Speaking

Karen is an enthusiastic and knowledgeable speaker and is able to engage with a wide audience on a diverse range of topics. She is available to deliver talks to school, parent and professional groups. These dynamic presentations offer key insights and practical strategies for understanding and strengthening children and adolescents. Presentations can be delivered as professional development seminars, staff in-services, keynotes, or presentations to parents, and/or students. All presentations will be tailored to suit the individual needs of your audience

Here are some popular topics, or if you have another idea you would like to discuss, Karen can discuss this with you to create a presentation that will be engaging and relevant for your audience.

To talk more about your needs and inquire about availability, please email Karen at .

  • Great seminar. Really useful as a teacher to cover parent/ teacher/ student responses and prompt questions. Really helpful to hear explicit strategies to assist in the classroom and hear real examples and how to apply them.

    Teacher
    – Australia

  • Brilliant presentation – loved the energy, passion, empathy and insight in your stories, the research base you rely on for the ‘why’ and the range of practical tools applicable for all ages and backgrounds. Your pearls of wisdom will stay with me and help my family, friends and clients as we walk through life. I am forever grateful.

    Parent
    – Australia

  • Great seminar! Karen hits the nail on the head on anxiety in all areas – young people, but also myself and understanding it and how I can deal with it personally, as a CEC at high school, and as a parent.

    CEC (High School), Parent
    – Cairns

  • Incredible, amazing. Karen spoke clearly and made a lot of information interesting, down to earth, realistic and practical.

    Early Childhood Teacher
    – Brisbane, Australia

  • I found her amazing. I found it relatable and accessible. There were lots of good practical strategies and I acquired a much deeper understanding. It gave me tools, tips and hope.

    Teacher/Counsellor
    -Perth, Australia

  • Great session! So much information and knowledge. I could listen to Karen all day.

    Counsellor
    – Perth, Australia

  • Fantastic, no fluff – it was from start to finish really useful information, theory and practical skills/tools to use. Love Karen’s passion for seeing the best in people.

    Social Worker
    – Brisbane, Australia

  • Great! I love the deep and wise understanding of what can be an elusive concept, and then Karen’s ability to make that understanding ‘come alive’ with her storytelling. I appreciate the tangible sense of deep understanding and care for children with practical, loving help – also extended to their parents. Warm, authentic, wise, and practical.

    Guidance Officer
    Brisbane, Australia

  • I thought it was so informative, engaging and empowering. Karen is so easy to listen to and her stories along the way to explain concepts really consolidated my understanding.

    Primary Teacher
    – Brisbane, Australia

  • Karen is an excellent presenter with a wealth of knowledge. Her presentation was informative with solid information and applications to further strengthen my role as a school counsellor who is working with kids on a daily basis who struggle with anxiety! I would recommend this seminar for both professionals and parents.

    School Counsellor
    – Brisbane, Australia

    testimonial
  • Amazing workshop. Karen is very passionate and knowledgeable. Her ability to share her knowledge and experience in understandable terms is a gift.

    Occupational Therapist
    – Brisbane, Australia

  • Fantastic training. Karen has fantastic tools for working with children and families who are impacted by anxiety. Families require explanations, much the same as children, about why something is happening, how to change it, and why it is important to. This training gave me many tips and tools about how to do this in a meaningful way. As a mum dealing with anxiety in herself and children in her home, you helped give me hope.

    Social Worker
    – New Zealand


FOR PARENTS

  • Strengthening Children and Teens Against Anxiety

    Anxiety is a very normal part of being human, but for as many as one in five children, it can reach intrusive levels, interfering with family life, friendships, and school performance. This transformational session will provide parents and carers with the essential information and powerful, practical strategies to help their children and teens thrive through anxiety, whether it’s everyday levels of anxiety or more intrusive.

  • Anxiety During Adolescence – Strengthening Teens Against Anxiety

    Anxiety can be tough for anyone, but add in the whirlwind of changes that come with adolescence, and anxiety can intrude on young lives more than it deserves to. If left unmanaged, anxiety can limit their reach into the world and their discovery of their very important place in it. It can also leave the adults in their lives who care about them feeling helpless – but it doesn’t have to be this way. Anxiety is manageable, and our teens have a profound capacity to shift anxiety out of their way and move forward with strength. In this presentation, we will focus on anxiety during adolescence. We will discuss how the changes in the adolescent brain can make teens more vulnerable to anxiety, and powerful ways to engage and strengthen all young people against anxiety through adolescence and beyond.

