Term 4 Week 7

Activate Embrace Kids – Sport Participation and Body Image Free Webinar 

Join Georgie Trickett from Play On Media and Sportish, alongside Dr. Zali Yager, Co-Executive Director of The Embrace Collective for an insightful and transformative free webinar which will delve into the critical role that body image plays in encouraging young people (and especially, girls and women) to participate in sports and physical activities.

Young people tell us that the pressure around their appearance in terms of the ‘ideal’ body for their sport, and comments from peers, parents, and coaches can make them avoid certain sports, or drop out of their sport. Our expert speakers will explore the intersection of body image and physical activity engagement, providing valuable insights on how we can create more inclusive and supportive environments for all.
 
You’ll learn:
•    The impact of body image on participation in sports among young people
•    Why this is a particular issue for girls and women
•    Strategies for creating club cultures that are safe and welcoming for all    young people
•    Real-life stories and case studies that highlight successful initiatives
•    Practical tips for coaches, educators, and parents

Whether you’re a coach, educator, parent, or advocate for women in sports, this webinar is designed for you! 
Date: Tuesday 19th November
Time: 11am ACST (10.30am BNE, 11.30am SYD/MEL)

Don’t miss this opportunity to be part of a vital conversation about how we can work together to empower the next generation of athletes and shift the focus from appearance to performance.

But…if you do have to miss it, please register and we will send you the recording!

Term 4 Week 5

 - MDPS Courageous Characters – our Growing Gilberts –

How amazing was the School Musical?  A huge CONGRATULATIONS to all the cast, crew, and other students, parents and staff involved, well done on that intergalactic team effort for the show to go on.

For some people their role in the show may have been right in their happy place, but for others they may have really needed to embrace their Growing Gilbert, with a growth mindset and step outside of their comfort zone, and others still may not be there yet, and that is ok – we are all growing, at different speeds and in different ways and attempt bravery when we feel like we can.  It is important to remember that courage is not the absence of fear, it’s feeling the fear and doing it anyway, stepping into our brave, in whatever way we can.

The arts are another opportunity for children to grow and can be a wonderful celebration of other talents that aren’t academic or sporting achievements and can have a significant impact on wellbeing.  If anyone is still struggling with some post-performance blues (it is a real phenomenon), here are some tips for navigating the rollercoaster ride ending and the reduction of dopamine and endorphins.

• Acknowledge the feelings, whatever they are, it’s ok to feel blue post the show, stay out of judgement, allow yourself to feel but don’t dwell on it too long.
• Practice gratitude - focus on the feeling of gratitude for the opportunity to perform / be involved, for the beyond comfort zone learning (about yourself and others), your perseverance and the support you experienced.
• Continue the learning – seek constructive feedback from a trusted person (friend, teacher, parent, mentor) on ways to improve / hone your skills / talent / craft for next time!
• Practice makes Progress (not Perfection) – performances really are about the journey of continual improvement (it doesn’t have to be perfect), enjoy the ride and celebrate your learning (and successes).

Term 4 Week 3

 - Parenting with Connection among the Distractions–

"Distracted with Angela Lockwood”, an OT and author, is a podcast with practical brain-boosting strategies, expert insights, and real-life stories to help busy brains thrive in the age of distraction.  In this episode she interviews Michelle Mitchell, a leading expert in supporting children and families, Educator and Author of "Tweens".

They discuss parenting in the modern age and how to make connection with kids (from tweens to teens) in the midst of the many distractions of life. Michelle shares how parents can build resilience in children and through leading by example our kids can learn the ways to navigate the complexities of teen life and parent and child relationships. This is an important conversation if you are a busy parent looking for ways to connect with your child and build your confidence as a parent to focus on the things that matter to you and to your child.

✨Parenting in the modern age requires strategies to balance work and family life and ensure kids are not overly influenced by online and social media.

✨Helping children find their strengths and passions is important for their development and future success.

✨Building a strong connection with kids is crucial, and parents should make an effort to be interesting and engaged in their own lives.

✨Parents should set boundaries and limits around technology use, and find ways to connect with their kids in the online world.

✨Resilience is about helping kids tolerate discomfort and adversity, and parents should be their resilience coaches, supporting them through challenges.

