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

2. 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

5. 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. 

6. 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?

7. What is Pastoral Care?

8. 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)

9. 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

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

12. 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)

14. The teenage brain

15. (BRAINSTEM)

17. 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

21. 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

22. 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

23. 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?

24. 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

25. 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

26. Continuum of emotions
Stress Anxiety Disorder Sadness Depressive Disorder

27. Mental Health and Safety

28. Lifeline events

29. Lifeline events

30. 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)

31. MORNING TEA

32. 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?