  • Building Courage and Resilience in Children

    Courage and resilience are vital qualities that help children adapt in the face of adversity and challenge, and give them the confidence move towards life-giving opportunities. We will discuss why resilience is so important and how to nurture these essential qualities in our children.

  • Building Self-Control and Emotional Regulation in Children

    Self-control is a vital skill that is instrumental in helping our children develop into healthy, happy adults. It will take time to take shape – nobody was born knowing how to manage big feelings and delay immediate wants in favour of a longer-term goal, but parents have enormous power to provide children with the experiences that will build this vital skill in their children. This seminar will explore the powerful ways parents can, quite literally, influence the strengthening of the brain in ways that will build self-control, emotional regulation, and resilience in their children for life. We will look at the importance of relationship in nurturing self-control, and how parents can strengthen their connection and influence with their children during childhood and beyond.

  • The Neuronurtured Child – Bringing Neuroscience (and Loads of Heart) to Parenting

    Childhood is a time of immense development. Most of the time, this will be a source of pure, full-bodied joy. But as magical as it can be, it can also be tough at times, when feelings and behaviour swell big enough to own a room. Thankfully, huge advances in neuroscience have shone a bright light on why children do what they do, and what their growing brains need to thrive. This has helped to make sense of behaviour that often makes no sense at all and given us glowing signposts for how to strengthen the vital foundations for learning, behaviour, regulation, and social and emotional development in all children. This presentation brings neuroscience (and loads of heart) to parenting and caring for children. It will be ideal for anyone who lives or works with young children – parents, carers, educators.

  • Let’s Talk

    Your questions answered – a heartfelt Q & A about common parenting challenges of childhood and adolescence. Parenting can be the toughest and the best all in the same ten minutes. As isolating as it can feel at times, there is not a challenge we will ever face as parents that many others have not also faced. When we tap into our common humanity and talk about our shared experiences, there will be wisdom and comfort waiting there. This presentation will be shaped by collected or commonly asked questions. It can be adapted for parents of very young children, primary school children, and/or adolescents. It can also be tailored to cover different topics that are relevant to all ages of children.


FOR PROFESSIONAL DEVELOPMENT

For teachers, therapists, educators, or any professional who works with children and adolescents.

Each of these topics can be delivered as keynotes or professional development workshops. Topics will be tailored specifically to meet the individual needs of your audience, and presentations can be designed to run from 1.5 hours to a full day.

  • Working With Anxiety in Children and Adolescents

    Anxiety is a very normal human response but for as many as 1 in 5 young people, the symptoms become so intrusive, they significantly interfere with day to day living.

    The effects can ripple from children, to their families, to the classroom, and into friendships. Anxiety can potentially undermine the way children see themselves, the world and their important place in it – but it doesn’t have to be this way. Anxiety is very manageable and all children can be strengthened against the intrusive effects of anxiety. This dynamic workshop will offer a range of practical, powerful interventions to assist participants to respond effectively within their own professional context.

  • Strengthening Children and Teens Against Anxiety – A Two Day Intensive

    Anxiety is one of the most pervasive mental health concerns of childhood and adolescence, but it is very manageable. With modern advances in neuroscience, brain imaging and research, we have never been in a stronger position to understand anxiety and respond with targeted, powerful therapeutic interventions. Modern insights have greatly expanded our capacity to support young people through anxiety, and broaden their capacity to engage with all aspects of daily life with tenacious levels of resilience and courage. This two-day workshop will draw on neuroscience and a number of highly respected therapeutic models to support practitioners in deepening their understanding of anxiety in young people, and their therapeutic response. This will be bolstered by a ground-up approach, as we extend the exploration of what works, by understanding ‘how’. Through a series of experiential exercises, participants will have the opportunity to consolidate learnings and expand their range of therapeutic interventions. (This workshop will complement the one-day workshop, but it is not necessary to have attended the one day workshop to participate in the two-day intensive.)

