Yusra Arain

• Committed to walking 10,000 steps per day throughout the month of September to support individuals with cerebral palsy.
• Raised funds by sharing a donation link on social media platforms, effectively engaging with the community to encourage contributions.
• Promoted the cause of cerebral palsy awareness, contributing to the overall success of the fundraising initiative.
• Assisted in improving the lives of individuals with cerebral palsy by supporting a cause that aims to enhance their health and well-being.

• Created and submitted an artwork for the magazine’s "Issue 2: Bodies," utilising a style that aligns with personal strengths and interests.
• Addressed skin colour-based discrimination through the artwork, aiming to provoke reflection on everyday racism and promote social awareness.
• Used visual expression to contribute to meaningful discourse on body image and racial issues, supporting the magazine’s mission to foster dialogue and awareness.

• Collaborated with the Speech Pathologist to support children and parents in implementing effective language strategies demonstrated by the therapist.
• Engaged in interactive play with children to facilitate language development and social interaction skills.
• Modeled language use and provided language stimulation through targeted activities, ensuring that children received consistent and supportive language practice.

• Advocated for student needs, ensuring representation in university policies and decisions.
• Evaluated campus services by conducting surveys to gather feedback from the student population.
• Collaborated with administration to address concerns and suggestions gathered from the year group.
• Provided Student Liaison Academic (SLA) and Program Director with regular updates on year group progress and support needs.
• Organised and facilitated information sessions, mentoring programs, and inter-year group connections.
• Met with the Program Director and SLA multiple times per semester to discuss current issues.
• Improved communication between students and faculty by acting as a point of contact for students to bring issues to the attention of the Program Director.

Undertook clinical training - Worked with a child presenting with a stutter under the supervision of qualified speech pathologists.

• Improved patient outcomes by implementing evidence-based therapeutic techniques in speech pathology sessions.
• Modified and adapted materials and session plans.
• Educated caregiver about speech-language interventions that can be used at home to help client achieve success outside of therapy sessions.
• Observed experienced clinicians during assessments and treatments, gaining valuable insights into effective methods for working with different populations.
• Maintained accurate documentation of patient progress, ensuring compliance with regulatory standards.
• Assessed and documented client progression and compared with baseline and standards.
• Provided ongoing support and resources for caregiver to facilitate at-home practice of therapeutic exercises.
• Engaged in one-to-one and group teaching, mentoring, and coaching as part of clinical education, enhancing my professional growth and development.

• Conducted observations and implemented prescribed activities with a peer with children aged 2 to 4 in a preschool.
• Engaged in professional interactions with preschool staff to understand the functions and routines of an early educational environment.
• Developed professional communication skills and gained confidence in collaborating with other professionals within the preschool setting.
• Observed and analysed how language is integrated into the preschool curriculum and utilised in daily activities.
• Carried out language stimulation activities to support the development of children's communication skills.
• Related observations to relevant theories and research in speech pathology and early childhood education.
• Developed problem-solving strategies for identifying and managing ethical issues encountered as a student speech pathologist.
• Facilitated client learning through targeted interventions and activities.
• Acquired skills in basic report writing and case presentation, adhering to on-campus clinic policies and government legislation.

Conducted clinical training with a peer, providing therapeutic support to two adults—one with a stutter and another with language difficulties—under the guidance of a qualified speech pathologist.

• Improved patient outcomes by implementing evidence-based therapeutic techniques in speech pathology sessions.
• Provided individualised feedback for clients regarding their progress towards meeting their communication goals.
• Communicated with and treated clients with respect, kindness and empathy.
• Provided ongoing support and resources for clients to facilitate at-home practice of therapeutic exercises.
• Effectively managed caseloads, prioritising patients based on severity of need and available resources.
• Modified and adapted materials and session plans.
• Maintained accurate documentation of patient progress, ensuring compliance with regulatory standards.
• Educated clients about speech-language interventions that can be used at home to help them achieve success outside of therapy sessions.
• Developed and implemented innovative strategies to improve the effectiveness of therapy sessions.
• Enhanced patient communication by developing individualised speech therapy plans.
• Established rapport with patients by creating a supportive atmosphere that encouraged open communication about their struggles and goals in therapy sessions.
• Educated patients about various topics such as communication techniques or strategies to cope with and avoid personal misunderstandings.
• Worked with peers to develop informative resources that can be used by communication partners of the stuttering population and be modified to suit other populations.
• Presented a case conference of the stuttering client to my peers and supervising speech pathologist to develop collaborative solutions for individualised care plans.
• Provided clients with creative, engaging and supportive resources to use to further improve their therapy outcomes outside of clinic sessions in their everyday life.
• Engaged in group teaching, mentoring, and coaching as part of clinical education, enhancing my professional growth and development.

• Gained hands-on experience in engaging in simulated clinical scenarios with professional medical actors portraying patients with various conditions, including memory issues following a traumatic brain injury (TBI).
• Conducted assessments and provided therapeutic interventions in diverse settings, such as hospital, home, and outpatient clinic environments set up at the university.
• Developed and demonstrated professional conduct and work readiness through simulated interactions, enhancing skills in patient communication, therapeutic interventions, and clinical decision-making.
• Managed the discharge process for two simulated patients, including planning and coordinating their transition from care settings and ensuring appropriate follow-up and support.
• Applied theoretical knowledge to real-world scenarios, enhancing practical skills in patient interaction and clinical decision-making.
• Collaborated with peers and qualified speech pathologists to analyse and reflect on simulation experiences, focusing on improving patient care strategies and communication skills.
• Engaged in critical reflection of simulation experiences to refine clinical practice and problem-solving skills, illustrating the transferability of these skills across different practice areas and contexts.