WEBVTT 00:00:00.000 --> 00:00:03.000 Do you know how many people you've got you're expecting, Naomi? 00:00:03.000 --> 00:00:07.000 I don't Ellie, I 00:00:07.000 --> 00:00:10.000 I haven't figured out how to find that out 00:00:10.000 --> 00:00:12.000 From Zoom 00:00:12.000 --> 00:00:15.000 But hopefully 00:00:15.000 --> 00:00:19.000 It's looking good 00:00:19.000 --> 00:00:20.000 Yeah. 00:00:20.000 --> 00:00:21.000 Yeah. 00:00:21.000 --> 00:00:22.000 You should be able to see the number next to participants at the bottom of the page and it's going 00:00:22.000 --> 00:00:24.000 21 of us so far 00:00:24.000 --> 00:00:40.000 Welcome, everybody. 00:00:40.000 --> 00:00:44.000 Welcome those who have joined and who are 00:00:44.000 --> 00:00:49.000 coming in, we'll just give it another 30 seconds before we 00:00:49.000 --> 00:01:19.000 Get started 00:01:22.000 --> 00:01:28.000 Welcome to today's webinar 00:01:28.000 --> 00:01:33.000 I'm Naomi Parks. I am 00:01:33.000 --> 00:01:45.000 Working at the moment as the statewide educator for occupational therapy at the Collaborative Centre, hoping you can see my screen 00:01:45.000 --> 00:02:04.000 We're going to spend the next hour thinking about pathways to research with the theme of knowing what I do adds value from first steps to active participation in evaluation and research. 00:02:04.000 --> 00:02:06.000 To get started 00:02:06.000 --> 00:02:08.000 It is 00:02:08.000 --> 00:02:13.000 my privilege to be 00:02:13.000 --> 00:02:23.000 Acknowledging that we are meeting today across the state of Victoria, on many Aboriginal lands 00:02:23.000 --> 00:02:25.000 These lands are unceded 00:02:25.000 --> 00:02:31.000 They are rich, varied, wonderful, interesting places 00:02:31.000 --> 00:02:38.000 And they do belong to many, many First Nations groups of people. 00:02:38.000 --> 00:02:55.000 As a collective of OTs, and as someone working in public mental health in Victoria, I want to pay our respects to Elders past and present, and also extend that respect to any First Nations people who are joining in our training today. 00:02:55.000 --> 00:03:08.000 We recognise as a group of OTs that great harm has been done through colonisation, disrupting Victorian First Nations ways of doing, being, becoming and belonging, and this is a great sorrow. 00:03:08.000 --> 00:03:23.000 As occupational therapists, we understand the impact of health and wellbeing on occupational disruption. We're committed to closing the gap and learning from First Nations people about health-sustaining and life-promoting occupations. 00:03:23.000 --> 00:03:43.000 I'd encourage you to use the chat function to write down which land you're joining us from today. 00:03:43.000 --> 00:03:44.000 Sorry, Naomi, we've lost a presentation. 00:03:44.000 --> 00:03:57.000 I'm working, playing, raising my family, learning and living on unceded Wurundjeri Woi Wurrung land in the northern suburbs of Melbourne. 00:03:57.000 --> 00:03:58.000 We've sort of got the slide view, not the presentation view. 00:03:58.000 --> 00:03:59.000 You've lost the presentation. Thank you, Chris. That's super helpful. 00:03:59.000 --> 00:04:00.000 Can you see my notes? 00:04:00.000 --> 00:04:01.000 Is that it? 00:04:01.000 --> 00:04:02.000 No 00:04:02.000 --> 00:04:03.000 Stop sharing 00:04:03.000 --> 00:04:16.000 Oh, I'm awfully sorry, everybody. Let's see if we can fix that. 00:04:16.000 --> 00:04:17.000 No 00:04:17.000 --> 00:04:18.000 Here we are. Can you see 00:04:18.000 --> 00:04:19.000 You might need to unshare and reshare. I mean unshare and reshare it with them 00:04:19.000 --> 00:04:23.000 My lovely picture of sunset on Yorta Yorta country 00:04:23.000 --> 00:04:27.000 Great. Apologies, everybody. 00:04:27.000 --> 00:04:36.000 Let's try again 00:04:36.000 --> 00:04:37.000 No, I'm going to 00:04:37.000 --> 00:04:47.000 try and get my presentation happening in the background, and I do apologize that this is not working as smoothly as I had hoped. 00:04:47.000 --> 00:05:00.000 We will spend the next 15 or so minutes learning from Ellie, a posse about her pathways into research. 00:05:00.000 --> 00:05:12.000 I have a number of objectives, which you would have seen in signing up to the webinar today, which we're hoping to accomplish through hearing from Ellie and hearing from a group of panellists 00:05:12.000 --> 00:05:26.000 Let's say, apologies, almost there 00:05:26.000 --> 00:05:29.000 And now if I hit present 00:05:29.000 --> 00:05:31.000 Are we back? 00:05:31.000 --> 00:05:32.000 Yes. 00:05:32.000 --> 00:05:33.000 Yes. 00:05:33.000 --> 00:05:48.000 Excellent. Thank you for your patience, everyone. The aims of this webinar or our objectives really are that at the end of it, you'll be able to describe experiences of research that OTs from across a range of areas of mental health practice have had 00:05:48.000 --> 00:06:01.000 That through participating, listening and learning, the knowledge that you hold, the skills and attitudes you hold for research will be… will grow and be strengthened. 00:06:01.000 --> 00:06:18.000 that through attending today, you'll be able to identify opportunities to engage in a really diverse range of research opportunities, experiences, projects, and pathways. And that really, at the end of it, you'll feel quite inspired yourself to jump into research. 00:06:18.000 --> 00:06:26.000 This webinar fits within a series of webinars 00:06:26.000 --> 00:06:41.000 delivered by the Victorian Collaborative center for Mental Health and Wellbeing in partnership with the Occupational Therapy Translational Research Network. It fits within the strategic plan, the Occupational Therapy Leadership Network has 00:06:41.000 --> 00:06:59.000 for our workforce under OT leadership, as well as OT models and assessments, really trying to pave the way and show that we as a professional group are progressing practice and drawing on our skills 00:06:59.000 --> 00:07:09.000 knowledge and foundational practices, which comes from our models of practice and understanding of occupational science to further the work that we do. 00:07:09.000 --> 00:07:20.000 The previous webinar was in early 2025, and we hope to, deliver a number of these into the future. 00:07:20.000 --> 00:07:31.000 So we're going to hear from Ellie now. I would love to formally introduce you to her, and I will stop screen sharing 00:07:31.000 --> 00:07:39.000 That slide 00:07:39.000 --> 00:07:54.000 Dr. Ellie or Professor Ellie Farsi is an emeritus professor at Monash University, the former head of the Department of Occupational Therapy in the School of Primary and Allied Health at Monash University 00:07:54.000 --> 00:08:09.000 And also the current journal editor of Frontier's Mental Health Occupational Therapy. She's well known as an educator and researcher for her leadership in fostering occupational focused and person-centred approaches in occupational therapy. 00:08:09.000 --> 00:08:24.000 Ellie's worked as an occupational therapist in adult mental health services for 20 years, predominantly within community teams, and supported housing services first in London, England, and then in New Zealand and Australia. 00:08:24.000 --> 00:08:30.000 As an educator, she's taught in occupational therapy programs in England, South Australia and Melbourne. 