January 2012
Student Protection Training
On-Line Training
School Based Training
Annual Revisit
For newly employed staff
1. Read the Student
Protection policy
2. Complete on-line
training
3. Complete discussion
module (Part B of this
PowerPoint).
•
•
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.
Principals may find the
following resources
helpful
1. Part A of the
PowerPoint – Student
Protection policy
2. Part B of the
PowerPoint –
Discussion Module.
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.
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.
Student Protection Training
Overview – Part A
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
• 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
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
Friday afternoon
Julie asks for credit at the tuckshop all the time. She
says she’s hungry and has no money.
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.
Task 1 Documenting Student Protection concerns
Date
Who was
present
Time &
place
What was
said
Actions
taken
Signed
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
Task 2 Case Study
1.Watch the video. Select 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 Framework
Task 2 Case Study
• Watch the second video to see what the Prep teacher
did. Select here
• Would you do anything differently?
Task 3 Completing the SP-4 Report of Suspected Harm or Risk of
Harm
• Watch the video. Select 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.
– 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 SP4
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.
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.
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)
• 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.
• 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 Wellbeing
The end