  • Anxiety in the Classroom – Helping Children Thrive Through Anxiety at School

    Anxiety loves anything unfamiliar or any situation that comes with any potential for embarrassment, failure, humiliation, shame, or separation from a loved one – and school is ripe for all of them. Anxiety can significantly affect friendships, confidence, and school performance, but it doesn’t have to be this way. All children and teens need the right support to thrive, and even the smallest considerations can go a long way to helping children with anxiety find the very best version of themselves. Participants will learn practical, powerful, proven ways to effectively respond to children with anxiety, as well as ways to capture the powerful buffering role school can play in strengthening all young people against anxiety at school and beyond.  

  • The Brain-Based Classroom – Building Calm, Connection, and Regulation at School to Strengthen Learning, Behaviour, and Social-Emotional Development for All Students 

    Thanks to profound advances in modern neuroscience, we now have a deep understanding of the neural foundations of behaviour, regulation, and learning. By applying this knowledge to the classroom, educators are in a unique and powerful position to provide the relationships and experiences that will support regulation, strengthen students against anxiety, reduce challenging behaviour, support social and emotional development, and maximise the learning potential of all children. This workshop will translate the latest proven neuroscientific theory into actionable, relatable, practical strategies and insights to support the strengthening of all children. Participants will learn the foundations of calm and connection in the classroom, how to build relationships with children that heal, protect, and strengthen, and the techniques to build a regulated, learning-ready classroom.

  • Anxiety in Early Childhood – Protecting and strengthening young children against anxiety

    As much as the early learning environment can nurture and nourish all children, the very nature of it means that it can also hold many anxiety triggers, including unfamiliar people and situations, and separation from a loved one. As some of the most important adults in the day to day lives of young children, early childhood educators have a profound capacity to strengthen all young children against anxiety. This workshop will support participants in further developing the capacity to effectively respond to anxiety in young children. It will also explore ways to capture the powerful role the early learning environment can play in strengthening all children against anxiety.  

  • Neurodevelopment from Infancy to Adolescence – Understanding the developing brain to support whole-child development.

    Recent developments in neuroscience have expanded our capacity to be more effective in all areas of practice in child development. We now have remarkable insight into what the growing brain needs to thrive from infancy through adolescence and beyond. Drawing on neuroscientific insights, we can ‘neuro-nurture’ the developing child and dramatically influence the growth and development of the young brain to provide the foundations for a happy, successful life. As the need for neuroscientific knowledge amongst practitioners increases, its convergence with key approaches to attachment, trauma, and learning have seen watershed changes in how we understand and support optimal development, behaviour and social-emotional wellbeing. This opens the way for us to take a more compassionate, targeted and effective response when working with children and adolescents in any capacity. This dynamic workshop will translate neuroscience into powerful insights and practical strategies to support the holistic development of children and adolescents. 

  • Neuro-Nurtured – The Developing Brain During Early Childhood

    Early childhood is a particularly critical time for the developing brain, and the early childhood environment is rich with the necessary experiences and relationships to support children in their development, behaviour, learning, and social and emotional well-being. As some of the most important adults in the day to day lives of young children, early childhood professionals have a profound capacity to provide the experiences and relational conditions that will nurture the holistic development of all children. This workshop will explore the powerful role the early learning environment can play in nurturing the strong neural foundations for long-term development in all children. 

  • The Impact of Trauma on the Developing Brain, and How to Support Children Towards Healing

    The effects of trauma on the developing brain can be profound, impacting neural, physiological, behavioural, relational and emotional development. The greater our capacity to understand the effects and various manifestations of trauma, the greater our capacity to respond to children and adolescents in ways that will support healing and minimise the risk of long-term harm. Any caring, stable, responsive adult in the life of a child has an enormous capacity to provide a buffering from the effects of trauma, and strengthen that child towards healing and growth. This workshop is for anyone who works with children or adolescents.  

