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Professor Karen Stagnitti oversees the honours program in the Occupational Science and Therapy program at Deakin. She also lectures in Research Methods, particularly Quantitative Research Methods. Professor Stagnitti is involved in supervision of students on fieldwork in the Occupation, Wellness, and Life Skills program undertaking paediatric community placements.
From 2011 she undertook the role of the Higher Degree Research Co-ordinator for the School of Health and Social Development.
Unit Chair HSO411
Unit Chair HSO412
Unit Chair HSO414
Unit Chair HSO410
Primary supervisor for several Doctoral candidates and masters by research students.
Professor Stagnitti’s research is primarily concerned with play ability of children under 10 years of age. The research area can be broken down into the following main areas:
• The continuing development of a norm referenced play assessment: The Child-Initiated Pretend Play Assessment (ChIPPA)
• The relationship between play and literacy ability in young children
• The use of the ChIPPA with different clinical groups of children
• The refinement of an intervention program called the 'Learn to Play' program that builds up a child’s play skills with increases in a child’s language, social competence and flexibility.
In 1997 she received a full time scholarship from LaTrobe University to study a doctorate full time.
In 2012 she was given a Personal Chair.
Australasian/Pacific Play Therapy Association
Victorian Consortium of Early Childhood Educators
Director on the Governance Board of Pathways Rehabilitation Services
HDR Coordinator for the School of Health and Social Development
Member of the Faculty human ethics committee
Faculty member of the Research and Research Training Committee
School member of the Research and Research Training Committee
1. Siobhan Casey, Karen Stagnitti, Ann Taket (2010) Examining resilience using the International Classification of Functioning, Disability and Health: Children and Youth Version AARE 2010, Melbourne University, Melbourne (28 November to 2 December 2010) AARE SIG: Social Justice, Session Type: Symposium.
2. Stagnitti, K. & Kidd, E. (2011). Narrative recall and pretend play: comparison of a play-based curriculum and traditional classroom curriculum. Children's Play, Storytelling and Pretence: CPSP 2011, University of Melbourne.
3. Stagnitti, K. (2011). Changes in ability: children with ASD and the Learn to Play program. Children's Play, Storytelling and Pretence: CPSP 2011, University of Melbourne.
4. Stagnitti, K. (2011). Play Based Learning. Monash City Council, Melbourne.
5. Stagnitti, K. (2011). The Parent Learn to Play Program. Healing relationships. Australasian/pacific Play Therapy Association Conference. August, Geelong.
6. Casey, S., Stagnitti, K. & Taket, A. (2011). Peer play relationships. Australasian/pacific Play Therapy Association Conference. August, Geelong.
7. Taket, A., Nolan, A., Casey, S. & Stagnitti, K. (2011). Supporting children's and young people's resilience in schools. 90minute paper presentation, New Understandings, Better Integration, Sustainable and Equitable Actions - Schools that Promote Health, Well-being and Educational Success in the Next Decade on the Occasion of the 15es Journées annuelles de santé publique du Québec/15th Annual Public Health Days of Quebec (JASP) in Quebec - November 28th - 29th 2011.
8. Taket, A., Stagnitti, K., Casey, S. & Nolan, A. (2011). Mothers supportive strategies to build resilience in their children. PHAA (Public Health Association Australia) conference, Brisbane.
9. Hitch, D. Lavasani, N., Pepin, G. & Stagnitti, K. (2011). Clinical guidelines for children with ADHD. Bi-annual Occupational Therapy National conference, Gold Coast, June 2011.
10. Siobhan Casey, Karen Stagnitti, Ann Taket, Andrea Nolan (2012). Early Peer Play Interactions of Resilient Children Living in Disadvantaged Communities The Early Years Conference 2012, 2 – 4 February, Hyatt Regency, Vancouver, Canada