Choosing Harmony

12/12/2025

Scope of Practice – NDIS Aligned

I provide capacity-building and specialist supports for NDIS participants whose disability impacts behaviour, emotional regulation, communication, daily living, community access, and participation across home, school, and community environments.

My work is grounded in Positive Behaviour Support, trauma-informed practice, and neurodiversity-affirming frameworks, with a strong emphasis on safety, dignity, and long-term capacity building.

1. Behaviour Support

NDIS Registration Group: 0110 – Behaviour Support

Description of Support

I deliver Specialist Behaviour Support for participants experiencing behaviours of concern that place themselves or others at risk, or significantly restrict participation and quality of life.

Supports include:

Functional Behaviour Assessment (FBA)
Identification of environmental, sensory, communication, and emotional triggers
Development, review, and implementation of Positive Behaviour Support Plans (PBSPs)
Reduction and prevention of restrictive practices
Ethical, evidence-based behaviour intervention aligned with NDIS Rules

Outcomes

Reduced frequency, intensity, and duration of behaviours of concern
Improved safety for participants, families, and staff
Increased emotional regulation and communication capacity
Improved participation in daily life and community settings

2. Improved Daily Living Skills (Capacity Building)

NDIS Registration Group: 0115 – Assistance with Daily Life Tasks in a Group or Shared Living / Capacity Building

Description of Support

I support participants to build functional independence and emotional regulation skills required for daily living, including routines, self-management, and adaptive functioning.

Supports may include:

Emotional regulation and coping strategies
Interoception and body awareness
Executive functioning support
Transition planning and routine development
Support for daily tasks where emotional or behavioural barriers are present

Outcomes

Increased independence and confidence
Improved ability to manage daily routines
Reduced reliance on crisis-driven support
Improved wellbeing and participation

3. School, Education & Environment-Based Supports

NDIS Registration Group: 0116 – Innovative Community Participation
(also linked to 0110 where behaviours of concern are present)

Description of Support

I work collaboratively with schools and education settings to support inclusion, reduce exclusionary practices, and build staff capacity to support students with complex needs.

Supports include:

School-based observation and consultation
Environmental and demand-load assessment
Development of individualised education and behaviour support strategies
Staff coaching in low-arousal and de-escalation approaches
Support for transitions, attendance, and engagement

Outcomes

Improved access to education
Reduced suspensions, exclusions, and escalations
Increased staff confidence and consistency
Improved student regulation and participation

4. Family & Parent Capacity Building

NDIS Registration Group: 0116 – Innovative Community Participation
(also linked to 0115 and 0110 where relevant)

Description of Support

I work alongside families to strengthen understanding, reduce burnout, and build sustainable support strategies within the home environment.

Supports include:

Parent coaching and education
Understanding behaviour as communication
Consistency across home, school, and community
Reducing carer stress and emotional load
Navigating NDIS systems and documentation

Outcomes

Increased parent confidence and capacity
Reduced family stress and crisis presentations
Improved family relationships and stability
Greater consistency across support environments

5. Functional Capacity Assessment & Evidence-Based Reporting

NDIS Registration Groups: 0110 / 0115 / 0116 (as applicable)

Description of Support

I complete and contribute to functional assessments and professional reports that accurately reflect a participant’s real-world needs and justify reasonable and necessary supports.

This includes:

Linking behaviour and regulation to functional impact
Translating lived experience into NDIS-aligned evidence
Supporting funding reviews, change of situation requests, and planning meetings
Ensuring reports meet NDIA legislative and policy requirements

Outcomes

Improved access to appropriate NDIS funding
Reduced risk of under-support
Clear, defensible documentation for NDIA decision-making

6. Support Worker & Team Training

NDIS Registration Group: 0117 – Development of Daily Living and Life Skills
(also linked to 0110 for behaviour support implementation)

Description of Support

I provide training, coaching, and reflective practice for support workers, educators, and teams supporting participants with complex needs.

