Emma Marinelli Email & Phone Number

North Adelaide, South Australia, Australia

Adelaide, South Australia, Australia

Role includes, but is not limited to: Personal Care: Assist with personal care tasks such as bathing, dressing, grooming, toileting, and feeding. They ensure the individual's hygiene and physical well-being are maintained.Emotional Support: They provide emotional support and encouragement to children and young adults, building trusting relationships and promoting their overall well-being. This may involve active listening, offering comfort during distressing situations, and providing reassurance.Daily Living Skills: Support individuals to develop and enhance their daily living skills, such as meal preparation, household chores, managing personal finances, and transportation. Assist with teaching and assist with tasks that promote independence and self-sufficiency.Behavior Management: Implement behavior management strategies to address challenging behaviors and promote positive behavior patterns. Work closely with individuals, families, and professionals to develop and implement behavior support plans.Community Participation: Support with facilitation of community integration and social participation by accompanying individuals to recreational activities, outings, and community events. Assist in developing social skills, fostering friendships, and promoting inclusion.Communication and Advocacy: Advocate for the rights and needs of children and young adults, ensuring their voices are heard and respected. Documentation and Reporting: Ensure accurate records of interactions, progress, and any incidents that occur. Complete reports, document goals and outcomes, and share information with relevant stakeholders to ensure effective communication and continuity of care.

Playford, South Australia, Australia

Role included, but was not limited to: Evaluation and Assessment: Conducted comprehensive evaluations and assessments to determine a student's speech, language, and swallowing abilities, using standardized tests, informal assessments, interviews with teachers and parents, and direct observation of the student's communication skills.Individualized Treatment Planning: Based on the assessment results, the student speech pathologist developed individualized treatment plans for students with communication disorders. These plans address specific goals and objectives tailored to each student's needs.Therapy Sessions: Provided one-on-one or group therapy sessions to students with speech and language difficulties. These sessions may focus on improving articulation, language comprehension and expression, social communication skills, fluency, and use of core vocabulary in the classroom.Collaboration with Teachers and Parents: Collaborated with teachers, parents, and other relevant professionals to develop strategies for supporting the student's communication skills in the classroom and at home. They may provide recommendations and resources to facilitate communication and language development in different environments.Progress Monitoring and Documentation: Kept detailed records of each student's progress, prepared progress reports, and communicates findings to the student's educational team and parents.Advocacy and Referral: Referred students who require further assessment or specialized services beyond the scope of the school setting. Assisted in advocating for additional resources and make appropriate referrals to external professionals or agencies when necessary.

Adelaide, South Australia, Australia

Role included, but was not limited to: Customer Service: Interacted with customers, provided friendly and knowledgeable service, and assisted them in choosing products based on their preferences. Answered questions about different deli items, provide recommendations, and offer samples to customers.Food Preparation: Prepared and sliced deli meats, cheeses, and other products according to customer requests. I ensured that the products were sliced to the desired thickness and weight while maintaining high standards of food safety and hygiene.

Darlington, South Australia, Australia

Role included, but was not limited to: Evaluation and Assessment: Conducted comprehensive evaluations and assessments to determine a student's speech, language, and swallowing abilities, using standardized tests, informal assessments, interviews with teachers and parents, and direct observation of the student's communication skills. Completed 15 PLS-5 screeners in conjunction with informal assessments and articulation screeners. These results were formulated into reports for the school and family. Individualized Treatment Planning: Based on the assessment results, the student speech pathologist developed individualized treatment plans for students with communication disorders. These plans address specific goals and objectives tailored to each student's needs.Therapy Sessions: Provided one-on-one or group therapy sessions to students with speech and language difficulties. These sessions may focus on improving articulation, language comprehension and expression, social communication skills, fluency, and use of core vocabulary in the classroom.Collaboration with Teachers and Parents: Collaborated with teachers, parents, and other relevant professionals to develop strategies for supporting the student's communication skills in the classroom and at home. They may provide recommendations and resources to facilitate communication and language development in different environments.Progress Monitoring and Documentation: Kept detailed records of each student's progress, prepared progress reports, and communicates findings to the student's educational team and parents.Advocacy and Referral: Referred students who require further assessment or specialized services beyond the scope of the school setting. Assisted in advocating for additional resources and make appropriate referrals to external professionals or agencies when necessary.Age range consisted of students between 4-14, with a range of complex communication needs.

