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  • Wellbeing and Community Partnerships

    School Services Wellbeing Model 

    Wellbeing is defined as the quality of one’s life and can be measured according to ‘material wellbeing, housing and the environment, education, health, risk behaviours, and quality of school life’ (OECD, 2009). Wellbeing is central to learning and learning is central to wellbeing. Wellbeing involves a whole school approach, from prevention through to intervention, with a focus on school improvement and enhanced life choices for all.

    “...I have come that they may have life, and have it to the full.” John 10.10

    Thus the role of the Wellbeing Team is to assist students to reach their potential in all areas of Catholic Education including;

    • Social
    • Emotional
    • Spiritual
    • Cognitive
    • Physical

    The Wellbeing Team works across the Learning Pathways and Student Services Teams. Members of the Wellbeing Team work collaboratively with school staff, parents, students and the wider community to enhance understanding and involvement in the areas of Wellbeing: learning, environment and partnerships.

    The Wellbeing service is delivered in line with the Diocesan Directions Towards Courageous Renewal: 

    Wellbeing is central to Learning
    and
    Learning is central to Wellbeing
     

    In addition, the service model has been developed in consultation with 'A national framework for health promoting schools' (2000 - 2003), the Victorian Government's 'Framework for Student Support Services' (1998), the 'Melbourne Declaration on Educational Goals for Young Australians' (2008), the Positive Educational Practices Framework (Noble & McGrath, 2008) and the national Safe Schools Framework (2011).

    The model of service delivery is outlined below

    Figure 1: Wellbeing Service Overview 

     Wellbeing Figure 2 

    Prevention 

    Prevention aims to raise awareness of what makes students vulnerable, and develop strategies to reduce these vulnerabilities and increase coping skills. It refers to population based strategies that may be universally or selectively targeted. Prevention is an approach that needs to account for the coexistence of risk factors such as substance abuse, family conflict, homelessness, abuse and neglect and a range of emotional disorders.

     Figure 3: Overview of Prevention approaches 

     Wellbeing Figure 3 

    Strategies may include:

    • Supporting ASIPs and Renewal 
     
    • Positive Partnerships  
     
    • Delivering professional learning  
     
    • Restorative Practices  
     
    • Assisting in development and implementation of whole school wellbeing and pastoral care policies  
     
    • Social Emotional Learning (SEL) 
     
    • Positive School-wide Behaviour Support  
     
    • Student leadership development  
     
    • Developing partnerships with external services  
     
    • Parenting programs  
     

    Early intervention 

    Early Intervention aims to target those at risk of ongoing social, emotional and/or physical harm in order to reduce the intensity, severity and duration of the risk behaviour. It intends to minimise potential harm by improvements in identifying, assessing and managing students at risk

     Figure 4: Overview of Early Intervention approaches 

     Wellbeing Figure 4 

      Strategies may include:

     

    • Focussed class meetings (circle time) 
     
    • Screening assessments 
     
    • Specific, targeted professional learning 
     
    • Behaviour/Environmental Plans 
     
    • Student Programs targeted to reduce risk factors (Cyber Safety, Protective Behaviours, Drug Education) 
     

       

     

    Intervention  

    Intervention involves providing effective management and support to students in crisis, includes ensuring access to appropriate counselling, care and treatment service and is concerned with providing skills for professionals who are dealing with students at crisis point.

     Figure 5: Overview of Intervention approaches  

    Wellbeing Figure 5 

      Strategies may include:

     

    • Counselling 
     
    • Consultation with schools and families 
     
    • Psychological first aid 
     
    • Assessment 
     
    • Critical incident response 
     
    • Liaising with external service providers to support student needs eg: CatholicCare