00:08:30.000 --> 00:08:42.000 Her research has included projects directed towards understanding lived experiences of mental health issues and the way in which daily life may be impacted by ongoing health conditions. 00:08:42.000 --> 00:08:49.000 Projects focusing on the implementation of occupational therapy and recovery-orientated practices in mental health care 00:08:49.000 --> 00:09:06.000 And supporting students with disabilities in universities. In her research, she has been committed to the use of qualitative and collaborative approaches that value the knowledge and expertise of people whose perspectives and concerns are central to the issues being researched. 00:09:06.000 --> 00:09:09.000 Ellie, I'm going to hand over to you now. 00:09:09.000 --> 00:09:14.000 Thank you, Naomi. I am going to use slides just 00:09:14.000 --> 00:09:33.000 A little bit mainly to help keep me on track so I don't go off into various stories that are not so relevant. So I will just start by trying to share my screen 00:09:33.000 --> 00:09:35.000 Is that 00:09:35.000 --> 00:09:37.000 All right, for everybody 00:09:37.000 --> 00:09:38.000 Excellent. 00:09:38.000 --> 00:09:39.000 It is, Ellie 00:09:39.000 --> 00:09:45.000 So I will begin by adding to Naomi's 00:09:45.000 --> 00:10:03.000 Acknowledgement of country and Indigenous peoples by also acknowledging the people of the Kulin Nations on whose unceded lands I live and work and specifically the lands of the Wurundjeri people is where I live and the lands of the Bunwurrung people is where I work 00:10:03.000 --> 00:10:23.000 So I pay my respects to all of their elders, past and present, as well as to Indigenous people from around the country or overseas who may be with us today. 00:10:23.000 --> 00:10:33.000 I chose the title for this talk, Knowing What I Do Adds Value because I'm first and foremost an occupational therapist, not a researcher 00:10:33.000 --> 00:10:36.000 I am a researcher as well, but 00:10:36.000 --> 00:10:38.000 My 00:10:38.000 --> 00:10:50.000 my first and foremost identity, I think of as being an occupational therapist, and I'm passionate about occupational therapy practice in mental health care. 00:10:50.000 --> 00:11:02.000 So for me, it really matters what occupational therapy does and particularly whether and how it adds value for the people that we serve 00:11:02.000 --> 00:11:04.000 Hence 00:11:04.000 --> 00:11:07.000 my starting title 00:11:07.000 --> 00:11:22.000 To tell you about my It's really hard to tell you about my research journey. It's not a step-by-step pathway or even a very clear journey 00:11:22.000 --> 00:11:32.000 There was a lot of swimming in a lot of different lanes. Not so much in the fast lane, most of it in either the bewilderment or the slow stream 00:11:32.000 --> 00:11:39.000 So I'm going to share a few reflections from my story to give you a sense of 00:11:39.000 --> 00:11:47.000 My first steps and then some of my active involvement in research. It does include 00:11:47.000 --> 00:11:51.000 Learnings, rough waters and finding ways to push ahead. 00:11:51.000 --> 00:11:54.000 So 00:11:54.000 --> 00:11:57.000 I began my career 00:11:57.000 --> 00:12:08.000 A few years ago, in 1980, to be precise. And in 1980 there were no models of practice as guides for me in my work 00:12:08.000 --> 00:12:23.000 The word evidence wasn't one that we were familiar with, and certainly evidence-based practice wasn't something we particularly thought about, even though people were concerned to make a difference and to provide quality care 00:12:23.000 --> 00:12:40.000 That wasn't framed in terms of those particular words. But for me, the questions at the time in probably my first two or three years as a practitioner in London were about 00:12:40.000 --> 00:12:56.000 Questions like, what are my clients' experiences of OT? What do clients want and value in OT? And am I doing the best that's possible to improve clients, carers, families' lives 00:12:56.000 --> 00:12:59.000 In the ways that they want and need 00:12:59.000 --> 00:13:10.000 To those questions I didn't have answers at the time, I just had a sense of sometimes being bewildered by whether I was making any difference, sometimes being 00:13:10.000 --> 00:13:16.000 Puzzled or frustrated and other times being curious 00:13:16.000 --> 00:13:19.000 So this 00:13:19.000 --> 00:13:28.000 those kinds of questions, I guess, led me to thinking, is there some way that I can find out more about the answers to those questions 00:13:28.000 --> 00:13:37.000 And I can't say that I specifically thought about doing research per se, but I wanted to know from clients, carers and families 00:13:37.000 --> 00:13:45.000 whether we were doing the kinds of things that mattered to them and how we could change or improve. 00:13:45.000 --> 00:13:50.000 It's also worth saying at the time there was no internet 00:13:50.000 --> 00:13:52.000 Can you imagine 00:13:52.000 --> 00:13:54.000 There was no Google searching 00:13:54.000 --> 00:14:11.000 There were no mobile phones. So the access I had to research that had previously been done was much more limited than it would be to today in an everyday sense. I had to go find a library and start looking at 00:14:11.000 --> 00:14:15.000 paper copies of things 00:14:15.000 --> 00:14:22.000 Which, of course, was a harder thing to do in your everyday practice than when you've got electronic access to things. 00:14:22.000 --> 00:14:36.000 At the time, I also know new and knew no researchers, no one that I had met in occupational therapy at the time had ever done a research project or talked about research 00:14:36.000 --> 00:14:43.000 And I know I knew few other colleagues in mental health care who'd been involved in research either 00:14:43.000 --> 00:14:47.000 So it was kind of a 00:14:47.000 --> 00:14:55.000 A research-free world, it seemed at the time and so finding a way to get started for me 00:14:55.000 --> 00:15:01.000 Ended up being about taking a plunge into doing some study 00:15:01.000 --> 00:15:13.000 Because universities seem to be the place where I could find other people to talk to about my ideas and my questions and my puzzles and my curiosities and my bewilderment. 00:15:13.000 --> 00:15:14.000 But 00:15:14.000 --> 00:15:27.000 So I did take the plunge in Adelaide into doing a grad dip in an OT at the time. It was part-time evening based, so 00:15:27.000 --> 00:15:32.000 That had some impacts on my occupational balance at the time. 00:15:32.000 --> 00:15:41.000 And I would… but I was encouraged through that to do a quality improvement project in the mental health service where I worked 00:15:41.000 --> 00:15:45.000 So I bravely took on the idea of looking at some 00:15:45.000 --> 00:15:56.000 doing what we would now call a file audit of case notes. So plodding my way through case notes to find out about the people in the 00:15:56.000 --> 00:16:01.000 Supported accommodation service that I was running 00:16:01.000 --> 00:16:13.000 In terms of looking at, you know how these people come into the service, what had been their journeys, what had been their histories, I guess, insofar as the 00:16:13.000 --> 00:16:18.000 case notes could tell me that 00:16:18.000 --> 00:16:21.000 was very much about learning to swim 00:16:21.000 --> 00:16:24.000 And a lot of the time it was about 00:16:24.000 --> 00:16:34.000 sitting there in a lane with all this data around me, thinking, how how or what do I do with all this information? How do I put this together? 