Co-Designing Connection: Young Voices Leading a Neuro-Affirming Social Skills Program for Youth Wellbeing
Tracks
JACARANDA ROOM - In-Person Only
| Wednesday, March 18, 2026 |
| 1:45 PM - 2:15 PM |
Overview
Laoise Miley & Jay Orlovsky, Melbourne City Mission
Presenter
Ms Laoise Miley
Occupational Therapist
Melbourne City Mission
Co-Designing Connection: Young Voices Leading a Neuro-Affirming Social Skills Program for Youth Wellbeing
Presentation Overview
Presenters work within MCM Services’ Living Learning Program, which offers a unique approach to integrating mental health support with flexible education for young people aged 15 to 25, who have challenges with accessing education. Social isolation and loneliness are now recognised as significant public health issues, with serious consequences for both physical and mental health. Students engaged in Living Learning are particularly vulnerable to these challenges.
Clinically, loneliness in adolescence is more than a social issue - it is a known predictor of depression, anxiety, and suicidal ideation (Holt-Lunstad, 2021). In contrast, social connectedness acts as a protective factor. In response to this research - and to meet service gaps identified within the Living Learning Program - a trauma-informed, neuro-affirming, 8-week social skills group was developed: Lounge N Connect. This initiative provided an opportunity for students to co-design a social skills program, from the topic discussions to the snacks. This created a structured and supportive environment where students can build and practice interpersonal skills, strengthen peer relationships, and experience authentic social connection.
Feedback from participants was overwhelmingly positive. Several participants spoke about the practical benefits, such as helping them get out of the house, talk to new people, and feel comfortable opening up in a small group setting. One participant emphasized the value of trust in the group, saying, “I’m with people I trust.” The program used a 12-question outcome measure. The pre- and post-program data show clear improvements across all participants. For example, one participant’s score increased from 36% to 61%, while another jumped from 45% to 76%.
To ensure student voices remain central, the presentation will feature a young person with lived experience in the group, offering insight into its impact on their confidence, belonging, and social wellbeing.
Three Key Learnings:
1. Emerging evidence on the inclusion and guidance of group participants in group design.
2. An understanding of how school-based 'social skills' groups can be facilitated in a neuro-affirming way.
3. Enhance participants’ confidence and social communication skills through co-designed group intervention, to promote re-engagement in education.
Clinically, loneliness in adolescence is more than a social issue - it is a known predictor of depression, anxiety, and suicidal ideation (Holt-Lunstad, 2021). In contrast, social connectedness acts as a protective factor. In response to this research - and to meet service gaps identified within the Living Learning Program - a trauma-informed, neuro-affirming, 8-week social skills group was developed: Lounge N Connect. This initiative provided an opportunity for students to co-design a social skills program, from the topic discussions to the snacks. This created a structured and supportive environment where students can build and practice interpersonal skills, strengthen peer relationships, and experience authentic social connection.
Feedback from participants was overwhelmingly positive. Several participants spoke about the practical benefits, such as helping them get out of the house, talk to new people, and feel comfortable opening up in a small group setting. One participant emphasized the value of trust in the group, saying, “I’m with people I trust.” The program used a 12-question outcome measure. The pre- and post-program data show clear improvements across all participants. For example, one participant’s score increased from 36% to 61%, while another jumped from 45% to 76%.
To ensure student voices remain central, the presentation will feature a young person with lived experience in the group, offering insight into its impact on their confidence, belonging, and social wellbeing.
Three Key Learnings:
1. Emerging evidence on the inclusion and guidance of group participants in group design.
2. An understanding of how school-based 'social skills' groups can be facilitated in a neuro-affirming way.
3. Enhance participants’ confidence and social communication skills through co-designed group intervention, to promote re-engagement in education.
Biography
Laoise Miley is an Irish Occupational Therapist with experience across pediatrics, complex physical disability, and youth mental health. She currently works within MCM Services’ Living Learning Program, which integrates mental health support with flexible education. This role has strengthened her commitment to equitable, accessible care for young people and their families. Laoise brings strong interpersonal skills, empathy, and a values-driven approach, underpinned by evidence-based practice and clinical supervision. Her focus is on empowering young people to overcome barriers and achieve meaningful goals, supporting their wellbeing through holistic, person-centered care.
