Meeting students' needs through a whole school approach to pastoral care

1990 ◽  
Vol 4 ◽  
pp. 27-31
Author(s):  
Rosalie Gannon
Keyword(s):  
Pastoral Care ◽  
State Government ◽  
Academic Needs ◽  
Pastoral System ◽  
Problem Solving Skills ◽  
Whole School ◽  
Care Systems ◽  
Whole School Approach ◽  
Pastoral Team ◽  
The Individual

Pastoral care is defined as being that element of the teaching process which centres around the individual needs and environmental forces which either facilitate or impede the all-round development of the individual child. Present Victorian State Government policy endorses the establishment of effective pastoral care systems in schools. Three hundred students in Years 7 and 10 in three Victorian secondary schools were surveyed in order to find out how well these schools were meeting the non-academic needs of their students. A two-way ANOVA indicated that the way in which students perceive their needs will be met differs across schools, and between year levels. The functional differences in pastoral care teachers' roles across the three schools are considered and support is given for the inclusion of the “Student Welfare Coordinator” role in the pastoral team. The conclusion reached suggests that an effective pastoral system provides for meeting the needs of individual students, but in doing so, teaches problem solving skills that will be of use outside the classroom.

scholarly journals A Transactional, Whole-School Approach to Resilience

2021 ◽  
pp. 220-231
Author(s):  
Carmel Cefai
Keyword(s):  
Research Evidence ◽  
Social Contexts ◽  
Ecological Perspective ◽  
Educational Systems ◽  
Multiple Systems ◽  
Whole School ◽  
Resilience Framework ◽  
Whole School Approach ◽  
The Individual ◽  
The Waves

In contrast to the earlier understandings of resilience for the select, invulnerable few, an ecological perspective provides the opportunity for all children to develop resilience given resilience-enhancing, protective social contexts. In this chapter, the author explores a transactional-ecological perspective of resilience in the context of educational systems, underlining the limitations of an overreliance on the individual in resilience building. The chapter presents a transactional, whole-school, resilience framework for educational systems informed by the research evidence, focusing on both curricular competence-building and contextual processes across multiple systems. The chapter concludes with an illustration of a recent resilience program, RESCUR Surfing the Waves, informed by this approach.

Depression in Young People: A National School-Based Initiative for Prevention, Early Intervention and Pathways for Care

2002 ◽  
Vol 10 (2) ◽  
pp. 134-138 ◽  
Author(s):  
Jane Burns ◽  
Ian Hickie
Keyword(s):  
Young People ◽  
Intervention Strategy ◽  
Well Being ◽  
Whole School ◽  
Education And Health ◽  
School Based ◽  
National School ◽  
The Social ◽  
Whole School Approach ◽  
The Individual

Objective: To describe the national school-based initiative of ‘beyondblue’. Conclusions: The goals of the initiative are: to reduce levels of depressive symptoms in young people, to promote emotional well-being in adolescence and to increase the capacity of organisations to design, implement and evaluate interventions relevant to the prevention of depression. The theoretical framework underpinning the program will build on expertise and evidence-based research from both the education and health sectors while the proposed initiative will draw on the existing capacity of school systems. The program will target not only the specific needs of individual students but will combine this targeted approach with a whole-school approach that addresses the quality of the social climate in which the individual is situated. The intervention strategy in partnership with the education sector will seek to make changes in the schools' social and learning environments, introduce relevant and important life skills through the curriculum, and strengthen structures that promote links between the school, families and communities.

scholarly journals The Italian School Psychologists’ Role: A Qualitative Study about Professional Practices and Representations

2021 ◽  
Vol 11 (4) ◽  
pp. 1134-1155
Author(s):  
Claudia Meroni ◽  
Laura Fagnani ◽  
Emanuela Confalonieri ◽  
Davide Baventore ◽  
Veronica Velasco
Keyword(s):  
School Psychologists ◽  
Ad Hoc ◽  
Italian School ◽  
Whole School ◽  
Wide Range ◽  
The Status ◽  
Whole School Approach ◽  
Definition Of ◽  
The Individual ◽  
Advance Knowledge

School psychologists’ relevance has been broadly affirmed. However, there is no shared definition of their professional role, and more efforts are needed to promote an organisational and whole-school approach. The present study aims to investigate practices and representations of Italian school psychologists, advance knowledge of the status and development of school psychology, and learn more about the approaches currently adopted in schools. A qualitative method was used and 11 focus groups with a total of 86 participants were carried out. Ad hoc instruments were defined. The results highlighted that school psychologists are more focused on building one-on-one relationships, whereas relationships with the organisation as a whole appear to be more difficult. However, participants reported a wide range of activities, targeted to both the individual and the organisation. Moreover, efforts to strengthen the relationships with school principals and the entire school community were described. Specific needs emerged and the necessity to better define the school psychologists’ role was reported by the participants. More efforts are needed to promote an organisational approach among Italian school psychologists and specific training should be offered.