  • Brain to Brain – The Neuroscience of Calm, Connection and Regulation

    For anyone who works with children or adolescents, the profound truth is that the brain state and emotional temperature of adults will directly impact the brain state and emotional temperature of the young people in their presence, for better or worse. Ultimately, this will potentially influence a young person’s behaviour, capacity to learn, relationships, and brain architecture. As important as self-regulation is, it can be difficult to achieve at times. We are beautifully human, and along with our great strength and power to heal, calm, and connect, we also have our limits. We can’t help but be impacted by everyday stressors from our own lives, as well as the demands of co-regulating the young people in our care, supporting them through their own pain-based responses, establishing boundaries and responding to challenging behaviour. In this workshop, we will discuss the neuroscience of self-regulation and co-regulation. We will also discuss practical, science-backed ways to gently collect ourselves and the young people in our care to a greater place of calm in challenging, stressful times.  

  • Supporting Children Through Separation and Divorce

    Despite the best happily-ever-after intentions, many relationships are ending in divorce or separation. Children can come through the other side of a separation safely and soundly, but so much of this will depend on how the ending of the relationship is managed. In any divorce or separation, there are things that will make navigating to the other side easier for all children. This workshop is for parents, or anybody who works with parents and families, who are going through the ending of a relationship.  


    FOR CHILDREN (PRIMARY SCHOOL)

    • ‘Who Doesn’t Get Anxiety!’ – Discovering Your ‘Brave’.

      Children are powerful when we empower them. This presentation will focus on providing children with the information and strategies they need to strengthen themselves against anxiety and build their capacity for calm, courage, and resilience. It will provide them with the strategies and information to help them move through anxiety and extend their reach towards brave behaviour.

    • Your Amazing Brain! And how to be the boss of it. Building social and emotional IQ in children.

      If you could teach one set of skills to every child in the world, what would it be? What if it could be something that would bring intelligence and compassion to decision-making, reduce (violence, embed within humanity a drive towards kindness and relationships that heal, nurture and flourish those who are in them? Social-emotional intelligence lies at the heart of this, and neuroscience can provide the scaffold to build these vital qualities. In this fun, child-friendly introduction to neuroscience, children will learn about the workings of the brain, and how to use this information to build strong, healthy behaviours.


    FOR ADOLESCENTS (SECONDARY SCHOOL)

    • Anxiety During Adolescence – How to Strengthen Against Anxiety

      Everyone experiences anxiety at some point, but add in the whirlwind of changes that come with adolescence, and anxiety can feel bigger than it deserves to. This presentation will provide adolescents with powerful information and strategies to navigate through challenges, expand their self-belief, discover their remarkable capacity for courage and resilience, and engage with the world with confidence, courage and strength – because the world can’t be brilliant without them.

    • Thriving Through Adolescence – Making Sense of the Changes and Challenges by Understanding Your Changing (and Amazing) Brain

      During adolescence, the brain goes through the most remarkable changes. This is to provide adolescents with the neural power to learn new skills, experiment with the world and their place in it and stretch beyond the familiar as they make the transition from dependent children to independent, healthy, happy adults. The adolescent brain is wired to drive them through this transition, but there will be challenges along the way. Information is power, and with the right information, adolescents will have an expanded capacity to navigate through the challenges, and see the changes they are going through as positive and dynamic.


      ‘BRAVELY’ – A CLASS-BASED PROGRAM FOR ALL STUDENTS

      ‘Bravely’ has been developed in response to the growing demand from schools to find ways to strengthen children and adolescents against anxiety. Bravely is a science-backed, class-based program to support all children and adolescents with the information, strategies, and inner resources to build courage and resilience, and feel bigger in the presence of anxiety. The program can be adapted for primary or high school students. It includes a series of modules, which draw on neuroscience, and which are delivered in a way that is engaging, interactive, and fun, in order to provide students with life-long skills and strengthening. Each module is based around specific learning objectives, with practical, targeted exercises to consolidate the learning. Bravely can be delivered as an 8 module program or a 6 module program. 

      Please email Karen at for more information.

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      Our children and teens can feel anxious, and do brave - but they don’t need to do it all at once. They can happen in tiny brave steps, one after the other. 