00:16:34.000 --> 00:16:40.000 And I'm not going to say it was an easy journey, that first plunge 00:16:40.000 --> 00:16:43.000 There was a lot of bewilderment 00:16:43.000 --> 00:16:56.000 And when I look back on it, I think there were several things that made it particularly hard, made it rough water, if you like. One of them was the lack of buddies. I didn't 00:16:56.000 --> 00:17:00.000 I didn't really know 00:17:00.000 --> 00:17:08.000 Other people who are going through a similar journey who could kind of support me or even just 00:17:08.000 --> 00:17:10.000 you know, meet up and 00:17:10.000 --> 00:17:15.000 complain about our bewilderments 00:17:15.000 --> 00:17:21.000 I didn't really have any research mentors per se. And whilst the grad dip 00:17:21.000 --> 00:17:28.000 did provide supervision, it was looking back on it now, it was kind of very limited 00:17:28.000 --> 00:17:34.000 And I was really expected to sink or swim for myself 00:17:34.000 --> 00:17:35.000 So 00:17:35.000 --> 00:17:38.000 I learned a lot about 00:17:38.000 --> 00:17:45.000 The need for more expertise, more knowledge of research. 00:17:45.000 --> 00:17:52.000 And also what I was missing, if you like, for myself, but around me in terms of support. 00:17:52.000 --> 00:18:01.000 So I vowed that the next time I took on doing a research project, it would be with more specific training 00:18:01.000 --> 00:18:17.000 So back in London again, later on, I took the plunge to do a master's. I by that point, I had also observed that the people in mental health services who seem most confident about doing research at the time 00:18:17.000 --> 00:18:20.000 were psychologists 00:18:20.000 --> 00:18:30.000 And so I found myself thinking, what is it that they, you know, what is… what are they using in terms of their education and training to 00:18:30.000 --> 00:18:32.000 support them to be 00:18:32.000 --> 00:18:36.000 less bewildered about research than I felt 00:18:36.000 --> 00:18:40.000 So I deliberately chose to do a master's in health psychology 00:18:40.000 --> 00:18:43.000 From which I learned 00:18:43.000 --> 00:18:58.000 But one of the things that's really helpful in terms of thinking about research is using what we call our models of practice, what they call their theories. But theoretical frameworks can really help you to kind 00:18:58.000 --> 00:19:07.000 structure some thinking about what it is that you want to research. 00:19:07.000 --> 00:19:12.000 That led me to thinking about a project in 00:19:12.000 --> 00:19:21.000 a community mental health service that I had contact with, where the OTs were using the model of human occupation and 00:19:21.000 --> 00:19:25.000 an interview tool called the Occupational Performance History Interview. 00:19:25.000 --> 00:19:41.000 And at the time, there was quite a lot of interest in OT in how how we think in practice. There had been a big study in the US around clinical reasoning done by an anthropologist who studied OTs 00:19:41.000 --> 00:19:44.000 from an anthropological perspective 00:19:44.000 --> 00:20:00.000 And I got… I got quite inspired by her work. She had highlighted the particular way in which OTs bring a different perspective to healthcare teams than other people do 00:20:00.000 --> 00:20:10.000 And so I'm inspired by that, I chose to do a qualitative study with these OTs who were using the occupational performance history interview 00:20:10.000 --> 00:20:11.000 My 00:20:11.000 --> 00:20:26.000 My idea initially was very big. I had this grand idea that I was going to interview many of the consumers and family members who had experienced these interviews 00:20:26.000 --> 00:20:32.000 And also to interview the OTs, and then to talk to them together about the experience 00:20:32.000 --> 00:20:41.000 That was probably in retrospect, more like a PhD size project than my coursework master's project. 00:20:41.000 --> 00:20:50.000 So it got narrowed down with the help of supervision to just focusing on the OTs. 00:20:50.000 --> 00:20:54.000 as a small beginning step 00:20:54.000 --> 00:20:59.000 And that project too was challenging because I found myself using 00:20:59.000 --> 00:21:07.000 qualitative methods and trying to explore the use of a participatory approach at a point when 00:21:07.000 --> 00:21:17.000 Neither of those things were really that well known in mental health services and they weren't actually that well known in psychology either, which was where I was studying. 00:21:17.000 --> 00:21:23.000 However, I discovered I loved the interviewing 00:21:23.000 --> 00:21:32.000 I like the occupational performance history interview, but I love the conversations I had with the practitioners who were using it 00:21:32.000 --> 00:21:44.000 And having really enjoyed the interviewing process, I didn't like writing up a thesis, particularly at the time. That was a struggle, and anybody who's written one will 00:21:44.000 --> 00:21:49.000 probably remember times when it was a struggle for them to 00:21:49.000 --> 00:22:03.000 But nevertheless, I was inspired by that project to write my first journal article. Journal articles I wrote a couple of journal articles at that time, which was 00:22:03.000 --> 00:22:11.000 difficult, but I discovered I quite enjoyed the writing process. And I felt it was important to 00:22:11.000 --> 00:22:19.000 share the efforts that have been put into that project, not just my effort, but the effort of the interviewees as well. 00:22:19.000 --> 00:22:23.000 I then moved to Melbourne. 00:22:23.000 --> 00:22:36.000 And in Melbourne, I fairly early on met some colleagues from other disciplines who were also interested in similar topics to me 00:22:36.000 --> 00:22:41.000 In the sort of psychosocial rehabilitation area 00:22:41.000 --> 00:22:57.000 And that gave me some people to talk to about research. It also, I discovered that my perspective as an OT added something distinct to those groups. I also met some lived experience researchers at that time 00:22:57.000 --> 00:23:00.000 Broad Park Hospital 00:23:00.000 --> 00:23:03.000 And so that set me on a path of 00:23:03.000 --> 00:23:16.000 writing and talking about and researching in a multidisciplinary context. You know, it wasn't a formal team, it was sort of more people I know, I knew, and in fact, some of them I used to have 00:23:16.000 --> 00:23:24.000 We used to have what we call research breakfast on Fridays with some of them and chat about ideas. 00:23:24.000 --> 00:23:27.000 But that gave me the 00:23:27.000 --> 00:23:33.000 The skills from my master's and also the confidence from those conversations 00:23:33.000 --> 00:23:41.000 to start working on small projects with other OTs 00:23:41.000 --> 00:23:45.000 And with consumers in mental health care 00:23:45.000 --> 00:23:50.000 And I really began a journey that has gone on ever since of 00:23:50.000 --> 00:24:07.000 working collaboratively, I thoroughly enjoyed the sharing of ideas, the learning from other perspectives, and that continues to drive my interest and involvement in research. 