Mr Jay Orlovsky
Occupational Therapist
Melbourne City Mission
Co-Designing Connection: Young Voices Leading a Neuro-Affirming Social Skills Program for Youth Wellbeing
Presentation Overview
Presenters work within MCM Services’ Living Learning Program, which offers a unique approach to integrating mental health support with flexible education for young people aged 15 to 25, who have challenges with accessing education. Social isolation and loneliness are now recognised as significant public health issues, with serious consequences for both physical and mental health. Students engaged in Living Learning are particularly vulnerable to these challenges.
Clinically, loneliness in adolescence is more than a social issue - it is a known predictor of depression, anxiety, and suicidal ideation (Holt-Lunstad, 2021). In contrast, social connectedness acts as a protective factor. In response to this research - and to meet service gaps identified within the Living Learning Program - a trauma-informed, neuro-affirming, 8-week social skills group was developed: Lounge N Connect. This initiative provided an opportunity for students to co-design a social skills program, from the topic discussions to the snacks. This created a structured and supportive environment where students can build and practice interpersonal skills, strengthen peer relationships, and experience authentic social connection.
Feedback from participants was overwhelmingly positive. Several participants spoke about the practical benefits, such as helping them get out of the house, talk to new people, and feel comfortable opening up in a small group setting. One participant emphasized the value of trust in the group, saying, “I’m with people I trust.” The program used a 12-question outcome measure. The pre- and post-program data show clear improvements across all participants. For example, one participant’s score increased from 36% to 61%, while another jumped from 45% to 76%.
To ensure student voices remain central, the presentation will feature a young person with lived experience in the group, offering insight into its impact on their confidence, belonging, and social wellbeing.
Three Key Learnings:
1. Emerging evidence on the inclusion and guidance of group participants in group design.
2. An understanding of how school-based 'social skills' groups can be facilitated in a neuro-affirming way.
3. Enhance participants’ confidence and social communication skills through co-designed group intervention, to promote re-engagement in education.
Clinically, loneliness in adolescence is more than a social issue - it is a known predictor of depression, anxiety, and suicidal ideation (Holt-Lunstad, 2021). In contrast, social connectedness acts as a protective factor. In response to this research - and to meet service gaps identified within the Living Learning Program - a trauma-informed, neuro-affirming, 8-week social skills group was developed: Lounge N Connect. This initiative provided an opportunity for students to co-design a social skills program, from the topic discussions to the snacks. This created a structured and supportive environment where students can build and practice interpersonal skills, strengthen peer relationships, and experience authentic social connection.
Feedback from participants was overwhelmingly positive. Several participants spoke about the practical benefits, such as helping them get out of the house, talk to new people, and feel comfortable opening up in a small group setting. One participant emphasized the value of trust in the group, saying, “I’m with people I trust.” The program used a 12-question outcome measure. The pre- and post-program data show clear improvements across all participants. For example, one participant’s score increased from 36% to 61%, while another jumped from 45% to 76%.
To ensure student voices remain central, the presentation will feature a young person with lived experience in the group, offering insight into its impact on their confidence, belonging, and social wellbeing.
Three Key Learnings:
1. Emerging evidence on the inclusion and guidance of group participants in group design.
2. An understanding of how school-based 'social skills' groups can be facilitated in a neuro-affirming way.
3. Enhance participants’ confidence and social communication skills through co-designed group intervention, to promote re-engagement in education.
Biography
Jay Orlovsky is an Occupational Therapist whose career began in paediatrics within education support settings, before moving into a school-based paediatric role for 3–4 years. Driven by a zest for learning and a passion for mental health, Jay transitioned into youth mental health practice. His approach is strength-based, individualised, and culturally safe, with a strong emphasis on the therapeutic use of self and building strong authentic relationships as the foundation for positive outcomes. Jay values lived experience, empowerment, and fostering trust, while promoting participation, resilience, and self-determination in every young person’s unique journey.