Start by encouraging them to notice the difference. Some things that feel scary will be best avoided - dark alleys, snakes, walking alone at night. Sometimes though, those things that feel scary will be growthful and important - exams, school, trying something new, approaching a challenge, taking a safe risk, separating from you when there is another loving adult who will take care of them. These things are scary, but safe. For sure, they might come with failure, or humiliation, or they might not work out as planned, but they are safe. 

Part of living bravely is having the confidence that even if my ‘what if’ happens, I’ll be okay. I can take safe risks, because whatever happens, I’ll be okay. I can do hard things, because whatever happens I’ll be okay. And we know they will be. Actually they’ll be better than okay because most times, enough times, they’ll shine.♥️
      When children are in big feelings - big anxiety, big anger, big sadness - it will be really difficult for them to bring themselves back to calm without us. This is because the part of the brain that can calm big feelings isn’t quite built yet. Until it is, they’ll be looking to us for a hand. Even as adults with fully developed brains, we sometimes need the loving presence of our special person or people to help us through those big times. 

When children are in big feelings it’s less about what you do and more about who you are. They are looking for an anchor - a strong, steady presence to help bring their their world back to steady. When you calm your breathing, it will calm your nervous and let you guide theirs back to calm. 

This is NOT rewarding big behaviour. In fact, it’s doing the opposite. The brain learns from experience, so the more we guide them back to calm, the more they develop the capacity to do it on their own.♥️
      Brains love keeping us alive. They adore it actually. Their most important job is to keep us safe. This is above behaviour, relationships, and learning - except as these relate to safety. 

Safety isn’t about what is actually safe, but about what the brain perceives. Unless a brain feels safe and loved (connected through relationship, welcome in the space), it won’t be as able to learn, plan, regulate, make deliberate decisions, think through consequences.

Young brains (all brains actually) feel safest when they feel connected to, and cared about by, their important adults.  This means that for us to have any influence on our kids and teens, we first need to make sure they feel safe and connected to us. 

This goes for any adult who wants to lead, guide or teach a young person - parents, teachers, grandparents, coaches. Children or teens can only learn from us if they feel connected to us. They’re no different to us. If we feel as though someone is angry or indifferent with us we’re more focused on that, and what needs to happen to avoid humiliation or judgement, or how to feel loved and connected again, than anything else. 

We won’t have influence if we don’t have connection. Connection let’s us do our job - whether that’s the job of parenting, teaching - anything. It helps the brain feel safe, so it will then be free to learn.♥️
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#parenting #parentingforward #parentingtips #mindfulparenting #neurosequentialmodel
      Children are born whole and with the will to do good, but none of us are born knowing what to do or how to do when things feel big. That comes with time, lots of practice, and the loving leadership of adults who have been there before.

It can be tempting to hurry their development, or measure our own parenting by how well our children behave but development  just doesn’t work this way. Like all good things, it takes time to be able to manage big feelings or unmet needs enough so they don’t inflame big behaviour. Even as adults we won’t always act in adorable ways. (Oh don’t I know it!)

Learning how to manage big feelings without sliding into big behaviour is like anything hard we or our children learn - how to play tennis, play the guitar, read, cross the road. None of these are learned through punishment or harsh consequences. They’re learned with practice and the steady guidance of adults who ‘do with’ and take the time to show us how. The time it takes and the bumps along the way are no reflection on the adults doing the teaching, or the children doing the learning, but a reflection on the magnitude of the challenge. It’s big!

The more we take it personally when our children don’t behave as we (or the world) would like, the more likely we’ll move into shame and judgement (of them and ourselves). Ultimately this will impact our capacity to actually give them what they need, which is patience, trust in our leadership our capacity to guide them, and our strong loving presence.♥️
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#parenting #positiveparenting #mindfulparenting
      When we punish, or do anything that drives emotional separation (shame) or physical separation from us, it teaches our children to avoid us, or please us. It teaches them that failure, falling short, or making a mistake is shameful. It doesn’t teach them anything about what to do instead, or how to learn, or how to deal with things not going to plan.

Rather than, ‘What punishment do they need to do better?’ try, ‘What support do they need to do better?’ What they need - what we all need - is someone who is calm, strong, loving, and who can handle them enough to stay when them and guide them through the tough stuff. When we focus on the relationship, it opens the way for us to guide behaviour.♥

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