Student+Welfare+and+Pastoral+Care+Policy


 * STUDENT WELFARE POLICY **

At Society High we have private showers, soap and shampoo for students who do not have access to these basic commodities. The showers are separate from the normal toilet/change room showers that are generally used after sporting activities. This is so that students have the option to conceal their need for these basic commodities if this is their desire.

We also run a free breakfast every morning where students can have soup and toast. This is good for students whose parents cannot afford breakfast. However, it is also an excellent opportunity for any student to socialise. We recognise that breakfast is the most important meal of the day, especially for a child/teenager who is about to learn. We also recognise that a common problem is the fact that many of those who are not experiencing financial difficulty will still skip breakfast anyway. Putting on the breakfast each morning means that students who have skipped breakfast, for whatever reason, may be encouraged to socialise and have a healthy bite to eat.

At Society High we have a counsellor available at all times for any student who wishes to utilise this service. We also have several teachers with a methodology in psychology. Our school timetables are always structured so that at least one of these teachers is always in a free period. Hence, if our permanent counsellor is in a session, students can still see someone if they are in distress, or if their situation is an emergency. Every student has a compulsory annual appointment with our permanent counsellor. This helps to take the stigma out of vocalising issues, because everyone has to do it at least once a year.

We recognise that instances of mental health issues are at the highest rate they have been since time immemorial, and that the figures are only increasing. We aim to tackle this harsh reality with two main methods. Firstly we aim to assist those experiencing issues, and secondly we aim to educate //all// students regarding this matter. This is done through our subject, Personal Development, which is compulsory between Year Seven and Ten. It is also the role of the middle school and senior school captains to run a discussion group once a week. Here, students can come along at lunch time and talk about issues, life, or even philosophy, with their peers. This is done in a nonthreatening environment, and because it is out in the open, it is seen as acceptable. Having the school leaders run these groups assists in letting students know that even the school’s finest are not perfect. These sessions are, of course, voluntary and no one is forced to say anything they are not comfortable for others to know. Year levels are mixed in together to encourage interaction between students at different ages. This helps to recognise that such issues are global. Middle school and senior school have been separated because we feel that year sevens, for example, may be a little daunted by sharing issues with year twelve students. This process is designed to take the stigma out of mental health issues.

We also recognise that alcohol and drug abuse are at all time highs amongst the children and teenagers of today. In particular, in Australia, we recognise that the use of methamphetamine drugs, such as ecstasy and speed, have increased at a particularly high rate since the turn of the millennium. Part of our Personal Development program includes educating students as to the consequences of taking these drugs. They are informed as to how they may feel if they take these drugs, and more importantly about the dreaded comedown. Students are also taught about the reasons as to why people may want to take drugs; for example, because they are not satisfied with their current situation. Students are also equipped with techniques in resisting peer group pressure. This is all done in a manner which is not condescending or ‘out of touch’. It is introduced to the students on their level. An example of this is our affiliation with the youth organisation, Head Space. Head Space staff come to our school and discuss drug related issues with our students. Teachers are not present and students form groups with peers who they do not normally sit with in class. Issues can be discussed here in a non-confronting environment and Head Space staff can listen and assist through their knowledge and experience. On occasion, recovering drug addicts will speak to classes or even at assemblies. It is these individuals who can best warn our students about the reality of drugs in 2009. Our counselling staff are specifically trained in this area so that students experiencing drug related issues can be helped in a confidential environment.

The welfare co-ordinator liaises with the ICT co-ordinator to ensure that wherever possible, computers are used to assist our welfare program. For example, the wallpaper on each computer in the school has the Kids Helpline telephone number across it. We also recognise that the internet is a fantastic resource for students who wish to seek help or learn about issues that may affect them. The benefit of this is that students can do it privately if they wish to. The study carrels in our library have computers for this very reason.

PASTORAL CARE ** Every student at each year level has a homeroom teacher whom they can rely on. However, in Years 7 and 12, students are assigned a Pastoral Care teacher in the place of this. Year 7 is recognised as a difficult social, physical and mental transition for primary school students - their Pastoral Care Supervisor can assist them with this challenging process. Year 12 is recognised as a very important year at Society High and we understand that these students are under a great deal of stress. Students are also more likely to find themselves in wider social groups this year. In fact, we often find that at Society High, the social group indeed becomes the entire year level. For these reasons Pastoral Care Supervisors are again introduced at this year level. Students can approach their Pastoral Care Supervisors if they are experiencing issues of any nature. Due to the fact that some students may not approach their supervisor if they have an issue, it is part of The Pastoral Care Supervisor’s role to be responsible for their students. This is done through compulsory one on one sessions. These also serve as a good substitute for those who may be intimidated by the counselling process because it is less formal. These sessions are performed during homeroom timeslots, and also outside of this if students wish.



//'Every interaction is an opportunity to enhance the wellbeing of another.’// [1] - Unnamed staff member from Lavalla Catholic College in Victoria.
 * RATIONALE **

The belief is held by some that personal development programs encroach on a student’s ability to perform academically, and also, on the available time a teacher has to assist academically. Hempenstall states the following: ‘given that schools have their traditional responsibility for academic education, the more we load on to schools in terms of these other aspects of personal development is almost inevitably at the cost of some of that educational impact.’ [2] It is no doubt true that an extremely high focus on personal development will effect the amount of time available to work on academic matters. However, we believe that, up to a certain point, which is of course case dependent, spending time in personal development will create greater efficiency in the academic sphere and, hence, not inhibit productivity. In fact, we believe it will enhance it. Principal of the Eltham College of Education, Dr. David Warner, backs this theory succinctly in stating that, ‘we talk in terms of care in relation to teaching kids to become //self// directed, to better manage their own living, learning and working.’ [3] At Society High, our strong focus on personal development harnesses our students, among other things, with the ability to manage their learning.