Training focuses on:

Low-arousal practice
Trauma-informed care
Ethical behaviour support
Language that reduces escalation
Understanding behaviour, sensory needs, and regulation

Outcomes

Increased staff competence and confidence
Reduced incidents and restrictive practices
Improved consistency across teams
Safer environments for participants and staff

Practice Principles (NDIS Aligned)

All supports are delivered in line with:

NDIS Practice Standards
NDIS Code of Conduct
Restrictive Practices Rules (where applicable)
Human rights-based and trauma-informed frameworks

I work collaboratively, within scope, and alongside other professionals to ensure participant safety, dignity, and long-term capacity building.

Summary for NDIS Use

The supports I provide aim to:

Reduce behaviours of concern
Increase functional capacity and independence
Support families and carers
Improve inclusion in education and community
Prevent crisis and system escalation

I do not provide compliance-based or punitive interventions.
My focus is safety, regulation, participation, and sustainable support.
How can we support you and your family?

12/12/2025

Parents usually meet me at the end of their rope.

Not because they didn’t try.
Because they tried everything.

They come with folders. Reports. Apps. Strategies they were told would work if they just did them “properly.” They arrive apologetic, like they’re about to be graded. Like they need to prove they’re good parents before they’re allowed help.

I stop them.

I tell them the truth most systems never do:
This is hard. And it’s not because you’re doing it wrong.

I sit at kitchen tables where the same argument has played out a hundred times before breakfast. I meet parents who sleep lightly because they’re listening for footsteps, breathing, silence. Parents who love their child fiercely and are terrified of getting it wrong.

I see kids whose nervous systems are always on high alert.
And parents who’ve been living in that alertness for years.

What I do first isn’t fix behaviour.
It’s lower the pressure.

I help parents see what’s underneath the meltdowns, the shutdowns, the refusals, the explosions. I explain that behaviour is communication — not manipulation, not defiance, not bad parenting.

And I watch the relief hit.
That moment when a parent realises:
My child isn’t broken. And neither am I.

We stop asking, How do I make this stop?
And start asking, What is my child trying to tell me?

Sometimes the change is small.
Different words.
Fewer demands.
More predictability.
Permission to rest.

But those small changes create safety.
And safety changes everything.

I’ve seen homes go from walking-on-eggshells to breathing again.
Parents stop bracing for the next crisis.
Kids soften when they realise they’re no longer being pushed past what their bodies can manage.

I’ve watched parents reclaim their confidence — not because life suddenly became easy, but because someone finally stood beside them instead of judging from a distance.

I don’t promise quick fixes.
I promise understanding.

I stay when things are messy.
I translate the system when it feels impossible.
I remind parents that connection comes before compliance — every time.

And when a parent says, “I feel like I’m failing,”
I say, “No. You’re responding to something incredibly hard with love.”

That’s not failure.
That’s resilience.

If you’re a parent reading this and you’re tired — bone tired — know this:
You’re not alone.
You’re not imagining how hard this is.
And you don’t have to carry it by yourself anymore.

Sometimes the most powerful thing isn’t a new strategy.
It’s someone sitting at your table, seeing your child clearly, and saying:

I believe you.
I see them.
And we’ll figure this out together.

Let this reach the parents who need it.
They’re closer to breaking than anyone realises — and stronger than they’ve ever been told.

01/09/2025

Puppy power 🐾 4 Girls & 1 Boy Dachshunds Ready for Their Forever Families 🐾
We are excited to share that we have exclusive access to a very special litter of 5 dachshund puppies (4 girls, 1 boy). Their parents are trained assistance animals, and the breeder has entrusted us to ensure these babies continue this legacy.
At just 12 weeks old, these pups are:
✔️ Microchipped & vet checked
✔️ Raised in a neurodiverse home (exposed from birth to breathing machines, emotional regulation supports, and a range of daily environments)
✔️ Handled and socialised from the very start — ready to bond with their forever family and begin the journey toward a meaningful working partnership.
🌟 What makes this opportunity unique?
These puppies aren’t just looking for homes — they’re ready to step into a carefully designed Assistance Animal Training Pathway, supported by Choosing Harmony’s NDIA-accredited program.
Families will engage in a structured process that includes:
🔹 Sensory Profile assessments — to evidence the individual need for animal support and tailor training to the handler’s sensory world.
🔹 Training plan development — phased, evidence-based, and NDIS-aligned, including tasks like deep pressure therapy, stress alerts, behaviour interruption, and safe navigation.
🔹 Ongoing support — bonding, handler coaching, and progress tracking with full compliance to ABTC/PACT standards.
✨ The benefits for families and handlers include improved regulation, safety, independence, and the confidence to access community spaces with the support of a certified assistance animal.
📩 These puppies are available now and ready to begin bonding with their future handler families. Early connection is the first step in building a strong, lifelong partnership.
If you’re ready to explore this journey and discuss the training pathway, reach out to us today:
🌐 www.choosingharmony.com.au
📧 choosingharmony@outlook.com
📞 0448 504 018
🐶 Choosing Harmony – Growing capacity, connection, and confidence through Assistance Animal partnerships. creating brighter futures, one paw at a time.

