Presentation on theme: "Student Protection Training On-Line Training For newly employed staff 1.Read the Student Protection policy 2.Complete on-line training 3.Complete discussion."— Presentation transcript:
Student Protection Training On-Line Training For newly employed staff 1.Read the Student Protection policy 2.Complete on-line training 3.Complete discussion module (Part B of this PowerPoint). School Based Training A person's role and involvement will guide what level of training is required Principals may find the following resources helpful 1.Student Protection Fact Sheet 2.Part A of the PowerPoint – Student Protection policy 3.Part B of the PowerPoint – Discussion Module. Annual Revisit Principals may find the following resources helpful 1.Part A of the PowerPoint – Student Protection policy 2.Part B of the PowerPoint – Discussion Module. January 2012
Student Protection Training Part A - Overview Presentation for group of employees For employees requiring school based training and annual update for staff previously trained in Student Protection. Part B – Discussion Module Presented to large group working in smaller groups or to a small group Must have read revised Student Protection policy and completed Part A or previous Student Protection Training.Student Protection policy You will need to be connected to the internet to use all the features of this PowerPoint New employees will require their study guide from the on-line course Other participants will require the Discussion module handout.Discussion module handout
Student Protection Policy Student Protection policy SMS-PR-012 All staff are required to read the policy This policy is available at http://education.qld.gov.au/strategic/eppr/students/smspr012/proced ure.html http://education.qld.gov.au/strategic/eppr/students/smspr012/proced ure.html Outlines policies and procedures for reporting suspected harm or risk of harm to students.
Student Protection Policy What is Harm? Harm, to a student, is any detrimental effect of a significant nature on a student’s physical, psychological or emotional wellbeing. It is immaterial how the harm is caused. Harm can be caused by physical, psychological or emotional abuse or neglect, or sexual abuse or exploitation.
Student Protection Policy What is self-harm? Self-harm is any form of intentional harmful behaviour causing injury or damage to the self.
Student Protection Policy Who can cause harm? another student someone from the student’s family, a friend or a stranger the student self-harming an employee - see SMS PR 42 Allegations against employees in the area of student protection SMS PR 42 Allegations against employees in the area of student protection
Student Protection Policy Reporting Harm Employees are required to report any suspicion of harm to the school principal. In cases where you suspect the principal is the source of harm report to the Regional Director.
Student Protection Training Discussion Module – Part B
Task 1 Documenting Student Protection concerns This record was made by a teacher while on playground duty. 1.Discuss what could have made this record more useful (you may refer to your study guide). 2.Write your ideas on the handout. 3.Check through the report on the next slide, noting the key elements. Friday afternoon Julie asks for credit at the tuckshop all the time. She says she’s hungry and has no money. Friday afternoon Julie asks for credit at the tuckshop all the time. She says she’s hungry and has no money.
Task 1 Documenting Student Protection concerns Friday 16 Nov 2011, 1.20pm Julie Howard, year 9, has asked for credit at the tuckshop on Wednesday, Thursday and Friday this week. She says she has no money or lunch from home. Today she also said she hadn’t eaten since lunch yesterday because there was no food at home. I gave her food today. Her credit is now more than $15. Cathy Smith Tuckshop Convenor Friday 16 Nov 2011, 1.20pm Julie Howard, year 9, has asked for credit at the tuckshop on Wednesday, Thursday and Friday this week. She says she has no money or lunch from home. Today she also said she hadn’t eaten since lunch yesterday because there was no food at home. I gave her food today. Her credit is now more than $15. Cathy Smith Tuckshop Convenor Date Time & place What was said Actions taken Signed Who was present
Task 2 Case Study 1.Watch the video. Select hereSelect here 2.In your group, discuss what the Prep teacher should do. You can make notes on your handout. 3.What discussion might the Prep teacher have with the class after this incident? You may like to look at Family Planning Queensland’s Traffic Lights FrameworkTraffic Lights Framework
Task 2 Case Study Watch the second video to see what the Prep teacher did. Select hereSelect here Would you do anything differently?
