strategic plan 2012 - 2015
DESCRIPTION
Strategic Plan 2012 - 2015TRANSCRIPT
Strategic Plan 2012-2015
p e e r s u p p o r t
a u s t r a l i a
contentsabout us
mental wellbeing
approach
key concepts
outcomes
benefits of the Peer Support Program
objective 1 - research
objective 2 - program design
objective 3 - service delivery
objective 4 - networks and partnerships
objective 5 - program awareness
contact us
Cairns
Mackay
Perth Esperance
AlbanyBusselton
Broome
Kununurra
DarwinNhulunbuy
RockhamptonBundaberg
BrisbaneTweed Heads
BallinaLismore
Port MacquarieNewcastle
SydneyWollongong
Melbourne
BurnieLaunceston
Hobart
CanberraAdelaide
Coffs Harbour
Emerald
Alice Springs
Townsville
Toowoomba
our reach
visionis to develop mental, social and emotional wellbeing in
young people enabling them to make informed and skilled
contributions to their communities.
sense of selfresilience
connectednesssense of possibility
is to provide school communities with an evidence based, peer led approach to enhance the mental, social and emotional wellbeing of
young people.
- peer led- experiential- small groups on a weekly basis- focus areas- enhancing skills- whole school- teacher support
- authentic leadership- multi age peer connections- maintaining relationships- developing appropriate role models- positive school culture
mission
structure
outcomes
Peer Support Australia is a not for profit, non-government organisation.
The Peer Support Program is a peer led, universal, intervention and preventative mental health program which has been operating in both primary and secondary schools in Australia since 1973.
about us
definition
Mental health is a state of wellbeing in which every individual realises their potential, can cope with the normal stresses of life, can work productively and is able to make a contribution to their community. (World Health Organisation 2011)
indicators of mental health
Indicators of good mental health among young people at school may include:
mental wellbeing
being involved in community life•knowing how to think optimistically•possessing skills to be resilient•demonstrating competence in social skills•being emotionally literate•
feeling connected to school•having positive links between family and school•feeling connected to peers•feeling cared for and supported by teachers•having a sense of belonging and worth•having one caring adult outside the family•
approachThe model adopted by Peer Support Australia is a whole school approach that impacts on students, teachers and parents. This requires key teachers acquiring skills at workshops in various locations nationally. The aim is to assist school communities to implement and coordinate an effective Peer Support Program. This model has the potential to impact upon thousands of students each year through:
Skilling and empowering teachers through professional development and trainingto raise awareness throughout the whole school•togainconfidencetotrainPeerLeaders•to coordinate all aspects of implementation •to support Peer Leaders and students involved in the sessions•
An integrated package of training and resources to effectively implement the Peer Support Program with the following characteristics
an evidence based approach•a structured, comprehensive design•clear links to curriculum•a framework for best practice •
A self sustaining model based ona core of trained and skilled teachers•the involvement of the whole school•
The continuous development of peer led modules thatare relevant to changing needs•are based on evidence•integrate current practice on effective teaching and learning•
Continuous evaluation process on the efficacy of the Peer Support Programintegrating ongoing research•reviewing existing evaluations•
skills enhanced
An individual’s sense of self involves what they think, feel
and believe about themselves. Sense of self is dynamic, formed
by the individual, their relationships, interactions and experiences and manifests itself in the individual’s values, attitudes and behaviours.
Connectedness involves the feelings of belonging that a person develops through their relationships with individuals and groups within their social environments. Individuals who
have a strong sense of their connectedness are more likely to
take risks in, and responsibility for, strong relationships
which encourage learning and growth.
Building resilience involves the empowerment of the individual to be positive, proactive and resourceful in dealing with life experiences. Resilient individuals have the ability to reflect on and learn from their
experiences and to creatively turn challenges into opportunities for
continued growth and learning.
A strong sense of possibility involves an awareness and belief
that positive outcomes can be achieved in the future. It empowers individuals to take responsibility for enhancing their sense of self, developing and maintaining positive relationships and turning challenges into opportunities.
sense of self
The following key concepts are determined by research and are evidenced based. The concepts form the basis of the Peer Support Program and all training programs and student learning materials. Peer Support Australia believes the development of these key concepts within students will contribute to their mental, social and emotional wellbeing.
key concepts
outcomesThe Peer Support Program assists school communities to provide a positive and inclusive learning environment.