scholarly journals Identifying best practice in career education and development in Australian secondary schools

2020 ◽  
Vol 29 (1) ◽  
pp. 54-66 ◽  
Author(s):  
Sophie M Keele ◽  
Ray Swann ◽  
Annette Davie-Smythe
Keyword(s):  
Best Practice ◽  
Career Education ◽  
Future Research ◽  
Whole School ◽  
Perfect Model ◽  
Individual School ◽  
Whole School Approach ◽  
The Individual ◽  
Exemplary Practice ◽  
Education And Development

This review aimed to identify the tenets of best practice in career education and development within Australian schools. Analysis of 13 articles revealed that career education and development is increasingly recognised as the critical transitional mechanism for young people. An embedded, whole-school approach with services tailored to the individual, school, community and culture was a central theme. Furthermore, one-on-one counselling by appropriately resourced and qualified professionals, provision of experiential learning opportunities, and the inclusion of activities aimed at inspiring students and equipping them with the skills of forethought, reflection, flexibility and decision-making were also critical. Designing a perfect model of delivery or theoretical framework is untenable, but identifying attributes of exemplary practice provides a basis for improvement and adaptation to students and contexts with differing needs. Opportunities for future research are also discussed briefly.

Towards a Whole School Approach to Pastoral Care: A Proposed Framework of Principles and Practices

2007 ◽  
Vol 17 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Terry de Jong ◽  
Helen Kerr-Roubicek
Keyword(s):  
Pastoral Care ◽  
Distributed Leadership ◽  
Religious Communities ◽  
School Practices ◽  
Change Of Direction ◽  
The Core ◽  
The Past ◽  
Whole School ◽  
Values Development ◽  
Whole School Approach

AbstractPastoral care in schools has traditionally been associated with notions of help, advice, values development, and children's moral welfare. In the past it has been viewed predominantly as a separate set of extra-curricula activities offered to students by school staff with particular support roles, or ‘pastors’ from affiliated church or religious communities. In some Australian schools and education sectors pastoral care continues to be conceptualised in this way. However, over the past two decades interest has intensified in a ‘whole school approach’ to pastoral care that supports the holistic development of students as they learn. What has influenced this change of direction? What are some of the key challenges encountered when implementing this approach? How might we define ‘a whole school approach’ to pastoral care? What are the core principles and associated school practices of this approach to pastoral care? We attempt to address these questions in this paper. In doing so, we have drawn on the MindMatters Plus Demonstration Project and constructed a ‘whole school’ framework for pastoral care. We emphasise the importance of distributed leadership in our framework, where all staff and students alike are responsible for developing an ethos of care. This is a ‘work-in-progress’. We invite feedback on our proposal.

Management of indiscipline among secondary school students in Ilembe District, KwaZulu-Natal, South Africa

2020 ◽  
Vol 9 (4) ◽  
pp. 139-156
Author(s):  
Ntombizandile Gcelu ◽  
◽  
Amy Sarah Padayachee ◽  
Sekitla Daniel Makhasane
Keyword(s):  
Secondary Schools ◽  
South African ◽  
School Administrators ◽  
Code Of Conduct ◽  
Structured Interview ◽  
School Students ◽  
Whole School ◽  
Kwazulu Natal ◽  
Whole School Approach ◽  
Meaningful Relationships

South African schools are faced with a serious problem of indiscipline. The available literature reveals that despite the efforts of school administrators and teachers to instil discipline among learners, indiscipline still abounds to the extent of getting out of hand. Based on the intention of this study, a qualitative study was adopted. A qualitative-based study underpinned by the interpretive research paradigm was employed to explore the perspectives of educators in their collaborative roles in managing discipline. The sample comprised twelve educators who were purposively selected from four secondary schools in the Ilembe District, KwaZulu-Natal. A semi-structured interview schedule was used to collect the data. The findings revealed that educators should apply the school code of conduct as a whole-school approach to managing discipline to create meaningful relationships with parents as stakeholders and communicate expected behaviours with learners. It is recommended that in implementing strategies to manage discipline, learners, educators, school managers and the school governing boards of all schools should take a collaborative approach to the management of discipline in secondary schools

scholarly journals Schooled in democracy? Promoting democratic values as a whole-school approach to violence prevention

2011 ◽  
Vol 13 (3) ◽  
pp. 205-217 ◽  
Author(s):  
Amanda Holt ◽  
Denise Martin ◽  
Carol Hayden ◽  
Claire Nee
Keyword(s):  
Violence Prevention ◽  
Democratic Values ◽  
Whole School ◽  
Whole School Approach
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