Positive Behaviour Support. Clinical & Professional Supervision. Counselling. Training & Facilitation.

17/06/2025

Thank you so much Kendra Ararat Barks and Bubblesfor helping Teddi be her best self.

17/06/2025

🧠 Introducing Low Arousal Training for Educators, Children’s Services, and Support Workers
Supporting emotional safety and de-escalation for all ages and stages
At Choosing Harmony, we are proud to offer Low Arousal Training – a trauma-informed, neurodiversity-affirming, and person-centred approach designed for families, teachers, early childhood educators, support workers, and care teams working across all age groups.
Whether you support young children in early learning, students in classrooms, or adults with complex needs, Low Arousal Training provides the tools to better understand distress and respond with compassion and confidence.
🌱 What is Low Arousal?
The Low Arousal Approach, developed by Studio 3 and now available through trained practitioners in Australia, shifts the focus from controlling behaviour to creating calm, reducing triggers, and fostering emotional safety.
At its core, this approach recognises that behaviour is a form of communication – often an expression of distress, not defiance. Rather than escalating situations through confrontation, punishment, or power-based strategies, Low Arousal supports us to:
Regulate our own responses as adults
Identify and reduce environmental stressors
Respond non-judgmentally and non-threateningly
De-escalate with empathy, respect, and safety in mind
💡 Why It Matters – The Philosophy Behind It
In a world that often misunderstands or pathologises behaviour, especially in neurodivergent or traumatised individuals, the Low Arousal Approach offers a paradigm shift.
Rather than asking “What’s wrong with this person?”, we ask:
“What’s happening to this person?”
“How can I help them feel safe again?”
The philosophy aligns with:
Neurodiversity-affirming practice – understanding sensory overload, masking, and shutdowns
Trauma-informed care – recognising that past experiences shape current responses
Human rights and dignity – minimising the use of restrictive practices and coercion
👥 Who Is This Training For?
This training is ideal for:
Teachers and Education Support Staff
Kindergarten and Early Years Educators
Disability and Mental Health Support Workers
Aged Care and Allied Health Teams
Families and Carers seeking to better support their loved ones
Whether you're supporting toddlers or teenagers, adults or elders, this training meets people where they are – because distress can happen at any stage of life, and so can healing.
🛠️ What You’ll Learn
Participants will explore:
Signs of distress and dysregulation across different ages
Strategies to reduce arousal and support co-regulation
Techniques to manage their own stress responses
Practical tools to support emotional and physical safety
How to avoid escalation and the need for restrictive interventions
All training includes real-life examples, role plays, and reflective practice – tailored to your setting.
📚 Flexible Delivery Options
Training is available as:
Individual registrations (perfect for solo practitioners or families)
Whole team or school sessions (on-site or online)
Customised packages for organisations, services, or community groups
This means we can come to you, deliver online, or host you at one of our partnered venues.
🧭 Why Now?
Workplaces across education, disability, and care services are under increasing pressure. Behavioural challenges, emotional burnout, and staff turnover are on the rise.
By equipping teams with the skills to support others without confrontation or escalation, we reduce harm – to the person in distress, their peers, and the staff who support them.
This isn’t just behaviour management. It’s a new way of being with others – one that is calm, connected, and kind.
🌟 Ready to Learn More?
If you're ready to reduce stress, improve outcomes, and deepen your understanding of human behaviour, we’d love to connect.
📧 Email: damien.choosingharmony.com.au
📞 Phone: 0400 392 646
🌐 Website: www.choosingharmony.com.au
📍 Training offered across Australia
Let’s create environments where everyone feels seen, safe, and supported – no matter their age or ability

Positive Behaviour Support. Clinical & Professional Supervision. Counselling. Training & Facilitation.

