Presentation on theme: "Staff wellbeing Training Day for School Chaplains Worldview College, Launceston Tuesday, 1 November 2011."— Presentation transcript:
Staff wellbeing Training Day for School Chaplains Worldview College, Launceston Tuesday, 1 November 2011
Acknowledgement to Country We would like to acknowledge the traditional custodians of the land and pay our respects to the Elders past, present and future, for they hold the memories, traditions, culture and hopes of Indigenous Australians
Key messages 1.Work is important for our mental health and wellbeing 2.Staff and student mental health and wellbeing are connected 3.Staff have a responsibility to participate in the construction of their own and the schools mental health and wellbeing 4.School can positively affect staff mental health 5.sites have a responsibility to provide safe working environments and this extends to mental health
As part of our time together … Commit to as much as you can, opt out if you have to Engage in reflection when the opportunity permits Think of practical uses for you Support colleagues, consider the whole group Consider confidentiality of information Enjoy yourself Group agreements
3.2 days per worker are lost each year through workplace stress Presenteeism and absenteeism are directly costing employers $10.11 billion per year Tasmanian initiative focusing on the State Service
Mental Health An holistic sense of wellbeing Emotional and spiritual resilience which enables us to enjoy life and survive pain, disappointment and sadness. It is a positive sense of wellbeing and an underlying belief in our own and others dignity and worth. Health Education Authority, 1998 England
In the workplace, if everyone had good mental health Look like? Sound like? Feel like? Define Mentally unwell Mentally well
Is … …Is not … … Mental health promotion A diagnostic or clinical service Systems have support services for employees experiencing high levels of stress or mental health issues
In the big picture … why is it important? Working in schools involves an investment in emotional labour Staff and student mental health are connected Functional adults are good role models A teachers feelings of confidence and self-efficacy impact on student learning Positive relationships lead to enjoyment of work and performing well
The nature of our work, satisfaction, performance, knowledge Systems, structures and policies to support staff and students Connections to the workplace, sense of belonging and inclusion Personal values and beliefs, sense of self
1.Talk about a happy person you know o What sort of beliefs do they appear to have about the world 2.What surprises us? o What surprised or delighted you in the last week? 3.What are you curious about? o Know about, how to do, how it feels, what happens The Thriving Self is at the centre of the Staff Matters model and focuses on the importance of clarifying individual values and beliefs about mental health and wellbeing and how these values and beliefs interact at work. This may enable us to understand why we react the way we do and provide ideas on how to change or adapt our behaviour.
Intentional activity 40% Life circumstances 10% Lyubomirsky, 2007
Optimism Learned Optimism, Martin Seligman http://www.youtube.com/watch?v=9FBxfd7DL3E are healthier live longer have better relationships do better in school, sports, and most jobs and anyone can learn to be more optimistic (regardless of your natural set point level of optimism) Authentic Happiness
Flow When was the last time you experienced a huge amount of energy and didnt realise time was passing? (snowball) Flow more likely to happen in the workplace than anywhere else (Scenarios) Skill level Level of challenge FLOW Anxiety Boredom To enjoy work or learning (to be in flow) requires a balance between our levels of challenge and skill.
The interpersonal domain Collegiality Risk and protective factors Trust Emotions
What do you value from colleagues in the way they operate? What is something positive you have learned from a colleague at work? What are some things in the workplace that you find supportive? The Interpersonal domain recognises the influence of our relationship with others in the workplace and our enjoyment and performance at work. This domain considers the power of the collegiate and social aspects of a workplace. Building our skills for interpersonal connections in the workplace lessens stress and positively influences mental health and wellbeing. Debrief
Risk and protective factors Protective factors Risk factors Personal factors Job satisfaction Personal fulfilment Ongoing professional development Problem focused coping style Social exclusion or isolation Lack of training Feelings of helplessness Organisational factors Empathy and warmth Support from other staff members Culture of help-seeking Opportunities to demonstrate worth and talent High workload Low support Staff shortages Role conflict Lack of control over workload Lack of recognition Poor communication Work factors Mentoring Change High need students Demanding work
Collegiality Friends ofEnemies of Joint work Socialising Communication Protocols Shared beliefs Being involved Acknowledgement Brag sessions Physical challenges Blame game Race for the high moral ground Victimhood Them and us Thats my … Lets keep the status quo Cliques Famous five Debrief
What I know for sure What is your absolute best health and wellbeing tip that you use yourself ? (for sustaining working in education) Explain your tip to your neighbour
On top of this, what are their mental health needs and what can schools do to promote their mental health?
National Child Mental Health Survey (Sawyer et al., 2000) However, only 1 in 4 primary school children with mental health difficulties receive help Why have mental health initiatives in schools? By adulthood 1 in 5 Australians will have experienced a mental illness Australian Bureau of Statistics (2007). National Survey of Mental Health and Wellbeing: Summary of Results
web linkWednesday, 6 November 2013 Master of Teaching, University of Tasmania