Task 3 Completing the SP-4 Report of Suspected Harm or Risk of Harm Watch the video. Select hereSelect here You discuss your concerns with the principal who asks you to complete the SP-4.
Task 3 Completing the SP-4 Report of Suspected Harm or Risk of Harm Discuss the details you should include. –What information would you include that has led you to the suspicion of harm? Complete the excerpt from the SP-4 on your handout. This form is available in electronic form and if possible should be completed on the computer then printed. View the excerpt of the SP-4 in electronic format.SP-4 in electronic format –What details would you write in the details of any harm and/or risk of harm to the student? Complete the section on your handout. –What support could the school offer? View a copy of a completed SP4SP4
Task 4 Self-harm You read the following journal entry by a Year 9 girl in English. Discuss what you should do. Discuss how the school should respond. You can then read how this situation was handled.
Task 4 Self-harm Friday 7 March 2011 I hate my life and hate school and all I want is to feel better and to sleep instead of thinking all the time. Watching my arms bleed is the only way the pain inside goes away. Friday 7 March 2011 I hate my life and hate school and all I want is to feel better and to sleep instead of thinking all the time. Watching my arms bleed is the only way the pain inside goes away. Taken from Sarah’s English journal
Task 4 Self-harm What the teacher did She didn’t panic. She ensured Sarah’s immediate safety. She showed that she cared and was concerned. She was careful not to frighten Sarah with her reaction. She asked some questions because she was comfortable to do so: I am worried about you after reading this. Is there anything I can do to help you? I am not sure how I can help but there are other people you can talk to about how you are feeling. Can I organise this for you? Are you feeling OK now, or do you still feel this way? Can I help you?
Task 4 Self-harm She let the principal know what Sarah had written. She continued to be supportive and monitor Sarah. She knew that she would have to report any further concerns to the principal. Documented what she had done. NOTE: The principal will discuss with you whether a SP 4 Report of suspected harm or risk of harm needs to be completed.SP 4 Report of suspected harm or risk of harm
Task 4 Self-harm Teacher’s diary entry using blank back pages Student Concerns 9H English 7/3/11 Sarah B. spoke after class re reference to self harm in journal. Confirmed cutting, offered support. Reported to principal. Continue to monitor.
Task 4 Self-harm What the principal did Ensured the immediate safety of Sarah. Discussed the incident with the Guidance Officer and asked if there were any other issues of concern. (NOTE: The principal could also consult with other qualified staff) Conferred with Sarah on the same day the report was made. Gained Sarah’s consent to phone her parents.
Task 4 Self-harm Contacted Sarah’s mother and informed her of the incident. (What happened when the principal called? Select here)Select here Documented that the mother had been contacted and her response. Determined that Sarah’s mother was acting protectively.
Task 4 Self-harm Ensured ongoing support within the school context e.g. by referring to the Guidance Officer.
Task 4 Self-harm Sarah’s mother mentioned She’d seen similar notes at home. Sarah already has an appointment at the GP and she will talk to the GP about this as well. She will keep the principal informed.
Task 4 Self-harm What the Guidance Officer did Responded to the principal’s request for any other issues of concern. The Guidance Officer wasn’t aware of any other concerns. Monitored Sarah following the incident.
Task 4 Self-harm Other points to note A principal may consult with other appropriate staff e.g. School Based Youth Health Nurse. If parents are not acting protectively the principal should organise for the SP 4 to be completed.SP 4 School Based Youth Health Nurses report harm under Queensland Health procedures.
Task 4 Self-harm The student may be referred to appropriate support personnel in the school as well as external services (eg GP or Child and Youth Mental Health Service). Refer to SMS-PR-035: Supporting Students' Mental Health and WellbeingSMS-PR-035: Supporting Students' Mental Health and Wellbeing