Term 4 Week 1

Endings and new beginnings

Welcome back and how incredible is it that we’re already on the downhill run for the school year, and the last term for our Year 6 students in Primary School with more events, traditions and rites of passage to experience, honour and celebrate their time at MDPS.  It can be a time of big, often mixed, feelings as they continue their preparation to transition to High School, but a positive start can make a significant difference to their wellbeing and learning.

It can also be new ground for parents too if this is their eldest child.  Both Be You and the Raising Children Network, have some helpful information around common feelings, changes, behaviours, concerns and some tips for parents to support their young person (and yourself) practically and emotionally during this transition.  

             Speaking of preparation, is it too early to mention…

Term 3 Week 9

Thank you and reminders

Thanks to everyone who was able to come along last night to the screening of the Embrace Kids film.  I sincerely hope there was something you have taken away from the many positive messages and may feel inspired to incorporate some positive actions into your circle of influence.

For those unable to join us, the film is also available to watch on Binge and Foxtel, and to rent or buy on Apple TV, Amazon Prime Video and Google Play.

I’ve placed below some positive body image messages (sourced online) that you may like to print and share with your children (if age appropriate) as reminders that your worth is defined by so much more than what you look like.

Term 3 Week 7

Promoting Positive Body Image

Please RSVP and join us for the Embrace Kids film screening and feel free to share with your personal and professional networks (there is now an MDPS Facebook post that can be shared, with the image of this promotional poster and further details). 

In case the film screening and posters spark any questions / discussions around body image with your young people, the books pictured are available from our library.

In the meantime...

(source: The Embrace Hub – for parents)

Hope to see you in the William Morris Centre on Thursday 5^th September, 5.30pm for a 6pm start

RSVP by Tuesday 3^rd September (via the QR code or https://forms.office.com/r/wS039tW5nG)

For further film information, please visit:

• About - the Film - Embrace Hub (theembracehub.com), or
• the movie review on Raising Children Network (“Highly Recommended”)

Term 3 Week 5 - Embrace Kids Film Event

Please join us to celebrate diversity, inclusivity and positive body image at the

FREE Community Screening of the

2023 Australian of the Year

Taryn Brumfitt’s film ‘Embrace Kids’

hosted by Mater Dei Primary School (MDPS) Toowoomba during Body Image & Eating Disorder Awareness Week (BIEDAW) 2024

“Full of child-friendly and often funny messages about being yourself and loving your body, this 79-minute movie helps children learn how to say no to body-shaming, bullying and stereotypes in the media”*

Who:          All parents and carers welcome, along with children aged 9y/o+ (not restricted to MDPS families)              

When:         Thursday 5th September 2024

                      5.30pm for a 6pm start, followed by a brief Q & A

Where         MDPS William Morris Centre

                      53 Curzon St, Toowoomba

                      (closest parking on Curzon or Campbell Streets, Toowoomba)         

RSVP:           Wednesday 3^rd September 2024

                      (via QR code or https://forms.office.com/r/wS039tW5nG)

For further film information, please visit:

• About - the Film - Embrace Hub (theembracehub.com), or

*      the movie review on Raising Children Network (“Highly Recommended”)

School contact: Karen Fernie, MDPS School Counsellor (Thurs/Fri, ph: 4637 6100)

Let’s spark the conversation that will transform the way young people think about their bodies and empower them to create change, in themselves and for others.

Term 3 Week 1 - eSafety & Safe on Social

eSafety – most of us will have heard of it, and have varying levels of knowledge and experience with it... but how well do we actually ‘do’ eSafety and manage to keep across the continual developments in technology so we can keep children safe on socials?                                    

Screens, devices and socials can be a controversial issue.  Regardless of our personal or professional values, beliefs and opinions, we do need to acknowledge the reality that they are a part of our world (and can also have both positive and negative impacts) and here to stay. 

As caregivers, we need to make informed choices in the best interests of the children we care for, until they are old enough and able to appropriately manage these choices themselves.  From that perspective, I have shared links from 2 (of the many possible) quality options for enhancing our knowledge and competencies on how to navigate this technology adventure ride with our young people.

The eSafety Commissioner website is a treasure trove of information and resources from online safety basic strategies and screen time, to Family Tech Agreements (5-8 y/o), online gaming considerations and parent webinars, to parental controls.

Following the recent joint statement from the Premier and several Ministers, for parents to balance social media impact on young Queenslanders under 14,  another useful resource to explore is Safe on Social.  They offer a range of relevant podcasts and low cost parent webinars to empower parents, tweens and teens, as well individual online programs for purchase, like eReady Kids (aimed at under 12 y/o). 