00:24:07.000 --> 00:24:09.000 Just going to 00:24:09.000 --> 00:24:13.000 if I can get my slides to move 00:24:13.000 --> 00:24:17.000 I won't move on. Here we are. 00:24:17.000 --> 00:24:22.000 But to give you some concluding thoughts, I guess 00:24:22.000 --> 00:24:27.000 Research can seem intimidating 00:24:27.000 --> 00:24:36.000 And I think from the last webinar, some of you might have attended with Genevieve Pepin and others 00:24:36.000 --> 00:24:48.000 You know, there was the reporting of a survey in which many of us recognise the value of supporting our practice and demonstrating our value through research. 00:24:48.000 --> 00:24:56.000 We know this is what we need to do, but it's also overwhelming 00:24:56.000 --> 00:25:08.000 I would kind of argue that in a way, if you're not confused, really, you don't understand that you're trying to do research because after all research is a learning journey 00:25:08.000 --> 00:25:24.000 You know, to start out doing a research project of any kind, even a project that's about looking at the literature without thinking there's something I want to know, there's something I want more information about, there's something I want to understand better 00:25:24.000 --> 00:25:31.000 So always, there's an element of the journey that is going to be 00:25:31.000 --> 00:25:35.000 somewhat confused 00:25:35.000 --> 00:25:40.000 And if you're not confused, you're not learning, you're not 00:25:40.000 --> 00:25:42.000 You know, it's not it's not 00:25:42.000 --> 00:25:48.000 That is part of the nature of the journey, if you like. 00:25:48.000 --> 00:25:57.000 I also think that we research seems very intimidating often when we think of the word 00:25:57.000 --> 00:26:00.000 We're thinking of all those things 00:26:00.000 --> 00:26:04.000 ethics and funding and writing and 00:26:04.000 --> 00:26:06.000 appraising evidence 00:26:06.000 --> 00:26:10.000 Understanding statistics and 00:26:10.000 --> 00:26:12.000 Some of us 00:26:12.000 --> 00:26:21.000 Maybe thinking of the writing and the presenting as hard. There's many different elements to research that can be intimidating. 00:26:21.000 --> 00:26:26.000 But I think it's interesting to think what the word actually means 00:26:26.000 --> 00:26:30.000 And it comes from the French as to go about seeking 00:26:30.000 --> 00:26:37.000 And it is actually a process of a creative and systematic process 00:26:37.000 --> 00:26:43.000 That's about understanding 00:26:43.000 --> 00:26:58.000 Involves a step of the series of steps of collecting and analyzing information. And when I look at these descriptions, I think, hey, you know that's not so different than what we do each day when we're working with clients and trying to find out 00:26:58.000 --> 00:27:02.000 more about them and and their lives and what matters to them 00:27:02.000 --> 00:27:09.000 Then trying to figure out what we can do to address whatever the difficulties are they're experiencing 00:27:09.000 --> 00:27:24.000 So it's not in many ways, research is not so different from the everyday of OT practice in terms of the process 00:27:24.000 --> 00:27:31.000 So, you know, there's many ways we can go about it and many places we could start 00:27:31.000 --> 00:27:42.000 I didn't know many people involved in research, so I chose my journey to start with kind of seeking out a university and a course to get some more learning 00:27:42.000 --> 00:27:44.000 But 00:27:44.000 --> 00:28:01.000 This fairly well-known definition of evidence-based practice highlights, for me anyway, that there's, you know, what existing evidence is there already. I could explore that as my starting point. There's 00:28:01.000 --> 00:28:08.000 Patients' values and preferences, well, you know, do I know what the values and preferences are of people in my 00:28:08.000 --> 00:28:23.000 My workplace, could I do a QI project where I, you know, just find that out, get people to I know someone a while ago who started their research with one of those boxes that you ask people to 00:28:23.000 --> 00:28:33.000 Their responses to a few questions in a box, and then she collected the information from that box to learn 00:28:33.000 --> 00:28:45.000 She was actually doing a project about people's interest in work. So she used that as a way to find out were there people in the service who were interested in focusing more on work 00:28:45.000 --> 00:29:02.000 It's not a research project that needed to get written up or to get ethics or to get funding or any of those things. It was a cardboard box into which people could write a few write a few responses and post them on a piece of paper 00:29:02.000 --> 00:29:19.000 So quality improvement. So that might be your starting point. Your starting point might also be something about the clinicians or the practitioners that work in an area, what they're doing 00:29:19.000 --> 00:29:22.000 So I think 00:29:22.000 --> 00:29:32.000 The nice thing about this diagram is that it highlights for us that there's a number of places that we could start. We don't necessarily need to 00:29:32.000 --> 00:29:44.000 Big money, big teams, big knowledge. There's always a starting place depending on what it is you want to know about and to guide your practice 00:29:44.000 --> 00:29:50.000 So I would encourage the idea of bite-sized pieces 00:29:50.000 --> 00:30:04.000 Maybe capitalizing on your strengths. So, if you like reading, maybe the place to start is to pick a topic that you want to read more about and find some of the literature to read about 00:30:04.000 --> 00:30:23.000 If you like talking, find a network of people who, you know, your people, as it were, with similar interests to have a yarn about practice and deliberately have some yarns about practice to think about what it is that might be a starting place for you to do something 00:30:23.000 --> 00:30:32.000 You could you could also be brave and join a team of other people who are already doing a project. 00:30:32.000 --> 00:30:45.000 That might involve reaching out to a uni. It might involve looking around your service to see if there are other people doing a project and saying, Hey, can I help you in some way? 00:30:45.000 --> 00:30:50.000 We've all got things we can offer to projects. 00:30:50.000 --> 00:30:59.000 And I will perhaps finish off with this thought and with thanks to you may or may not know Mirinda Epstein, who 00:30:59.000 --> 00:31:06.000 It was a consumer consultant in the early days of consumer consultancy in Melbourne 00:31:06.000 --> 00:31:12.000 And has continued to be an advocate 00:31:12.000 --> 00:31:20.000 In the consumer space for many years and won a human rights award not that long ago for her contribution 00:31:20.000 --> 00:31:26.000 As you can see from this slide, she's also an artist. A great cartoonist 00:31:26.000 --> 00:31:28.000 So 00:31:28.000 --> 00:31:40.000 For me, there's a journey in these three cartoons that is partly mine, but it's also partly what I'm kind of suggesting you think about. The first one on the left 00:31:40.000 --> 00:31:46.000 It's kind of a reminder, I think, that we can put research in an ivory tower 00:31:46.000 --> 00:31:55.000 As if it was sort of people up in a tree looking from a distance at us and trying to understand us. 00:31:55.000 --> 00:32:04.000 But it isn't really, it's much more about working collaboratively as on the right-hand side of the slide 00:32:04.000 --> 00:32:11.000 coming together around the table and working out what it is we want to know together. 