'Issues in Education-Student Wellbeing Essay\r'

'When sounding at the work do in takes around the publicity of well be, there atomic offspring 18 many different province and national simulations that state trail-based practices. I have chosen to discuss the framework for educatee offer Services in prim Government Schools (Department of Education 1998) pictured below.\r\nThis framework unwraplines quaternity major principles or levels of activity, grouped to contributeher with the ‘ merry scholarly person’ at its centre. The major principles atomic number 18 primary winding checkion, which is presented in the framework as the largest of the four principles and indeed indicates that it should be given the most attention, followed by former(a) intervention, intervention and postvention. I’d like to scrape by posing the question what is resilience and how screw resilience be recognised in a schoolchild? resilience screw be delineate as â€Å"the redress of attributes that stick come to t he fore multitude with the military group and fortitude to confront the overwhelming obstacles they ar surround to face in life”(Sagor, 1996, p.38).\r\nThere are similarly certain characteristics and descriptors of resilience that have been recognised by teachers and described by Sagor (1996) as universeness the most â€Å"social, optimistic, energetic, co-operative, inquisitive, helpful, punctual and on-task” (p.38) students. So the aim for eudaimonia in schools should be on arduous to infuse some of these qualities in its students as a prophylactic device measure to give them the best chance at becoming a a vital student and hopefully carrying that on into adulthood.\r\nPrimary pr change surfacetion is the largest line of omnibusiness in the framework because it constitutes the broadest and most signifi whoremastert line of business of activity. The aim is to result students with the skills and tools needed on the running to becoming a resilient stude nt. This means elevator awareness to what makes students vulnerable, developing targeted programs and strategies that help to reduce these vulnerabilities and increment awareness the issues whilst providing different ways of coping and/or skills that whitethorn be useful when these stillts or adversities may fig up. Primary prevention is not always the archetypal choice in schools according to Richard Sagor, a professor at Washington State University, he believes that teachers father’t always opt for prevention in front intervention, especi anyy long term teachers, they tend to command the problem/s as being with the soulfulness students and not with the cohort of students or school as a whole.\r\nSagor suggests that â€Å"we must recognise that it is politically easier to ‘ quench the course’ and continue to offer ‘traditional’ mainstream nurture…rather than to re-make our secondary schools into more hospitable, inclusive and preem ptive organisations”(1992, p.19). I found these arguments to be similar to those that arise in Australian literature on this musical theme for employment â€Å"the health sector has invested considerable resources towards the training of a ‘packaged curriculum’ and….the evidence to troth has been that school health education has little depression beyond the short term”(Glover & international ampere; pantryman 2004, p.300). The programmes we have in dictate seem to be missing the mark and not really achieving what they set out to do.\r\nThe next principle in the framework is early intervention. This is the time to prize the risks and identify the necessarily of students in order to really target those at risk of ongoing social, emotional and/or carnal harm. By giving students the tools to be able to identify, assess and manage their own risks, early intervention intends to tempt a problem at it’s beginnings and interact before it get s any worse. This principle does promote student well-being and is probably star of the most rough-and-ready as it can be real targeted instruction for issues that have already been recognised as being a problem.\r\nIntervention involves providing effective management and assist to students in crisis, this includes ensuring access to appropriate counselling, care and treatment services and is also concerned with providing the skills for professionals who are transaction with students at their crisis point. Yes this principle still has it’s place in the promotion of student wellbeing, but it is already a bit late for the students, the spot is to get in before the issues arise.\r\nPostvention is basically how the situation is handled beyond the crisis or event. It is the provision of ongoing support or counselling where necessary, monitoring the recovery process and evaluating the situation. by and by this crisis has passed and wellbeing is restored, a plan can be impl emented or introduced into the prevention stage to increase awareness of the issue and hopefully prevent this mishap for others in future or give them the tools to be able to cope with a challenging situation. I think this principle is very cardinal and plays an appraising(prenominal) role in providing wellbeing for present and future students.\r\nThe principles in the Victorian Framework for Student Support Services of 1998 are collectively designed to provide comprehensive support for the promotion of the wellbeing of students in schools all over Australia and are also being increasingly encouraged on an international scale. The key to moving forward is prevention, like any topic if we can prevent a problem before it begins and/or provide the skills and the know how to deal with a crisis before it arises because everybody is much interrupt off. Students, teachers, parents and the wider community would be stronger and better equipped to face the challenges of everyday life.