines, a comprehensive search of five databases resulted in the inclusion of 46 peer-reviewed articles and 17 doctoral dissertations.
The review addressed three research questions: (1) What are the common characteristics and patterns of masking in autistic girls and women? (2) What impact do masking behaviours have on social, educational, and psychological well-being
? (3) To what extent has research considered masking in twice-exceptional autistic populations?
The findings reveal that while there is a growing awareness of masking in autistic girls and women, adolescent populations remain underexplored, and research is absent on twice-exceptional girls. Very few studies have examined the influence of high cognitive ability on the development or maintenance of masking behaviours, despite preliminary suggestions that these abilities may contribute to more sophisticated or sustained masking strategies.
This presentation will summarise key findings from the scoping review and outline how they inform the next phase of research. This session will highlight the importance of addressing these gaps to improve identification, understanding and support for autistic girls, particularly those whose strengths may conceal their needs.

At the conclusion of this event, attendees will be able to:
1. Describe key findings from a scoping review on masking in autistic girls and women, including current gaps in the literature.
2. Identify the lack of research on twice-exceptional autistic girls and masking and discuss why this matters for future inquiry and inclusive support
3. Explain how scoping review methodology can inform the development of research questions and guide neuroaffirming, developmentally appropriate practices