Staff profile - Karen Stagnitti
Prof Karen Stagnitti
|Position:||Associate Head of School (Research)|
|Faculty or Division:||Faculty of Health|
|Department:||School of Health & Social Development|
|Campus:||Geelong Waterfront Campus|
|Phone:||+61 3 52278363 +61 3 52278363|
- Bachelor of Occupational Therapy, University of Queensland, 1977
- Doctor of Philosophy, La Trobe University, 2002
- Graduate Certificate of Higher Education, Deakin University, 2007
Australasian/Pacific Play Therapy Association
Victorian Consortium of Early Childhood Educators
Prof Stagnitti Has run the occupational therapy honours program for the last 10 years. She is intersted in developing students reserach skills and abilities. She is also interested in the application of knowledge to practice.
Subjects and units currently teaching
She teaches into:
She also supervisors several PhD candidates and masters research students.
Professor Stagnitti specialises in children's play. She has developed 2 play assessments, the Symbolic and Imaginative Play Developmental Checklist and the Child-Initiated Pretend Play Assessment.
Conferences and seminars
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 Journes annuelles de sant publique du Qubec/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
Awards and prizes
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.
Faculty member of the Research and Research Training Committee
School member of the Research and Research Training Committee
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 childs play skills with increases in a childs language, social competence and flexibility.
Continuing reserach on the Parent Learn to Play program.
The Learn to Play program with children with ASD
The development of the Animated Movie Test - an assessment of creativity, logical thinking, symbolic thinking and narrative for adolescents.