Marnie Weule

Lead service delivery efforts nationally, supporting the well-being and healing of Aboriginal and Torres Strait Islander families and community.

Supporting a team up to 22 team to provide specialist knowledge of trauma, mental health and the unique risk factors for suicide and deliver quality postvention support.

Key accomplishment:

Review, design and implement organisation's Model of Care Connection & Practice.

Vital cross-functional collaborations:

Design fit for purpose database

Integrating research into operations

Research collaboration

Re-branding

Website design to ensure our digital presence aligns with the organisations mission.

• Design, develop facilitate and review individual Mental Health Therapeutic plans
• Deliver DBT informed Therapeutic Art plan - Individual.
• Design and develop Narrative Art Group - Murri Court program.

• Engaging families, obtaining consent developing case plan in conjunction with the family which address unmet needs and child protection concerns.
• Lead compilation of initial assessments when required and to ensure that plans are in place for the family and that these are progressed and regularly reviewed in line with service procedures.
• Ensure that the families voice is heard and that their views and feelings inform such plans.
• To contribute to assessments and the formulation of plans for families and, when required, to prepare and present reports about their work in stakeholder meetings
• Facilitate social learning, community connectedness, good health and wellbeing programs
• To contribute to a range of interventions designed to prevent family breakdown and to diver children and young people from care and contribute to assessments to inform future external referrals to other services.
• To undertake direct work with parent/carers

• Working in collaboration with the child, family, foster carer, RE, Child Safety Dept
• Staff, Community Elders, and other stakeholders to develop strategies to support children's cultural plans for each Aboriginal and or Torres Strait Islander child in foster care.
• Implementing a program of culturally appropriate activities to assist in quality community connections.
• Building relationships with non-indigenous foster carers using a range of support strategies which include support visits to carers, individual cultural awareness training, sharing information about the child's family/country/community, and facilitating active involvement of the carer with the child's community/relevant services in order to connect the child to their culture in meaningful ways.
• Identifying gaps for carers in their understanding and knowledge of Aboriginal and Torres Strait Islander culture, history and impacts of this history and addressing these through development of cultural support plans for non-indigenous carers.
• Reviewing and updating these plans on a regular basis to evaluate actions and ensure that the plan is meeting the child's needs.
• Supporting the Department to seek relevant kin and family supports for these children and undertake carer assessments of these families.
• Carrying out the requirements of the role with commitment to implementing the rel8 framework, continuous improvement, and professional development
• QSM reporting, community quarterly reporting, case work and consultation
• Connection to Culture and Community - young people in care
• Attending Early Indigenous Response Collective meetings
• Mentored youth from diverse backgrounds in developing leadership skills through involvement in various community projects.

• Family Support Worker with ASQ Mental Health and Family Wellbeing
• Delivered art therapy services to community organisations including Anglicare and United Synergies
• Worked with children, parents and families facing various social, health and hardship issues.
• Applied the creative process of art making to improve and enhance the physical, mental and emotional wellbeing of individuals.
• Assisted in one-on-one and or group settings, designed and facilitated community programs including: - Muma's Art: A monthly arts-based therapeutic program exploring and supporting mothering with females experiencing issues such as mental health and post-natal depression. - Connect 2 Parenting: A fortnightly community group to support parenting, build community connections, develop self-confidence and self-esteem, has since become known as, Communities 4 Parents. - ArviArt: An after-school art group that encourages and stimulates creativity and emotional expression. - Walking With Our Emerging Young Women: A workshop for premenstrual young women, designed and delivered in collaboration with a qualified Midwife, focusing creatively on the biological, emotional and physical changes during puberty.
• Accepted self-referred clients and referrals from teachers, psychologists, allied health practitioners, psychiatrists, government and non-government agencies
• Assessed client needs by listening and providing guidance whilst understanding feelings and temperament - designed and facilitated therapeutic plans
• Maintained a therapeutic space along with materials
• Enabled clients to explore their art work and the process of its' production
• Fostered positive relationships and nurtured a sense of belonging and community amongst clients
• Attended stakeholder meetings and case conferencing
• Communicated and consulted with a multi-disciplinary team of community professionals

• Educated a diverse range of children aged 18 months to 6 years with an emphasis on independence, freedom within limits and respect for natural psychological, physical and social development
• Assisted the Director with pedagogical applications in a classroom environment
• Developed and prepared daily curriculums and maintained responsibility for consistent provision of quality programs
• Participated in care and education duties with all children at the centre
• Developed and maintained open and collaborative relationships with families and encouraged parent participation
• Maintained records and portfolios for each child ensuring Prepared checklists, enrolment forms and risk assessments and developed centre policies and procedures
• Advocated the philosophies, policies, practices and standards of the centre
• Ensured that the centre environment was kept safe and hygienic at all times
• Monitored staff compliance with policies, procedures and standards

• Educated a diverse range of children aged 18 months to 6 years with an emphasis on independence, freedom within limits and respect for natural psychological, physical and social development
• Assisted the Director with pedagogical applications in a classroom environment
• Developed and prepared daily curriculums and maintained responsibility for consistent provision of quality programs
• Participated in care and education duties with all children at the centre
• Developed and maintained open and collaborative relationships with families and encouraged parent participation
• Maintained records and portfolios for each child ensuring Prepared checklists, enrolment forms and risk assessments and developed centre policies and procedures
• Advocated the philosophies, policies, practices and standards of the centre
• Ensured that the centre environment was kept safe and hygienic at all times
• Monitored staff compliance with policies, procedures and standards

• Managed the operations of a long day care centre and playgroup servicing children across Montessori and mainstream methods
• Led and directed large teams of Educators and Trainees, supervised productivity and performance
• Mentored and coached Educators in centre policies, philosophies and best practice
• Human resource procedures including recruitment and selection, induction, rostering and leave approvals
• Administrative tasks such as budget management, document control and recordkeeping
• Maintained responsibility for the provision of quality programs and educational outcomes
• Led the development of quality improvement goals and strategies relating to curriculums and pedagogy
• Monitored centre and staff compliance with policies, procedures, regulatory and safety standards

• Managed the operations of a long day care centre and playgroup servicing children across Montessori and mainstream methods
• Led and directed large teams of Educators and Trainees, supervised productivity and performance
• Mentored and coached Educators in centre policies, philosophies and best practice
• Human resource procedures including recruitment and selection, induction, rostering and leave approvals
• Administrative tasks such as budget management, document control and recordkeeping
• Maintained responsibility for the provision of quality programs and educational outcomes
• Led the development of quality improvement goals and strategies relating to curriculums and pedagogy
• Monitored centre and staff compliance with policies, procedures, regulatory and safety standards