00:32:11.000 --> 00:32:19.000 The slide in the middle is also a reminder to me always that there are many perspectives on the topic 00:32:19.000 --> 00:32:22.000 Whether it's the perspective of 00:32:22.000 --> 00:32:35.000 Consumers who experience that topic, the perspective of OTs who are working with them, the perspective of other people in the service, the families 00:32:35.000 --> 00:32:49.000 Employers, whoever the kind of stakeholders in that perspective might be. We each come with different experiences and different perspectives so that it's really valuable finding people who 00:32:49.000 --> 00:33:01.000 are not necessarily only people who share your particular view to talk about research ideas and develop them 00:33:01.000 --> 00:33:10.000 So I'm going to stop there. I'm happy to answer questions at any point, but I'm sure I've gone over my time. 00:33:10.000 --> 00:33:14.000 I will stop sharing at this point 00:33:14.000 --> 00:33:29.000 Thank you, Ellie. Could I encourage everyone to use the Q&A function, which you'll find under the more button at the bottom of your screen to post a question for Ellie 00:33:29.000 --> 00:33:32.000 We're going to have 00:33:32.000 --> 00:33:42.000 some time near the end, for questions, which will be presented to the panel, and Ellie is going to jump in at that space too. So I hope that's 00:33:42.000 --> 00:33:49.000 A function you can find and can use for this next section of our time together. 00:33:49.000 --> 00:34:05.000 I wonder if we will perhaps move into our panellist discussion. I would love to introduce our panel to you and I'm quite loath 00:34:05.000 --> 00:34:20.000 tempt to share my PowerPoint again, wondering if perhaps I will simply read, off my screen to introduce you to our, very, experienced and far-reaching group of panelists 00:34:20.000 --> 00:34:35.000 Dr. Caitlin McDow will host our panel and I'll introduce you to her now. Caitlin is a senior lecturer and course coordinator of the Masters of Youth Mental Health at the program at the University of Melbourne 00:34:35.000 --> 00:34:45.000 As an occupational therapist over the past 15 years, she's worked to bridge the gap between evidence and practice across a range of academic, clinical, and non-profit settings 00:34:45.000 --> 00:34:58.000 Caitlin's work has primarily focused on supporting people with mental ill health in their vocational and psychosocial recovery, and supporting clinicians to engage with research and evidence-based practices. 00:34:58.000 --> 00:35:14.000 On our panel, we have firstly Dr. Danielle Hitch. Danielle is an associate professor of occupational Therapy in a joint position with Deakin University and Western Health 00:35:14.000 --> 00:35:24.000 She began her research career when a clinician in mental health before moving into a lead research occupational therapist position within Northwest Mental Health 00:35:24.000 --> 00:35:43.000 Jenny L was also the first allied health research and translation lead at Western Health when these positions were inaugurated by the Victorian Department of Health. Her research interests include long COVID, working with culturally and linguistically diverse communities, and occupation-based practice. 00:35:43.000 --> 00:36:03.000 We also have Miss Crystal Zhumann. Crystal is a senior occupational Therapist with Monash Mental Health's intellectual Disability Initiative for Adults, Nahidi, where she works with adults with intellectual disability and co-occurring mental health needs. 00:36:03.000 --> 00:36:23.000 Christelle's interest in research grew through Monash Health's stepping into research program, which provided protected time, mentorship and practical support to develop her first research project. She's currently preparing a systematic review manuscript exploring models of healthcare for people with intellectual disability 00:36:23.000 --> 00:36:36.000 Crystal's passionate about embedding evidence into everyday clinical practice and encouraging clinicians to see research as achievable, relevant and valuable to the work that they do. 00:36:36.000 --> 00:36:47.000 And finally, I would love to introduce to you Mrs Bronwyn Sanders. Bronwyn's an occupational therapist who's worked in public mental health for over 30 years. 00:36:47.000 --> 00:37:02.000 She's worked in residential and community mental health settings, but over the last 18 years, her primary place of work has been in the team called Families where there's a mental illness program, otherwise known as FAPMI at Eastern Health 00:37:02.000 --> 00:37:08.000 Brahman spent 12 months working as a research assistant as part of the HOPE evaluation program 00:37:08.000 --> 00:37:14.000 And throughout this process, she's discovered that research works best when it's done as part of a team 00:37:14.000 --> 00:37:18.000 I will hand over to you now 00:37:18.000 --> 00:37:19.000 Caitlin 00:37:19.000 --> 00:37:22.000 And look forward to learning from you all. 00:37:22.000 --> 00:37:32.000 Great. Thanks so much, Naomi. I'm really excited to be chairing this panel today. And I think given we had quite detailed introductions, I wonder if we just jump right into 00:37:32.000 --> 00:37:47.000 I guess the meat of our discussion today. So I'm wondering, Crystal, would you mind starting us off in telling us a bit about what do you see as the relevance of occupational therapy, mental health research 00:37:47.000 --> 00:37:54.000 And just taking that step and engaging in it, what sort of motivates you, or why do you think that that's relevant 00:37:54.000 --> 00:37:57.000 for you 00:37:57.000 --> 00:38:12.000 I think for me, research is how we move really from saying occupational therapy adds value to demonstrating how and for whom and under what conditions it adds value 00:38:12.000 --> 00:38:18.000 I think in mental health, like, you know, we work so closely with 00:38:18.000 --> 00:38:33.000 patients, clients or consumers. And we look at their participation, their routines, their identity, like Eli pointed out, and that independence as well in their everyday life, in the community 00:38:33.000 --> 00:38:45.000 Which, can be very often overlooked if we focus only on symptoms or service use. So working in a multidisciplinary team 00:38:45.000 --> 00:39:04.000 So this is how and how I would point out to the team members, especially the doctors, that these things are important. And by doing research, it actually helps to make these outcomes visible and can influence intervention 00:39:04.000 --> 00:39:19.000 provide that reasonable adjustments, really, and also at service design level. So when we have meetings, so I can strongly advocate that, hey, this is in the literature. So I think we should 00:39:19.000 --> 00:39:21.000 Actually 00:39:21.000 --> 00:39:26.000 stress a little bit more on the identity of the person 00:39:26.000 --> 00:39:36.000 Yeah. Danny, would you mind jumping in as well? Do you have anything to add about what you see as the relevance of engaging in mental health OT research? 