Campus ministers’ colloquium Mental Health and Wellbeing Oaks oasis resort, Caloundra 7 June 2018

Learning Intention: To learn and share information and knowledge that will help to enhance student mental health and wellbeing. Success Criteria: To be able to articulate and share practical strategies which support the mental health wellbeing of students To know how the various role holders in the school school can work together to support mental health and wellbeing. To be able to identify how the role of campus minister can have impact in supporting student mental health and wellbeing

Campus Minister Guidance Counsellor identify opportunities to integrate formation experiences into class and year level camps and educational trips  participate in the design, development and facilitation of prayer, reflection and liturgical experiences participate in the design, development and facilitation of programs that support the faith, spiritual and pastoral development of students  identify opportunities to ritualise and prayerfully support students facing issues of grief and loss  assist in the design and development of rites of passage (e.g. induction of leadership, welcoming new students, graduation ceremonies)  identify opportunities for students to facilitate and participate in social action and justice activities and initiatives Facilitate proactive and preventative practices and initiatives that promote social, emotional and educational development and the mental health and wellbeing of all students in partnership with school communities.  Manage counselling and consulting services for students (with personal, social, emotional, vocational and educational needs) with a focus on prevention, intervention and student learning.  Provide psycho-educational and other assessments.  Ensure BCE protocols and quality processes for student protection, educating students with disabilities, behaviour support, the containment of critical incidents and mandatory record keeping are implemented. 

In supporting students with their mental health and wellbeing, how does our work intersect and how can our knowledge, skills and expertise enhance this support through collaboration?

What is Pastoral Care?

Pastoral Care … is concerned with promoting students’ social, emotional, physical, spiritual and academic development and fostering positive attitudes, through: • Quality of teaching and learning • Nature of relationships among students, teachers and adults • Practices for monitoring a student’s overall personal, academic and social progress • Specific pastoral and student behaviour support systems • Co-curricular activities • School ethos Professor Donna Cross (2015)

Pastoral care & Wellbeing Student wellbeing is strongly linked to learning. A student’s level of wellbeing is indicated by satisfaction with life at school, engagement with learning and social-emotional behaviour. Optimal student wellbeing is a sustainable state characterised predominantly by: Positive relationships at school Resilience Self–optimisation High level of satisfaction with learning experiences. Noble, T. and Wyatt, T., Scoping Study into Approaches to Student Wellbeing, 2008

Presence or absence of symptoms MENTAL HEALTH…… Presence or absence of symptoms ( Huppert and So, 2011)

Multi-dimensional and is achieved through: MENTAL WELLBEING ……. A positive state of psychological and emotional health; it indicates that a person is able to function cognitively and emotionally in a manner that is productive and fulfilling. Multi-dimensional and is achieved through: a ‘meaningful’ life satisfaction of basic human needs for autonomy, competence and relatedness. (Ryan and Deci, 2000 &Seligman, 2012)

The teenage brain

(BRAINSTEM)

Perry’s Neurosequential Model Empathy, Self management Literacy, Insight, Learning, Abstract Thinking and Reasoning Emotional Responses, Memory Formation and Integration, Motivation, Mechanisms to keep ourselves safe Coordination, Movement, Appetite, Vision, Hearing, Motor Control, Sleep/Wake, Arousal (alertness), and Temperature Regulation. Automatic/Vital functions (heart rate, breathing, blood pressure)- Threat response - Fight, Flight, Freeze So how does your child’s brain develop ? The design of the human brain is amazing. It is the brain’s ability to connect up after the child is born that gives the brain the flexibility it will need to enable her to adapt to her environment. Perry, B.D. (2002). Brain Structure and Function I: Basics of Organisation. Adapted in part from “Maltreated Children: Experience, Brain Development and the Next Generation

LEARNNG NEEDS HIERARCHY BRAIN HIERARCHY LEARNNG NEEDS HIERARCHY Adapted from: McCaleb, M. & Mikaere-Wallis, N. (2005). Relationship-shaping: Teacher consistency and implications for brain development. The First Years/Ngā Tau Tuatahi: New Zealand Infant and Toddler Education, 7(2), 21-25

