Rivendell School

per varios casus - through various journeys

Telephone02 9743 1075

Emailrivendell-s.school@det.nsw.edu.au

Modules

Introduction module

The Introduction module is presented by Anne Reddie, former Principal of Rivendell School.

It is designed to give an overview of the project’s working definition of student wellbeing and to briefly describe the modules that are included in the toolkit.

The module invites schools to check that all of their staff are on the same page in regards to their own definition and working practices related to student wellbeing. It suggests that this is a good preparation for schools and would ensure the best use of the other professional development modules in the toolkit.

It gives a brief introduction to the following modules:

  • Understanding disturbed behaviour
  • Adolescent psychiatric disorders in the classroom
  • Understanding transference and countertransference • How mainstream schools make integration work
  • Confident Communication
  • Goal Setting
  • Debriefing
  • The Making Choices Framework
  • Tips for SLSOs supporting integration
  • Individual Management Plans.

Understanding Disturbed Behaviour in Children and Adolescents module 

The Understanding Disturbed Behaviour in Children and Adolescents module is presented by Maria Boyle, Specialist School Counsellor at Rivendell School.

This module gives a brief overview of the theoretical perspectives that help us understand disturbed behaviour in children and adolescents.

The presentation aims to stimulate discussion and awareness of how a young person’s background and emotional state can impact on their social relationships, academic performance and view of the world.

The module looks at various presentations of disturbed behaviour emphasising the key elements of relationship based classroom practice including understanding, managing our own reactions and providing structure and consistency.

Adolescent Psychiatric Disorders in the Classroom module

The module on understanding Adolescent Psychiatric Disorders in the Classroom is presented by Dr Robert Redwin, Child, Adolescent and Family Psychiatrist and Inpatient Director at Rivendell Child, Adolescent and Family Unit.

Dr Redwin takes the characters from the A.A. Milne’s novel Winnie the Pooh, to discuss some of the psychiatric disorders that staff may come across in the classroom.

He discusses characters such as Eeyore, who displays the symptoms of a major depressive disorder, Tigger with ADHD traits and Piglet with a generalised anxiety disorder.

Dr Redwin looks at the thoughts, feelings and associated behaviours of these disorders and how to recognise and develop strategies to manage them in the classroom.

This is a good introductory module on childhood and adolescent psychiatric disorder and aims to increase staff’s understanding and awareness.

How Mainstream Schools Make Integration Work module

The How Mainstream Schools Make Integration Work module was developed by Andrew Dickinson, Teacher at Rivendell School.

This presentation aims to support the reflection and planning taking place in mainstream schools for students returning from special education settings.

The information presented is designed to augment teaching expertise that already exists in a mainstream school.

The module outlines the need for the school team to collaboratively plan and scaffold support systems to suit individual needs. It highlights eight main areas where discussion can be generated to assist successful integration:

  • planning and communication
  • fresh start, knowing students
  • being well prepared
  • making adjustments
  • monitoring
  • promoting wellbeing
  • consistency with flexibility

Confident Communication module

The Confident Communication module is presented by Rachael Spitzer, Assistant Principal at Rivendell.

It introduces the concept of a ‘shared language’ and how this can support the implementation of school policies and procedures.

This module guides schools in developing scripts for acknowledging students’ appropriate and inappropriate behaviour with a focus on what to say, when to say it and how to say it.

It gives examples of using confident communication in everyday interactions with students, when using the school’s behaviour management system and when intervening in a crisis.

The module emphasises that having a shared language and using it confidently not only empowers staff, it also provides students with a learning experience to assist them with making positive choices.

Confident Communication module

The Confident Communication module is presented by Rachael Spitzer, Assistant Principal at Rivendell.

It introduces the concept of a ‘shared language’ and how this can support the implementation of school policies and procedures.

This module guides schools in developing scripts for acknowledging students’ appropriate and inappropriate behaviour with a focus on what to say, when to say it and how to say it.

It gives examples of using confident communication in everyday interactions with students, when using the school’s behaviour management system and when intervening in a crisis.

The module emphasises that having a shared language and using it confidently not only empowers staff, it also provides students with a learning experience to assist them with making positive choices.

Goal Setting module

The Goal Setting module is presented by Cheryl Bazzano, Assistant Principal at Rivendell.

This module is all about planning for success. It emphasises the importance of short and long-term goals and of valuing the goals that you choose.

This module provides a proforma for schools to use to guide students in prioritising their goals, outlining the steps, recognising barriers and planning positive ways to prevent setbacks.

The module also suggests ways that goal setting can be used as part of the supervision process with teachers.

The Goal Setting module can also be used as part of a reflective exercise with students and staff promoting the importance of good communication and connectiveness.

Debriefing module 

The Debriefing module is presented by Cheryl Bazzano, (Assistant Principal) and Jayden Hunt, (Teacher) both at Rivendell School.

In this module the debriefing process and how it works in schools is explained.

The module outlines the importance of:

  • setting the scene
  • nominating a facilitator
  • setting an agenda
  • using clear and concise language
  • taking brief minutes.

An interview with a beginning teacher is included to demonstrate the many benefits of debriefing.

Making Choices Framework module

The Making Choices Framework module is presented by Vicki Baczynskyj, Principal of Canterbury Vale School.

It outlines a proactive approach to managing difficult behaviours consisting of curriculum adjustments and all staff following clear and consistent school procedures and policies.

This module describes a very simple rule which is to employ 'basic teaching principles and good practice followed by all staff'.

The Making Choices Framework used at Canterbury Vale School is described and each of the 4 steps of this framework is explained (Chance to Think, Think Again/Make a Choice, Reflection, Work It Out).

Students who are interviewed offer their experience of participating in this system.

At the end of the presentation the audience is invited to reflect and discuss focus questions based on positive teacher relationships, school consequences, reward system and consistency. These questions are designed to examine their school environment and open up discussion for promoting best practice.

Top Tips for School Learning Support Officer module

The Top Tips for School Learning Support Officer (SLSOs) module is presented by Michael Bolt , Teacher at Canterbury Vale School.

The strategies presented in the module have been developed by school learning support officers who work with students who present with challenging behaviours.

This module looks at areas such as:

  • Building positive relationships
  • Providing feedback
  • Working as part of a team
  • Working within school procedures
  • Importance of debriefing.

The strategies are based on best practice ideas from SLSOs in mainstream schools and SSPs. They are also based on positive research findings regarding student learning and engagement.

The module provides lots of practical tips for engaging students, behaviour management and looking after yourself during difficult times.

Individual Management Plans module

The Individual Management Plans module is presented in a powerpoint format and guides participants in the construction of the plan.

The module emphasises the need for Individual Management Plans to be one of the essential elements of a student welfare system.

The plan focuses on:

  • Presenting behaviours
  • Possible triggers
  • Positive behaviours
  • Management strategies.

The module shows how the information gained from the plan can be used to assist students to develop their own self-management plans.

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