00:39:36.000 --> 00:39:51.000 Yeah, I mean, I agree with Crystal. I think there is actually… part of it is advocating for our profession and what we offer. Whenever you read mental health policy documents or the Royal Commission report or whatever, you can see OT in there throughout 00:39:51.000 --> 00:40:11.000 We offer something really important to consumers. So, I think part of it is that, but we actually owe it to ourselves and to our consumers to only be offering care that's actually effective and makes a difference. So, I think the flip side of it, which is always interesting, is sort of that de-implementation. Sometimes we're doing things that 00:40:11.000 --> 00:40:27.000 aren't very effective, and research is a core part of that, to not be wasting time and wasting our consumers' time on it. I also think, sort of, the broader relevance is important, so working at Western Health, I still see myself as a mental health AT 00:40:27.000 --> 00:40:36.000 But I've been supporting research in fields like delirium on the ward. We've done some stuff with our workforce around moral distress 00:40:36.000 --> 00:40:51.000 I'm also doing a lot of stuff at the moment about neurodiversity within our workforce and how we can make sure our neurodiverse colleagues are appropriately supported to do their work as an OT. So mental health is everybody's business. So I think even if you're not doing 00:40:51.000 --> 00:41:00.000 Research in mental health, like the system, you can still bring all of those skills and that really important perspective to 00:41:00.000 --> 00:41:03.000 other parts of health and social welfare. 00:41:03.000 --> 00:41:05.000 Thank you. 00:41:05.000 --> 00:41:07.000 Yeah, I think 00:41:07.000 --> 00:41:22.000 It's quite clear that I think as a profession, we bring a lot of curiosity, we want to know that what we do adds value, but I think everyone also acknowledges there's a lot of barriers to engaging in evaluation and research for clinicians 00:41:22.000 --> 00:41:28.000 And OTs particularly don't necessarily see themselves as 00:41:28.000 --> 00:41:36.000 As researchers compared to Ellie mentioned, psychologists have more this scientist practitioner model where they see they see 00:41:36.000 --> 00:41:53.000 generating evidence as part of their identity. So I guess acknowledging some of the barriers. What has helped you to actually overcome those or to engage in in evaluation and research in your practice 00:41:53.000 --> 00:41:58.000 Bronwyn, could I get you to start us off on this question, please? 00:41:58.000 --> 00:42:04.000 Yeah, sure. I guess just following on from what the others have said too, I think 00:42:04.000 --> 00:42:21.000 When I was starting to think about research, and people kept saying, you know, you need to find evidence-based practice, but because OTs haven't been great at publishing or writing about what they do, it's actually quite hard to find the information or the evidence, and the area that I work in is families where a parent has a mental illness, and I 00:42:21.000 --> 00:42:44.000 Very strongly believe that occupational therapy and the role of parenting is really, really important, but actually very few occupational therapists have written anything about that or published anything in relation to that. So, that's kind of why I think it's important, because if no one writes about it, then it's not there. Even though there's amazing work being done, if you haven't written about it 00:42:44.000 --> 00:43:00.000 It doesn't exist in the public sort of sphere. So in terms of getting started, I feel a bit of an imposter on this, panel, because I feel like I'm just a very beginning researcher. But I think what I have learnt and what really helped me is that I 00:43:00.000 --> 00:43:10.000 fortunate that I was able to join a research team, so I wasn't actually working as an occupational therapist. I was employed as a research assistant and 00:43:10.000 --> 00:43:31.000 And what that really helped me to understand is all the different processes that are involved with research and the different, as Ellie was talking about, the different steps and what they all look like. And prior to that, they all seemed very scary, and I was particularly intimidated by the idea of submitting an ethics submission and the ethical research manager 00:43:31.000 --> 00:43:47.000 But actually having a go at doing that, and doing it with someone else who could support me, was really amazing. And so I… I think working with other people who have more expertise in the beginning is really, really important. And I also think, 00:43:47.000 --> 00:44:04.000 One of the things that I've really learned is that time is a big factor, so finding time. So we've actually worked quite well with having, student projects, so the… all the universities have those amazing project placements. So, utilizing students to do some of the grunt work has, 00:44:04.000 --> 00:44:24.000 been really helpful, and it prompts you to think about why are you doing this? What is it that you really want, and it helps you to think about chunking it down into bite-sized pieces, because if you think about research overall, it feels overwhelming. So, having to think about how you can chunk it down and make just, well, how would I start? What's the beginning point 00:44:24.000 --> 00:44:29.000 That's been really helpful for me, I think. 00:44:29.000 --> 00:44:45.000 Yeah, great. Thank you for that. And I think it is important that across the panel we do have people who are sort of in that earlier stage of engaging in evaluation and research, as well as people like Danny and Ellie who've really had much more time in the space to develop 00:44:45.000 --> 00:44:48.000 So thank you for joining 00:44:48.000 --> 00:44:54.000 Christel, did you have anything you wanted to add to that discussion? 00:44:54.000 --> 00:45:11.000 I think I fully agree with Bronwyn. I think for me as well, the greatest barriers was time and also the competing clinical responsibilities, like you're working, doing research, and also initially not feeling confident at all 00:45:11.000 --> 00:45:17.000 you know the research language, the methods, all these things that 00:45:17.000 --> 00:45:33.000 suddenly is part of my daily life. And I guess, like, working with other people who are more experienced doing research, because in that stepping into research program, you are assigned a mentor 00:45:33.000 --> 00:45:44.000 So that's someone who's quite experienced in doing research. And that really helped me to kind of like reassure myself that 00:45:44.000 --> 00:46:01.000 I don't have to know everything or work out everything alone just by myself. There are so many people around me that I could talk to and that are happy to help actually. So you just need to ask. So if you want to start, I would say 00:46:01.000 --> 00:46:10.000 Just do it. Just, like, think of something you want to do, and find the people who can help you. 00:46:10.000 --> 00:46:22.000 Yeah, thank you. Yeah, I think I'm getting the impression that mentorship is a really key part of the journey and ability to kind of step into this unknown space. 