\r\ nOur work as classroom teachers contributes in many ways to the promotion of young citizenry’s wellbeing. It is no confidential that high school students spend the majority of their teenage years in schools where they are supervised by teachers. Whether it be in classroom, out in the playground, out and about on excursions and even at the bus stop. Teachers are very influential figures in a young persons life, so it exit come as no surprise that the work a classroom teachers does can contribute to the promotion of young people’s well being.\r\nWellbeing can be defined as,\r\nâ€Å"a state of positive psychological functioning that allows students to thrive, flourish and learn. Wellbeing refers to a state of positive emotional and social functioning that we would appetency to nurture in all our students. The term wellbeing has been used to refer not only to a person’s subjective experience of ‘ cutaneous takeings good’ about themselves and t heir relationships with others but also to their sense of meaning, purpose and growth”(Goh, 2013).\r\nWellbeing is a very broad term which is difficult to define. This definition from Goh (2013) stood out to me because it mentioned the fact that promoting the wellbeing of students allows them to ‘thrive, flourish and learn’, this is the central objective for schools and teachers to remember. Norris (2003) argues that â€Å"Children learn best in an milieu that is safe, nurturing, and affirming”(p.318) which I think is the aim for all classroom teachers. Teachers can use a range of didactics strategies to enhance the resilience and overall wellbeing of their students. An example of a strategy for teaching resilience in America is the ABC’s of resilience. Renee Jain (2013) speaks about the difference between two people and what makes one person resilient and another person not.\r\nThe A stands for adversity, this is the problem being faced. The C st ands for the consequence or the reaction to the adversity and the thing that makes two people end up with different consequences is the B which stands for beliefs(about the situation). A resilient person is armed with the beliefs and the tools to pick themselves up and move forward. Those without resilience will be consumed by the adversity and struggle to get back up (Jain, 2013). By making students and teachers aware of this connection it is easier to understand why we need to be taught the qualities of a resilient person in order to maintain wellbeing. some(prenominal) efforts are being made to spread the core of wellbeing for students through the use of programmes designed by non-government and some government organisations.\r\nThe USA are initiation leaders in the sheer number of programmes and resources in the promotion of psychic health, with thousands of programmes in operation with vary levels of success (Weare, 2010, p.27). The promotion of mental and wellbeing in Aus tralia is also starting to thrive with programs such as Root of Empathy (2009) and Mind Matters(2009) at the forefront of the efforts to give students with the message of wellbeing (Weare, 2010, p.28). In the UK â€Å"an increasing number of schools are engaged in what is effectively mental health work…working on a wide range of initiatives…two particular examples are Place 2 Be (2009), which supports councellors in schools and pyramid Clubs (2009)” (Weare, 2010, p.28).\r\nI think the most prominent thing that stands out to me on an international scale is that everyone is trying to approach this from a whole school and even a whole community perspective, making it everyone’s business. I do think that this is how it should be and to be effective in promoting overall wellbeing of students it has to be a looked at as a holistic approach. By that same token, staff wellbeing is also a priority in promoting positive school environments.\r\nThis means that it is important to look after yourself as a teacher, if the teacher is stressed, not focussed, and not looking after their own wellbeing then that will reflect onto the students wellbeing. In conclusion, teachers are very important role models and play such a frigid role in a young persons life. Countries all over the world are now complete(a) to really understand how much of an impact teachers and even schools as a whole can can make in the promotion of wellbeing in students. As long as the approach is holistic and targets students in the time of their lives when they need this information the most, we can quite possibly create a saucily generation of resilient young people.\r\nReferences:\r\nGlover, S & Butler, H 2004, ‘Facilitating health promotion within school communities’, in Moodie, R & Hulme, A (Eds.), detention on health promotion, IP Communications, Melbourne, Vic, pp. 299-310.\r\nSagor, R 1996, ‘ make Resiliency in Students’, Creating a Clim ate for Learning, Vol. 54 (1), Washington State University, Vancouver, pp.38-43.\r\nSagor, R 1992, ‘Alternative programs for at-risk early days: wolves in sheep clothing’, Reaching Today’s Youth, Vol. 1 (2), Washington State University, Vancouver, pp.18-22.\r\nGoh, C 2013, ‘Student Wellbeing’, Student Wellbeing Action Partnership, University of Melbourne, Victoria, Accessed on 31/7/2013 from: http://web.education.unimelb.edu.au/swap/wellbeing/\r\nNorris, J.A 2003, ‘ flavor at Classroom Management Through a Social and Emotional Lens’, Theory into Practice, 3 (4), p.313-318.\r\nJain, R 2013, Teaching Students the ABC’s of Resilience’, Social and Emotional Learning, The George Lucas Educational Foundation. Accessed on 31/7/13 from: http://www.edutopia.org/blog/teaching-the-abcs-of-resilience-renee-jain\r\nWeare, K 2010, Promotiing psychic wellness Through Schools, In P.Agglton, C.Dennison & I.Warwick (Eds.), Promoting He alth and Wellbeing Through Schools, London: Routelege, pp.24-42.\r\n'