It’s pretty amazing how far we’ve come –

but let’s use our tech power for good....

Term 2 Week 9

Parenting Challenges Support

Parenting is a big job, and it can sometimes feel hard. You may want to improve your child’s behaviour, grow closer and nurture their learning, development and wellbeing. 

With free online support from the Triple P – Positive Parenting Program, you’ll learn proven, practical strategies to raise happy, healthy, confident kids through every age and stage.

Whether you’re adjusting to life with a new baby, raising a growing child, concerned about anxiety, or dealing with changes in your family. There’s a free online program to make parenting less stressful and more rewarding.

Three free programs include:

•      Fear-less Triple P Online (for parents of anxious kids, ages 6+)
•      Teen Triple P Online (ages 10+, free only in QLD)
•      Family Transitions Triple P Online (for divorced/separated families)

These three programs tackle themes of resilience and positive / helpful social behaviour to increase harmony at home and in the classroom.

Backed by research, proven by parents. Funded by the Australian Government. Get started now! triplep-parenting.net.au

Term 2 Week 7

 Wholehearted School Counselling Resource - Reminders for Hard Days

As we head into the downhill run of Term 2, life can be getting (if not already) hectic, and we can be juggling lots of balls in the air between parenting, working, friends, family, extracurricular activities, and the little people in our community may be struggling to cope.

Below is a great poster you can share with your children around some simple positive, reframing / coping strategies they can try to help get them through the hard days (it might help some of the big kids too).

Term 2 Week 5 - ADHD & Boys' Social Skills

A FREE webinar in May (you can register and receive the replay to watch later) on The Social Reboot: Helping Tween and Teen Boys with ADHD Make Friends:

Many boys with ADHD struggle to cultivate and sustain in-person friendships. What is often referred to as “difficulty reading social cues” is the result of lagging social executive function skills, the set of tools we use when sharing space with others. Many boys feel ashamed of their social struggles and retreat into a virtual world of gaming that often intensifies feelings of social isolation from peers at school and in the community.

While many boys seem content to socialize through gaming and other forms of online communication, it doesn’t create the close connection made when boys spend time together and in person. In fact, research findings report higher rates of loneliness and depression among tween and teen boys today than in the past.

In this webinar, evidence-based strategies will be explained to help tween and teen boys build the social executive function skills needed to connect with peers and develop real-life friendships.

In this webinar, caregivers will learn:

• How lagging social executive function skills and social anxiety present in tween and teen boys with ADHD
• How educators can work with caregivers to help tween and teen boys struggling with social disconnectedness
• How to support boys who are resistant to help and those who solely socialize through video games

Term 1 Week 9

From the School Counsellor - This week, some Honouring Otis Observations around Anxiety and School Related Anxiety (with links to further information and parent / carer tips and support strategies).

Honouring Otis Observations 

– Helping young people to adapt and respond,  

to be resilient to difficulties and self-regulate (learnt first through co-regulation) - 

Anxiety is a word I hear regularly these days, we can all experience it, at various levels and it can affect us in different ways.  A small amount of anxiety can be helpful with motivating us to achieve tasks (especially when there’s a deadline!), but for others it can take a hold and interfere with our daily living. There is a difference between experiencing occasional feelings of anxiety (along with its support crew of stress, worry, fear, shame... to name a few) versus struggling with problem anxiety (and possibly an Anxiety Disorder).   

The biology of anxiety is intricate, with many brain systems involved. It is important to know that avoidance of the things that make us anxious can be like adding petrol to a bonfire. Whilst avoidance is an adaptive protective response to something we fear, like a threat (whether perceived or real), it can fuel feelings of anxiety, causing it to grow and feel overwhelming.  When we are supported to face our fears and be brave (with a gradual, stepped approach), it allows our brain to switch out of survival mode and learn that we can feel both anxious and still be ok (even though it may be difficult and uncomfortable). 

Some children experience anxiety (for many different reasons) related to attending school or returning to school after holiday breaks (only 6 more sleeps, where did this term go?).  These links have some information regarding possible signs and support strategies / tips for parents / carers  to help manage school related anxiety.  Awareness of, and early intervention, are the best preventative strategies before it escalates to a school refusal situation, so please reach out to your class teacher if you have concerns.  This helps us to be Together Terrys providing an Inclusive Iggy supportive response to our amazing Growing Gilbert MDPS students.  