00:46:22.000 --> 00:46:35.000 Danny, I think, like, did you have anything you wanted to add, maybe in terms of your own, accessing mentors, or also mentoring other OTs, potentially, to delve into this area? 00:46:35.000 --> 00:46:42.000 Yeah, look, mentorship's crucial and it can take many forms. You know, you can have a formal 00:46:42.000 --> 00:46:59.000 mentor-mentee relationship. It might just be a colleague you really look up to, or they have a really specific set of skills that you're wanting to develop. It could be someone that you just feel really safe with in terms of letting, you know, letting it all hang out and just 00:46:59.000 --> 00:47:14.000 Talking about how you actually feel about things. So I think it is really important, it doesn't have to be an OT. I can think of 2 or 3 mentors across my career who weren't OTs and really developed my skills in different ways 00:47:14.000 --> 00:47:19.000 I think the most important thing about finding a mentor is finding a mentor who can help you 00:47:19.000 --> 00:47:36.000 Be the sort of researcher you want to be because there's lots of different types of researchers. My style of doing research is different to other people's and I think earlier in my career, often when I was speaking to mentors, they'd been in a university setting and come up through that 00:47:36.000 --> 00:47:44.000 system, whereas my career's been quite different. It's mostly been out of the uni, linked to a uni, though. So it's 00:47:44.000 --> 00:48:02.000 about finding a person that can support you to be the sort of researcher that you want to be and achieve the things you want to do. So for example, I had a mentor, I've always had feedback through my career that I should pick a lane and stick to it, but that's not how I tend to do things. I'm sort of interested in everything 00:48:02.000 --> 00:48:10.000 So, few mentors had told me that and told me to drop some of the subjects, but then I found a mentor who's like, it's all occupation, right? 00:48:10.000 --> 00:48:17.000 Yeah, it is. So she said follow your nose and for me that works really well. 00:48:17.000 --> 00:48:29.000 So there's plenty of people out there in terms of me mentoring others, I find it so fulfilling and wonderful and I learn so much from the people that I mentor. It's really nice to see people getting on in their career. 00:48:29.000 --> 00:48:42.000 But yeah, I learn a lot from my mentees as well. Things are changing rapidly, different fields of research have different demands, but I think if you… once you get to a point in your career where you are comfortable enough to do that. 00:48:42.000 --> 00:48:50.000 Become a mentor. Talk to… you know, it doesn't mean that you're an expert, it doesn't mean you know everything. You're just a 00:48:50.000 --> 00:48:53.000 colleague who can facilitate one of your fellow colleagues to 00:48:53.000 --> 00:48:59.000 find their feet and do things in the way that feels comfortable and productive for them. 00:48:59.000 --> 00:49:08.000 Fantastic. Thank you so much. I'm seeing a couple of questions pop up in the Q&A, so I just want to pass back to Naomi. Are you happy to 00:49:08.000 --> 00:49:09.000 leave that section. Great 00:49:09.000 --> 00:49:16.000 Yeah, thank you for adding some questions into our Q&A. I love this first 00:49:16.000 --> 00:49:26.000 question, because this is really a common barrier that I hear from my colleagues, and it's also been touched on by Crystal 00:49:26.000 --> 00:49:39.000 What suggestions would you have for a practicing OT to start taking steps towards research while balancing that full workload? What's that, like, practical step that someone could do? 00:49:39.000 --> 00:49:45.000 to get started 00:49:45.000 --> 00:50:01.000 I would say just to step into a research project that someone else is leading, someone else is doing all the donkey work for. You might just run a focus group or something that doesn't take a lot of time. And it also helps you figure out where the research is 00:50:01.000 --> 00:50:14.000 what you want to do, because I'm, you know, have a very firm opinion that being an OT is more than enough. Research isn't something everybody wants to spend time on, and that's okay. So, you know, just 00:50:14.000 --> 00:50:30.000 Start small and seek support from your managers. It really is part, it's part of our ABA in many cases. So, you know, look to see what you can do with your managers. They should be supporting these things, but I wouldn't necessarily think, okay, I've got to run it all by myself 00:50:30.000 --> 00:50:34.000 That's not how research works like Millie was saying at the start anyway. 00:50:34.000 --> 00:50:39.000 Little and often is a good way to start 00:50:39.000 --> 00:50:58.000 My suggestion would be, if you've got a little thing that you're interested in, or often people have a project that they think, oh, it'd be really interesting to know more about that, but you haven't got the time, I utilise OT students. They have amazing resources, they're way better at doing literature reviews and scoping reviews and all that stuff 00:50:58.000 --> 00:51:19.000 than I will ever be. So… and they have the time, and it's part of what they have to do. So, as long as you can, pitch it in a, you know, like I said before, in a small, bite-sized chunk, actually they will start the work for you, and so… and I have personally found that having a student project makes you much more motivated, and it forces you to find the time that you didn 00:51:19.000 --> 00:51:40.000 think you had, because you have to keep reporting… they report back to you, and you have to report back to them, so it helps with the accountability stuff, so I would really strongly encourage people to think about how you can utilize OT student project placements to kind of… to get you started 00:51:40.000 --> 00:51:42.000 Ellie, do you want to jump in 00:51:42.000 --> 00:51:59.000 I was just going to add to that that I think it's a really good strategy. I also think it's important to not feel intimidated by the idea of I don't know whether this is a doable project or this is the right size or this is a relevant topic 00:51:59.000 --> 00:52:13.000 I think students usually have a supervisor from uni as well. So, you know, you can pitch an idea and the uni supervisor will help you and the student 00:52:13.000 --> 00:52:28.000 Bring it down to bite size for or whatever's the scope of what the student needs to do. So, you know, if you have a general idea of, I want to do some research around parenting, but you don't know specifically what, that's enough 00:52:28.000 --> 00:52:30.000 to 00:52:30.000 --> 00:52:36.000 flagged that with the whoever's organizing the student projects at one of the uni's 00:52:36.000 --> 00:52:44.000 So don't feel intimidated by, oh, I have to have a specific research question or a good research idea, or I have to know that it's 00:52:44.000 --> 00:52:53.000 you know, going to be valuable. 00:52:53.000 --> 00:53:08.000 Okay, should we move on to the second question? So we've got a question from Sue. Do you have some suggestions or guiding principles on ways to identify worthwhile research or evaluation projects? 