Agenda

• How prevalent is self harm / self injury amongst school age young people?
• What are the signs of self injury?
• When and how should schools act?
• Using safety plans – do they actually work?
• Developing a school self injury policy – the who, when and where of what to do
• What staff training is required?
• What is targeted training?
• Developing and implementing a prevention culture
• When is treatment needed?
• What can be done to limit or minimise the incidents of self-injury in schools?

Garry King has extensive experience with working with young people encountering the issues of self harm and suicidal behaviour. This experience is the result of having worked as a teacher, youth worker and counsellor and complemented by degrees in welfare and education as well as masters degrees in counselling and suicidology. He has previously worked as the youth welfare consultant for the Australian Institute for Suicide Research and Prevention. He was appointed an adjunct lecturer, youth welfare at the Central Queensland University and is the recipient of a Churchill Fellowship to the USA. He presently serves as an Lecturer with the Institute for Suicide Research and Prevention,  Australia. Garry has written a number of journal articles and books on youth welfare as well as being a speaker at national and international conferences. His most recent book is “What Every Parent Needs to Know about Their Children and self Injury”. He is a peer reviewer for the International Journal of Crisis Intervention and Suicide Prevention. Garry was an invited author for the 2016 School Social Work USA. Garry was an invited speaker at the 2018 World Positive Psychology, Mindfulness & Psychotherapy Conference in New York.

• Working with students engaged in bullying as group members in order to resolve problems that arise
• Ways in which bullying behavior can be addressed with positive outcomes for the mental health and wellbeing of students
• The important role for school counsellors in implementing a therapeutic intervention: the Method of Shared Concern

• The Use of Blockchain, AI, Mixed Reality for Social Good
• Use Case

• Helping students to deal with trauma from cyberbullying, harassment & Internet trolling
• How to improve the wellbeing of students with intellectual disabilities
• Building relationships among parents, students and community
• Equipping graduates & research students with the mental health skills to cope and adapt
• Understanding and responding to online/social media harm

Enjoy a glass of champagne whilst networking with other like-minded individuals on topics that are of most interest to you and fellow delegates.

The demands on principals and teachers have risen exponentially in recent years resulting a negative impact on personal wellbeing and the culture of schools.

Research from Deakin University has shown the Flourish Movement helps principals to;

• enhance their leadership performance
• enhance their personal health and wellbeing
• enhance their sense of work/life balance
• create a positive school culture
• create a positive legacy

• Teaching and managing students’ wellbeing can be very demanding, resulting in feeling physically or emotionally drained and neglecting personal relationships. This inevitably affects work performance and can have a significant impact on teachers’ ability to care for both their self and others
• “Brownout” is a less obvious precursor to burnout, but just as significant and potentially detrimental to mental health and wellbeing. This session will:
  • Examine the different qualities between brownout and burnout
  • Identify a range of simple strategies to promote better mental health and wellbeing inside and outside of school hours, enabling you to teach and live a more empowered and inspired life
  • Incorporate evidence-based techniques and strategies from positive psychology, laughter wellness and mindfulness

Nurturing Mental Fitness in Students: Using a strength-based framework for role-modelling & reinforcing positive well-being values