Society High is very serious about doing everything we can to ensure that our learners are emotionally happy and healthy. This is the reason for our strong focus on counseling. Australian research based evidence suggests that ‘as many as one in five students experience mental health problems.' [4 ] If these problems are not addressed it is likely that such problems will become worse as the students enter adulthood. [5] At Society High one of our major aims is to prepare students for adulthood, which of course, makes up the bulk of the duration of their lives. We want our learners to enjoy fruitful experiences until they become old. Mental health issues are very likely to impact on students’ educational and academic experience/ability. Furthermore, psychological issues can effect behavior which can impact the teacher’s ability to facilitate a class. [6] At Society High we believe in prevention rather than symptomatic resolutions. Our prevention efforts provide us with an opportunity to work within a better framework for both students and teachers. Anderson notes that it is often easy to identify psychological issues within the loud and disruptive students, but that we also need to pay attention to the quiet and withdrawn students, who may also be experiencing issues. [7] This is why at Society High, we have a mandatory counseling session for each student every year. On top of this we also have our pastoral care supervisor sessions in years 7 and 12.

As mentioned we believe drug abuse to be a serious issue in today’s society. Fowler notes that ‘Australian students aged 12 to 17 years use both licit and illicit drugs on a level at par with the general population [and that] some substance use by 12- to 17-year-olds exceeds that of the general population.’ [8] Fowler also notes that ‘substance use disorders are the most frequently occurring mental health problem.’ [9] This is why our counselors are specifically trained in the area. It should also be noted that ‘alcohol consumption and drug abuse can damage learning and memory capacity. Therefore the need to receive help as soon as possible is obvious.’ [10] Smith notes that ‘early identification of addiction problems is likely to lead to better outcomes.’ [11] At Society High we believe that the best place to deal with these issues is at school. Pelling agrees by noting several reasons for treating such issues at school:

'First students spend the majority of their waking hours in school. Thus, the school setting is often the focal point of many students' lives. Second, as addiction problems interact with interpersonal relationships and school performance, many students experiencing such difficulties will already be placed in a school specific program. Integrated treatment for difficulties is preferable when two or more problems coexist. Third, school counselors and psychologists can provide basic addiction services when they are first identified as necessary, thus not losing momentum towards positive change. ' [12]

We begin to see how important it is to deal with these issues in the school environment. We must remember, as adults and educators, that when we were in school this too was our entire life. At any stage of our existence, regardless of age or responsibilities, the //moment// is all we have, and we must deal with issues within it. Sweeping the matter of drugs under the rug or brushing it aside only makes the situation worse. By accepting the issue as a reality and opening up a dialogue we can begin to hope for a solution. Pelling is right to suggest that dealing with behavior issues concurrently with drug related issues is more likely to be effective; otherwise the student may not feel as though their voice is being heard, and that they are being shipped off for a band-aid fix. The point on momentum is also important. The school, as the first point of contact, needs to be seen as the type of place that can actually fix or assist with these issues, otherwise students may not be interested in approaching them. Then the momentum, the road to recovery, through the will of the student and the skills of the counselor, can begin.

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 * Footnotes**

[1] Anderson S. The relationship between student psychological wellbeing, behavior and educational outcomes : a lesson from the MindMatters Plus demonstration schools. [online]. __Australian Journal of Guidance and Counselling__; v.15 n.2 p.235; December 2005. Availability: ____ ISSN: 1037-2911. [cited 19 Aug 09]. [2] Devai V. What future for pastoral care? [online]. __Education Review__; v.16 n.9 p.8; 14 February 2007. Availability: ____ ISSN: 1329-6329. [cited 19 Aug 09]. [3] Ibid., p. 9. [4] Anderson, op cit., p. 236. [5] Ibid., p. 239. [6] Ibid. [7] Ibid., p. 237. [8] Pelling N. Why school counsellors and psychologists should treat addiction problems. [online]. __Australian Journal of Guidance and Counselling__; v.13 n.1 p.78; July 2003. Availability: ____ ISSN: 1037-2911. [cited 19 Aug 09]. [9] Ibid., p. 80. [10] Ibid., p. 82. [11] Ibid., p. 83. [12] Ibid., p. 85.


 * Bibliography**

Anderson S. The relationship between student psychological wellbeing, behavior and educational outcomes : a lesson from the MindMatters Plus demonstration schools. [online]. __Australian Journal of Guidance and Counselling__; v.15 n.2 p.235-240; December 2005. Availability: ____ ISSN: 1037-2911. [cited 19 Aug 09].

Devai V. What future for pastoral care? [online]. __Education Review__; v.16 n.9 p.8-9; 14 February 2007. Availability: ____ ISSN: 1329-6329. [cited 19 Aug 09].

Holdsworth R and Blanchard M. Unheard voices : themes emerging from studies of the views about school engagement of young people with high support needs in the area of mental health. [online]. __Australian Journal of Guidance and Counselling__; v.16 n.1 p.14-28; July 2006. Availability: ____ ISSN: 1037-2911. [cited 19 Aug 09].

Pelling N. Why school counsellors and psychologists should treat addiction problems. [online]. __Australian Journal of Guidance and Counselling__; v.13 n.1 p.77-86; July 2003. Availability: ____ ISSN: 1037-2911. [cited 19 Aug 09].

Tindle E. Changing trends in counselling : a personal journey. [online]. __Journal of the Australian and New Zealand Student Services Association__; n.27 p.74-84; April 2006. Availability: ____ ISSN: 1320-2480. [cited 19 Aug 09].