00:53:08.000 --> 00:53:10.000 Danny's nodding. Do you want to kick off? 00:53:10.000 --> 00:53:14.000 I don't want to just jump in. 00:53:14.000 --> 00:53:29.000 A couple of things. I mean, I think aligned with whatever your services strategy is, because you're likely to get more investment from people. So by all means, generate things that come from consumers and that she is where it should start 00:53:29.000 --> 00:53:44.000 But if you can find a way to align it with the overall organisational strategy, you'll have the language that might help you get some grant funding and might give it some legs in terms of the translation, so you can embed it into the service more easily. 00:53:44.000 --> 00:53:46.000 Excuse me. 00:53:46.000 --> 00:53:50.000 But I also think that 00:53:50.000 --> 00:54:00.000 As I've gone through my career, I've become much more radical in a way about health equity and disadvantage. I grew up in the western suburbs of Melbourne and I feel really strongly about it 00:54:00.000 --> 00:54:07.000 And it's worthwhile to me, like, a personal, emotional level. So I think if you're 00:54:07.000 --> 00:54:12.000 If you've got a topic that really you feel really strongly about 00:54:12.000 --> 00:54:27.000 That's a good thing to pursue too, because you are invested in it, and you're interested in it, and it will be worthwhile, no doubt. So, I guess on one hand, figure out what's worthwhile for the people up the chain who can, you know, influence things, but it's got to be worthwhile for you 00:54:27.000 --> 00:54:31.000 As well, you can afford to be a bit picky, is what I would say. 00:54:31.000 --> 00:54:32.000 Hmm. 00:54:32.000 --> 00:54:38.000 And I'm going to have a drink before I run our voice. 00:54:38.000 --> 00:54:42.000 Ellie, did you want to jump in and offer any other 00:54:42.000 --> 00:54:44.000 thoughts about that is 00:54:44.000 --> 00:54:59.000 I think both of those are really great points that Danny's made. You know, what you care about and what you value, I'm going to sound a little bit like I'm talking from a moho perspective 00:54:59.000 --> 00:55:14.000 What you care about and what you value is going to keep you engaged with the topic. So that's really important. But I think also thinking about what's going to connect with 00:55:14.000 --> 00:55:25.000 the service you're in and what the service cares about will also help to kind of gain support from people around you for you putting 00:55:25.000 --> 00:55:29.000 some work into something 00:55:29.000 --> 00:55:33.000 And just to reflect on an example of that 00:55:33.000 --> 00:55:35.000 I was really 00:55:35.000 --> 00:55:48.000 Looking back on it, I think that the senior OTs in Northwest Mental Health were very smart in, as a group, deciding we're going to prioritize our efforts in 00:55:48.000 --> 00:55:50.000 Three areas 00:55:50.000 --> 00:56:02.000 And they chose three areas, it's not that those three areas were the only things important in the service, but it was a starting point, and they became three areas that were 00:56:02.000 --> 00:56:09.000 used as a focus for generating a range of projects, you know 00:56:09.000 --> 00:56:26.000 One of them was driving, for example, and that's generated a number of projects, some of them smaller, some of them larger over time, that have all contributed to giving a focus to practice in that area 00:56:26.000 --> 00:56:45.000 You could, you know, another example would be the one that bromine you mentioned around parenting. You know, you could take that as a focus and have a bunch of people put energy into different aspects of that, from consumer points of view, from family points of view, from finding out what's already in the 00:56:45.000 --> 00:56:54.000 Evidence even if it's not in OT journals and so on, so I think sometimes that 00:56:54.000 --> 00:57:00.000 That's a good way to identify projects of value in a sense, is 00:57:00.000 --> 00:57:15.000 It's not that they're more of value than another area, but it's picking something as a focus and putting the energy into that, putting the eggs into that basket, if you like 00:57:15.000 --> 00:57:20.000 Thank you. I think we're coming up to time. Naomi, did you want to 00:57:20.000 --> 00:57:22.000 Do the final wind up evaluation bit 00:57:22.000 --> 00:57:38.000 Yeah, thank you, everyone. I have got so many thoughts going forward from today. Ellie, you have really encouraged me when you described researchers being a creative and systematic process that 00:57:38.000 --> 00:57:55.000 really encourages me that I can tap into my more creative side and yet pair it with skills that have been developed around being systematic and orderly and that I, you know, research is about synthesizing creative and systematic processes, or bringing them together 00:57:55.000 --> 00:58:00.000 to develop and further in understanding. I think, gosh, that's actually 00:58:00.000 --> 00:58:18.000 really motivating and achievable for me and inspiring for me. I'm also really excited to think about picking that area which aligns with service priorities and interests and passions. You know, it doesn't have to be groundbreaking and big, but it can be important and good 00:58:18.000 --> 00:58:37.000 And something that will keep you going for a while in your practice. So, I'm really, hopeful for what my next steps will be, and I'd love to hear from those who are here today some feedback on their experience of this session. I will endeavour to 00:58:37.000 --> 00:58:50.000 share my screen again and bring up our evaluation, and I will also put it in the chat. I'm going to hit present mode, which is where I didn't 00:58:50.000 --> 00:58:53.000 succeed last time 00:58:53.000 --> 00:59:00.000 Let's see if we can get this to present. 00:59:00.000 --> 00:59:07.000 Are we sharing a screen? Yes, and it's not sharing, is it? 00:59:07.000 --> 00:59:18.000 In presenter mode, here we go. If you could take the time to give us your feedback on your experience of joining us today, that would be greatly appreciated. 00:59:18.000 --> 00:59:20.000 And 00:59:20.000 --> 00:59:24.000 I'll give you all a few minutes to do that before I move along. 00:59:24.000 --> 00:59:27.000 To our next 00:59:27.000 --> 00:59:37.000 Slide 00:59:37.000 --> 00:59:39.000 In wrapping up 00:59:39.000 --> 00:59:42.000 I would like to 00:59:42.000 --> 00:59:57.000 offer thanks and recognition to people with lived and living experience of mental health challenges, recognising that system reform and transformation can only occur when it listens to and learns from 00:59:57.000 --> 01:00:09.000 People who have been unwell, who experience ill health, and people who love them. So I do want to thank people who have contributed 01:00:09.000 --> 01:00:21.000 By sharing their experiences with us as panellists who have shaped the panelists and presenters, who've shaped the work that we do and 01:00:21.000 --> 01:00:26.000 Yeah, I'm really thankful for 01:00:26.000 --> 01:00:41.000 The privilege we have to work in partnership with people with lived and living experience. I also want to thank everyone who professionally has joined us here today. So thank you, Ellie for sharing your time and experience. Thank you, Caitlin, for 01:00:41.000 --> 01:00:52.000 hosting our panel. Thank you, Crystal, Bronwyn, and Danny. And thank you, Chris, who's not really Naomi, Chris, who's supported me in this 01:00:52.000 --> 01:01:00.000 See you later, have a great day. 01:01:00.000 --> 01:01:01.000 Thank you. 01:01:01.000 --> 01:01:05.000 Thank you