1. ST. CLARE COLLEGE Learning Support Zone Gzira Boys Secondary School

2. Launching the LSZ programme  Meeting with Guidance Teachers and SMT  The Form 3 group was identified  Class Room observations  Meetings with main subjects teachers to explain referrals

3. Form 3  Referrals reached the LSZ  Processing of referrals with Head of School  LSZ referral notification letters were sent to parents/guardians  Meetings were scheduled with parents/guardians

4. Case Conference  Parents were briefed about 1) Observations 2) Referrals 3) LSZ programme (Behaviour and Learning Support) 4) Parents’ concerns – strengths and weaknesses 5) Students’ concerns – their perceptions of schooling and the class room environment 6) Consent forms signed LSZ staff, SMT and Guidance Teachers

5. SDQ  SDQ stands for Strengths & Difficulties Questionnaire  A tool used for measuring behaviour of the 3-16 yr old age group (Goodman, 1997)  The version used for educators was implemented as there are tools designed for research purposes (ex: measurement scale for antisocial tendencies) and for clinical purposes  To counteract for errors arising out of language barriers, the Maltese version (Dr. Carmel Cefai) was used  25 item questionnaire addressing positive and negative variables related to emotional symptoms, conduct behaviour problems, hyperactivity-attention deficit, peer relations difficulties and pro-social behaviour  SDQs were compiled by parents, teachers (main subjects) and students  Standardised scoring and Results

6. General scenario of presented challenges As attested by referral forms compiled by Teachers and SDQ results, the following challenges were presented: 1. Regular late class show-up, failure to do work or get books/resources 2. Regular absenteeism ex: on a Monday 3. Aggressive, insolent and quarrelsome 4. Poor anger management 5. Lack of respect towards others including teachers and SMT 6. Lack of self-worth and self-confidence

7. Programme Implementation  6 Form 3 students embarked on a programme on the 22/11/10 attending to the LSZ 4-5 times a week for 1 ½ hours per session  Behaviour modification  Anger management  Emotional literacy  Decision making  Life skills and self-help skills  Team building  Self-esteem and empowerment  Communication skills

8. Phasing out January 2011 – Phasing out  Briefing  LSZ sessions – twice a week  Class Room Support  Evaluation of programme to be conducted in the upcoming weeks so as to analyse pros and cons of programme

9. Form 1 & Form 2  Meeting with Ass. Head; 17 students were identified  3 weeks of class observations  Target: 2 groups of Form 1 and Form 2 students addressing the needs of students acting out and acting in  Referral procedure to be implemented after exam period  Meetings with guidance teachers

10. The Location

11. Activities: Birthday Party

12. Activities: Christmas Activities

13. Activities: Crafts

14. Activities: Cooking

15. Thank You