Thebarton, Adelaide, South Australia

Role included, but was not limited to: Evaluation and Assessment: Conducted comprehensive evaluations and assessments to determine a student's speech, language, and swallowing abilities, using standardized tests, informal assessments, interviews with teachers and parents, and direct observation of the student's communication skills. Completed 1 PLS-5 screener in conjunction with informal assessments and an articulation screener in connected speech. These results were formulated into reports for the childcare and family. Individualized Treatment Planning: Based on the assessment results, the student speech pathologist developed individualized treatment plans for students with communication disorders. These plans address specific goals and objectives tailored to each student's needs.Therapy Sessions: Provided one-on-one or group therapy sessions to students with speech and language difficulties. These sessions may focus on improving articulation, language comprehension and expression, social communication skills, fluency, and use of core vocabulary in the classroom.Collaboration with Teachers and Parents: Collaborated with teachers, parents, and other relevant professionals to develop strategies for supporting the student's communication skills in the classroom and at home. They may provide recommendations and resources to facilitate communication and language development in different environments.Progress Monitoring and Documentation: Kept detailed records of each student's progress, prepared progress reports, and communicates findings to the student's educational team and parents.Advocacy and Referral: Referred students who require further assessment or specialized services beyond the scope of the school setting. Assisted in advocating for additional resources and make appropriate referrals to external professionals or agencies when necessary.Age range consisted of students between birth-5 years, with a range of complex communication needs.

Adelaide, South Australia, Australia

Undertook a research project at SAHMRI and worked closely with a research supervisor, an extended research team to design, conduct, and analyze the research project.Literature Review: Conducted an extensive literature review to understand the existing knowledge and research gaps within the autophagy research area. This involved reviewing scientific publications, academic journals, and relevant literature to gain a comprehensive understanding of the subject matter.Data Collection: Involved in collecting data from the Women's and Children's Hospital, and completed experiments, surveys, interviews, and other research methods in the lab. This involved working in laboratory settings, clinical settings, or conducting data collection in the community.Data Analysis: Analyzed the data using appropriate statistical or qualitative analysis techniques, including but not limited to, excel, PRISM. This could involve using statistical software, coding qualitative data, or applying other analytical methods to draw meaningful conclusions from your research findings.Research Collaboration: Had the opportunity to collaborate with other researchers, including fellow students, postdoctoral researchers, and principal investigators. This included participating in research meetings, presenting your work, and contributing to the overall research activities at SAHMRI.I presented my research findings at internal seminars, conferences, or symposiums organized by SAHMRI or other scientific bodies. This provided me with an opportunity to share your work with peers, receive feedback, and gain exposure to the broader scientific community.Professional Development: SAHMRI offered opportunities for professional development, such as workshops, seminars, or training sessions, to enhance your research skills, knowledge, and understanding of research ethics and protocols.

Adelaide, South Australia, Australia

Role included, but was not limited to: Research Project: As an honors student, I undertook a research project aligned with the ongoing research programs at the Robinson Research Institute. This project focused on newborn health and recovery of newborns born late pre term. I worked very closely with my research supervisor (a neonatologist) and extended research team to design, conduct, and analyze your research project.Literature Review: During my Honours year I completed a comprehensive literature review. I reviewed existing scientific literature, academic journals, and relevant publications to gain an in-depth understanding of the research area you are investigating. This helped with identifying the research gaps for my future project. Data Collection: I completed data collection activities, from collection to processing, and freezing and storing the samples correctly. This also included working with clinical data, surveys, questionnaires, biological samples. All of this was completed within ethical guidelines and research protocols while collecting data.Research Presentations and Publications: I presented my research findings at internal seminars, conferences, or symposiums organized by the Robinson Research Institute and other scientific bodies. Professional Development: The Robinson Research Institute provided opportunities for professional development, such as workshops, and book club. These activities enhanced my research skills, knowledge of research ethics, and understanding of relevant research methodologies.Thesis or Report Writing: I also prepared a research thesis based on my findings. This included research objectives, methodology, results, discussion, and conclusions of the research project.

Adelaide, South Australia, Australia

Greater Adelaide Area

Masters Of Speech Pathology, Allied Health Diagnostic, Intervention, And Treatment Professions

Bachelor Of Health And Medical Science - Honours, Neonatal-Perinatal Medicine

Health And Medical Science - Honours, Reproductive Biology