Week 7 - Illuminating the School Counsellor (SC) Possibilities

With the start of a new year, I thought it would be timely to illuminate the SC role, sharing some general purpose information about the TCS service delivery model that underpins the scope and purpose of the role, as well as some practical information about the SC role possibilities here in the MDPS community. 

TCS SC Role / Purpose - in terms of individual sessions with students, the scope of the SC role is to focus on supporting the wellbeing of the students to engage in their learning at school, by providing short term, brief, solutions-focussed interventions.  If there are challenges needing long term / ongoing therapeutic support for students, then parents and students can be supported by the SC to navigate pathways and systems for a variety of external providers.   Supporting the wellbeing of students to engage in their learning has many possibilities, including supporting the staff and parents to support the students in a variety of ways across the 3 tiers outlined below. 

TCS service delivery is based on a Multi-Tiered System of Support (MTSS) with 3 tiers.  Essentially, Tier 1 is universal intervention / prevention ('to the many').  This support is often provided by our dedicated Class Teachers (ensuring it happens in the moment, on the day, multiple times), and through the important friendship / social skills / problem solving / wellbeing strategies that are taught during the Disposition Lessons on Friday mornings every week. These lessons can be adjusted, and tailored to current / ongoing situations, to provide a Tier 2 level targeted support for the whole class / group learning (once the teacher is informed of a need). These classroom interventions require time to take place, for discussions to occur and learning applied before Tier 3 (intensive 1:1) individualised interventions are provided. If Tier 2 strategies are not effective over time, then Tier 3 support (e.g. individual sessions with the SC) may be needed / provided.

 Referrals to the SC: There are a few referral pathways depending on the situation, the 'how', and the 'what' needs have been identified.  Typically though, if parents or carers have concerns about a child's ability to engage in learning at school, the first step is to liaise with the class teacher, so the Tier 1 and/or Tier 2 interventions can be initiated, and monitored over time to see if they've been effective.  If the need continues, there is a Student Support Committee Review process that allows the complexity of a student's needs to be addressed and subsequent support provided to teachers, parents / carers and possibly directly with students.  The class teacher will liaise with parents / carers around this process, and possible options / actions available (including the SC consent and referral paperwork if that is an outcome). The next step would be a meeting with parents / carers to find out the important background information, and ensure the student is a willing participant prior to sessions beginning.  Alternatively, support meetings may also happen just with teachers, and/or parents / carers, without a student referral eventuating.   

In school availability: While I work full time for TCS, the MDPS SC position is part time, working during the school term every Thursday and Friday and alternate Wednesdays (even numbered term weeks) in the school.  The students know me as Ms Karen and are likely to see me visit their classrooms throughout the year, mostly during Disposition Lessons, or at the WMC entry for Assemblies (please say hi if you are attending too), or of course one on one (if they have been referred). Professionally, I work from a non-judgemental BioPsychoSocialEducational framework, (being curious about all of those possible sources of contributing factors), understanding that behaviour is communication (often about an unmet need or not yet developed skill) and appreciate Ross Greene's philosophy of "children do well if they can".

To infinity and beyond... We have some exciting exploration possibilities happening in the wellbeing space at MDPS this year, which I am sure Michael will illuminate in the near future.  So, stay tuned for that whole of school process, and some regular latest news contributions from myself as well.  I look forward to supporting and getting to know more of our MDPS community in 2024.

Separation Anxiety - Webinar for Parents and Carers

Peaceful Parents Workshop

Lifeline - Supporting Children After Separation counselling Program information

Introducing WellBe

Mater Dei is trialing WellBe in 2022. WellBe connects social and emotional learning, holistic wellbeing measurement and engaging content to deliver classroom productivity, student agency and positive student wellbeing. 

WellBe is a university-designed measurement and monitoring of physical, social, emotional and psychological wellbeing. 

There are 2 measuring tools: 

1. Survey of 20 questions that will be completed by each student at minimum once per term 

1. An eCheckIn once a day or more (will vary from class to class) where students identify which character they identify with – please see the characters below 

Classrooms are beginning to learn about, understand and use these characters to enhance their wellbeing at school. 

f you’d like to know more please go to https://wellbeplatform.com/ and if you have any questions please don’t hesitate to call or email me christina.peak@twb.catholic.edu.au