PROTECTIVE FACTORS Engagement: Taking an interest in their work and activities Relationships Having people in their life that they care for and who care about them Meaning and purpose Feeling that what they do in life is valuable and worthwhile Accomplishment Feeling that what they do gives them a sense of accomplishment and makes them feel competent Emotional stability: Feeling calm and peaceful Optimism Feeling positive about their life and their future Resilience Being able to bounce back in the face of adversity Self-esteem: Feeling positive about themselves Vitality: Feeling energetic

ActivitY THINKING ABOUT YOUR ROLE IN THE SCHOOL AND CONSIDERING THE PROTECTIVE FACTORS THAT SUPPORT GOOD MENTAL HEALTH AND WELLBEING……… WHAT ARE SOME HELPFUL WAYS TO SUPPORT STUDENTS WITH THEIR MENTAL HEALTH AND WELLBEING? WHAT ARE SOME UNHELPFUL WAYS TO SUPPORT STUDENTS WITH their MENTAL HEALTH AND WELLBEING?

tips and tricks Presence Active listening Acknowledging Encouraging healthy help seeking Helping them to see Concrete examples of how to relate - Social awareness, social management Develop your understanding of normal developmental stages Connecting concrete things to give meaning Helping them to self regulate - self awareness and self management awareness for opportunities for learning Normalising everyday emotions and life events (life cycle) MODEL GOOD RELATIONSHIPS WITH OTHERS BE POSITIVE ABOUT THE ROLE OF OTHERS IN THE SCHOOL AND WORKING TOGETHER

cautions DONT FEEL THAT YOU ARE THE ONLY ONE CARRYING THE RESPONSIBILITY OF A YOUNG PERSONS STORY YOU DON’T HAVE TO HAVE ALL THE ANSWERS DON’T PROMISE CONFIDENTIALITY – STUDENT PROTECTION, RISK AVOID CLINICAL TERMS FOR EMOTIONS (ANXIETY/DEPRESSION) DON’T GIVE ADVICE THAT YOU AREN’T TRAINED TO GIVE Don’t GIVE SOLUTIONS WHEN STUDENTS just WANT TO BE LISTENED TO Avoid GIVing SIMPLE SOLUTIONS TO ISSUES THAT MAY BE COMPLEX

Continuum of emotions Stress Anxiety Disorder Sadness Depressive Disorder

Mental Health and Safety

Lifeline events

Lifeline events

Achievement Behaviour Wellbeing Student/Family Voice Community Voice Report Card Review and Response Monitoring Tools Naplan Teacher/Staff Feedback Attendance Data BI/eMinerva Data SP Intervention/Reports NCCD Evidence of Adjustments Individual Plans (IEP) Connections between Achievement, Wellbeing and Behaviour Achievement Behaviour Wellbeing Observations Student/Family Voice Community Voice Teacher/Staff Feedback Attendance GC Data BI/eMinerva Data GC assessment/Report Teacher feedback Stakeholder Input External Reports Individual Plans (Wellbeing, Safety, Care) SBSS BI/eMinerva Data Progress Cards (BEP) Check in check out Student/Family Voice Teacher/Staff Feedback External Reports Attendance Individual Plans (Behaviour, Safety)

MORNING TEA

GROUP WORK GET INTO GROUPS OF CAMPUS MINISTERS WITH VARYING EXPERIENCE SHARE A STORY OF A STUDENT (DON’T MENTION NAMES) THAT YOU HAVE WORKED WITH WHO MAY HAVE EXPERIENCED DIFFICULTIES AT SCHOOL IN THE FOLLOWING AREAS: EMOTIONAL DIFFICULTIES FAMILY ISSUES BEHAVIOURAL ISSUES LEARNING PROBLEMS HOW DID YOU WORK IN THE SCHOOL CONTEXT TO SUPPORT THIS STUDENT AND WHAT WERE THE LEARNINGS FROM THIS THAT MAY BE HELPFUL TO OTHERS AT YOUR TABLE.? HAS YOUR CAMPUS MINISTER ROLE CHANGED OVER THE TIME? HOW?