17/06/2025

We have been a little busy. Thank you everyone for your patience. Audit time is here and what we love about the audit is it allows us to identify how we can do better. One of those things was our lack of social media presence - so here goes. Let us know when to slow down. What would you like me to share on here?
For now I will focus on some of our programs that we offer.

16/06/2025

Thank you Animal Therapies Ltd we are honoured to support our families. Animals allow us the engage through interception. Interoception is the core of all our work. 🙏

Member Spotlight: Choosing Harmony Victoria, is an approved Animal-Assisted Services Australia Professional Member, which includes being eligible to participate in the ATL Mental Health Outreach Program.

Caroline Smith is a Trauma Informed Mental Health Specialist. C.B.T., Somatic Embodiment and Mindfulness are some of the modalities they incorporate into their work. Choosing Harmony is an NDIS registered provider offering behaviour support services and intensive supports for individuals and their families.

They are neurodivergent affirming and Autistic led, using neuroscience and sensory-based interventions to support participants to understand their neurotype, body, and brain.​

Find Choosing Harmony in our ATL National Directory: https://animaltherapies.org.au/membership-account/profile/?pu=choosingharmony

29/12/2023

Teddi is excited to share the NDIA have finally processed our audit and we are fully registered for Animal Assisted Therapies, Counselling and Therapeutic Supports and Positive Behaviour Support.

26/12/2023

You will not get an out of office reply from us! We acknowledge the Christmas holiday period can be a stressful and sad time for many people. We are here to support everyone through this time. For children in care we will always support carers through training and development. Children in care deserve well supported. knowledgeable carers and stable homes. What could help your family? 🦋

23/10/2023

Good morning. If you are expecting a visit with us today please reach out. Our electronic booking system has glitched and wiped the system. Our iT man is on it however if you are our 9.30 appointment I apologise sincerely.

09/08/2023

Such an exciting day. We get to share the day with the Awesome team and Swan Hill Primary School. I love taking my must have resources and sharing them with teachers. Thankyou ❤️🙏

17/07/2023

Some great tips to share with schools from Ausome Training -

How can I be neuro-affirming with 30 kids in my class?

We often hear from teachers that one of the primary obstacles preventing them from meeting everyone's needs is the issue of large class sizes.

And yes, large class sizes are absolutely an issue just as much as a results driven ethos and heavy curriculum are.

But the good news is - you can do plenty of things to be more inclusive even in a class of 30 and even with the pressure of following a curriculum.

So what can we do?

Here are 10 things you can do right now to be more inclusive:

1. We can learn to read early signs of distress in all children. We can learn about variances in human expression so that the children in our care don’t become distressed or overwhelmed. We can learn about stimming as a human behaviour so we can empathise and understand it better.

2. We can avoid othering and treating children differently and we can presume competence. This means we presume Autistic kids are just as capable as their peers.

3. We can talk about differences in learning, communicating, expressing and sensing with our pupils to foster a sense of acceptance amongst peers.

4. We can validate the child’s feelings if they become anxious or upset instead of telling them not to worry. We can say we often feel that way too.

5. We can throw away any ideas we have that we’ve been ‘trained’ in that rely on compliance, rewards and neuro-conformative goals.

6. We can develop sensory profiles for ourselves and the children in our care. We can find out what they like and what they don’t like. We can see sensory experiences which bring joy as well as those that can cause pain.

7. We can understand that children do well when they can.

8. We can understand that listening looks different for different people. Some will look at you and nod, some will look out the window while you teach and some may move about. They are all listening

9. We can be more flexible about school uniforms and understand that some kids will wear jumpers in summer and some will wear shorts in winter. We do not all experience temperature in the same way

10. We can understand that human communication isn’t perfect and kids misinterpret us and we misinterpret them so it’s better to assume the child is genuinely asking a question for clarification or has interpreted something literally rather than them being ‘cheeky’