The outcomes of implementing an effective Peer Support Program include:
building positive relationships•developing and enhancing skills•enhancing mental health•taking personal responsibility•developing key concepts•encouraging participation•
Peer Leaders • develop and practise leadership skills• develop confidence in leading a group• act as a positive role model• enhance life skills• develop organisational and time management skills
Teachers and School • builds positive relationships across the school• contributes to a supportive classroom environment• enhances learning outcomes and skill development in key learning areas• provides a core of trained and skilled leaders• enhances mutual empathy and respect
Community • builds a safer and cohesive community• enhances the school profile• contributes to the skills base of the community• promotes responsible citizenship• forms relationships across community groups
Group Members • learn life skills through fun and safe activities• form positive relationships with peer leaders and teachers• practise cooperation and collaboration• build confidence to actively participatep e e r
s u p p o r ta u s t r a l i a
benefits of the peer support program
Peer Leaders • develop and practise leadership skills• develop confidence in leading a group• act as a positive role model• enhance life skills• develop organisational and time management skills
Teachers and School • builds positive relationships across the school• contributes to a supportive classroom environment• enhances learning outcomes and skill development in key learning areas• provides a core of trained and skilled leaders• enhances mutual empathy and respect
Community • builds a safer and cohesive community• enhances the school profile• contributes to the skills base of the community• promotes responsible citizenship• forms relationships across community groups
Group Members • learn life skills through fun and safe activities• form positive relationships with peer leaders and teachers• practise cooperation and collaboration• build confidence to actively participatep e e r
s u p p o r ta u s t r a l i a
our objectives
Measures
researchplanthatidentifiesrelevant• datademonstratingtheefficacyofthe Peer Support Program
collected and recorded data • highlighting key relevant skills and sources
established consultative research • group that meets bi-annually
publication of available research on • the Peer Support Program
findingsdisseminatedthrough• identifiedappropriateinternaland external publications
Proposed Activities
identify existing research on skills for • social and emotional wellbeing
review the research on the • effectiveness of the Peer Support Program
identify relevant skills that support • the development of social and emotional wellbeing in young people
establish a consultative research • group to identify and access relevant sources of research
publish data from suicide prevention • project and other relevant research outcomes on the Peer Support Program
Objective 1 - Research
Ongoing research, monitoring and evaluation to identify relevant skills on social and emotional wellbeing and peer relations.
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Measures
documented agreement on Program • outcomes, structure and design
technologyidentifiedandincorporated• to support the implementation of the Peer Support Program
Program and design quality reviewed • and evaluated
Program materials developed • integrating agreed outcomes
Proposed Activities
identify and develop a Program • structure and design based on identifiedagreementandphilosophy
monitor quality to include technology • and support services for teachers
articulate and document Program • outcomes
monitor and improve the design • quality of the Program based on desired outcomes
Objective 2 - Program Design
Identifying a methodology to design and develop ongoing program materials using a flexible framework.
Measures
delivered teacher training workshops • based on adult learning principles
ongoing support provided to teachers • to implement the Program
analysed and published results of pre • and post implementation evaluations
feedback process developed to enable • Program adaptations to be shared
technology utilised to provide • additional support and alternate delivery mechanisms
Proposed Activities
develop teacher training workshops • based on the principles of adult learning
identify ways to provide continued • support to teachers regarding implementation of the Peer Support Program
promote pre and post implementation • evaluation packages to schools
develop feedback mechanisms to • incorporate and share adaptations to the Program
investigate and provide alternate • methods of delivery
Objective 3 - Service Delivery
Continued delivery of a flexible and dynamic approach to engage whole school communities.
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Measures
keystakeholdersidentified•individual value proposition developed •
for key stakeholdersrelationship management process and •
procedures articulated and evaluatedimplementation conversion rate from •
workshops assessed and reported
Proposed Activities
identify key stakeholder groups who • will be recipients of relationship development activities
develop a value proposition for each • key stakeholder group, that can be tailored to individual relationships
identify appropriate processes and • procedures to communicate, document and disseminate information to strengthen and support stakeholder relationships
evaluate relationship management • process and feedback
Objective 4 - Networks and Partnerships
Establishing relationships and partnerships and building school networks.
Measures
program promoted to schools and • wider community
number of schools currently • implementing the Peer Support Program
increased school membership of the • Peer Support Program
strategic communication and marketing • plans developed and implemented
Proposed Activities
building awareness of the value of the • Peer Support Program and its unique characteristics
develop a strategic communication • and marketing plan for the Program
promotethebenefitsofmembership• to existing and prospective participating schools
Objective 5 - Program Awareness
Building awareness of the Peer Support Program.
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our supporters..Vice Regal Patron: Her Excellency Ms Quentin Bryce AC, Governor-General of the Commonwealth of Australia
Supported by NSW Department of Health.
Corporate Partner - Catholic Church Insurances Limited.
Philanthropic Partners - The James N Kirby Foundation, The Raymond E Purves Foundation, The Woodend Foundation.
Peer Support Australia gratefully acknowledges the funding provided under the Australian Government National Suicide Prevention Program.
contact usphone +61 2 9905 3499
fax +61 2 9905 5134
email [email protected]
website www.peersupport.edu.au
address 2 Grosvenor Place, Brookvale NSW 2100
postal address PO Box 498, Brookvale NSW 2100
ABN 40 002 634 853
What I love watching during Peer Support are the students who are not the typical leaders, who are shy or just quiet and don’t stand out in a standard classroom setting, suddenly bloom in the Peer Support Leader role.
They are often as surprised as us, if not more so, to know they are doing such a great job.
Kristie James, Stage 3 TeacherCampbellfield Public School
what i love..“
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