Chelsea Morrison
Director
Senior Occupational Therapist
Chelsea’s practice is founded upon a strengths-based approach, meaning that she values the uniqueness of all individuals and strives to empower all young people to continually grow, learn and to become the absolute best version of themselves. Chelsea is currently completing her PhD and strives to support others to translate research into practice through professional learning. She enjoys creating and presenting at conferences and delivering professional learning workshops to early childhood centres, schools, and community settings. Outside of OT, Chelsea loves a good cup of coffee and being outdoors.
Adna Capin
Occupational Therapist
In her work alongside families and their young people, Adna is continually grounded in the value of assuming competence. Adna believes that, when the opportunity and appropriate environment is provided to a young person, they will embrace their role as the meaning-makers of their own lives and guide the people around them in what they need. She honors the individual contributions of young people and their whole network of supports and sees value in all the daily wins – however small or mundane! Outside of work, Adna can be found in nature with loved ones, making art, watching films and cooking cultural foods.
Holly Corish
Occupational Therapist
Holly is a dedicated paediatric occupational therapist who is passionate about nurturing the strengths, interests, and potential of every child she works with. Her deep empathy and commitment to supporting children and their families shape her therapy approach, ensuring that each child receives personalised, meaningful support. Outside of work, she loves spending time at the beach, catching up with loved ones, and discovering new dog-friendly parks.
Hayley Hughes
Senior Occupational Therapist
Hayley is passionate about supporting young people and their families to achieve the goals that are important and meaningful to them. Hayley strives to make therapy fun and engaging through incorporating each child’s unique interests into each OT appointment. Hayley enjoys working closely with caregivers to empower them with strategies to support their child. Outside of work Hayley is running around the park with her two boys and silly dog Gary.
Georgia Steuart
Allied Health Assistant
Georgia is a dedicated Allied Health Assistant who is currently completing her Bachelor of Occupational Therapy (Honours) at Griffith University. Her passion for supporting young people began during her time in early childhood education, where she witnessed the impact of meaningful, strengths‑based support in supporting children to overcome barriers and thrive. Georgia is committed to fostering confidence, independence, and engagement in the young people she works with, and she approaches her role with empathy, curiosity, and a strong desire to grow as a developing clinician. Outside of work, Georgia enjoys heading outdoors with her two dogs, spending time with family and friends, and unwinding with a good book or a Pilates session.
Harrison Chambers
Occupational Therapist
Harry is an Occupational Therapist who loves helping kids feel confident, capable, and supported in their everyday lives. He understands that starting therapy can sometimes feel a bit daunting, so he focuses on creating a relaxed, welcoming environment where both kids and families feel comfortable from the very beginning. He was drawn to paediatric OT through his own lived experience following a childhood injury, alongside a genuine passion for working with children and their families. He finds it incredibly rewarding to support kids in building skills that make daily life easier and more enjoyable. His approach is practical, flexible, and centred around what matters most to the child and family. Outside of work, you’ll usually find him spending time with family and friends, heading to the footy or a round of golf, or getting outdoors for a run or cycle.
Why see an Occupational Therapist?
Occupational Therapists support people to achieve optimal health and wellbeing through participation in the day-to-day activities (or occupations) that they need and want to do.
These occupations include learning, sleep, taking care of oneself, coping and adapting within all environments, working, volunteering, and participating in hobbies, play, interests, and social events. Through person-centred practice, OTs empower their clients to embrace who they are, and to create a meaningful life connected with their wider community and culture.
Focus Areas
Play and Leisure Skills
Through play, children learn about the world around them. Different play experiences help build connections in the brain which support children to develop physically, cognitively, socially, and emotionally.
Social Connection and Participation
Social connectedness can lead to improved quality of life and increased sense of belonging. A social network and sense of connection can support people to build relationships and overcome many challenges throughout day-to-day life.
Interoception
Interoception is considered the 8th sense. It refers to the body’s internal receptors and their ability to send information to the brain about what’s going on inside the body. This supports to regulate vital functions such as hunger, thirst, heart rate, body temperature, toileting needs and digestion.
Emotional Regulation
Emotional regulation refers to a person’s ability to recognise and respond to emotions within varying contexts.
Motor Skills
Motor skills include both fine (small muscle groups) and gross (large muscle groups) motor skills. These skills are required to participate and achieve success in many daily activities, such as handwriting, drawing, cooking, dressing, playing and many more!
Executive Function
Executive function refers to a set of cognitive skills including working memory, flexible thinking, self-control, attention, and organisation.
Sensory Processing
This is the way the brain receives, organises, and responds to sensory information from the environment in a meaningful way.
Self-advocacy
Self-advocacy is essential. It empowers an individual to take control of their life and embrace their identify. Through understanding oneself, a person can achieve greater independence, access enriched opportunities, and develop connections with the community around them.
Self-actualisation
Self-actualisation refers to the realisation of personal potential, and the drive to seek personal growth and self-fulfilment.