2016 Positive Education Conference Perth€¦ · 2016 Positive Education Conference Perth FRIDAY 7 OCTOBER 2016 PERTH COLLEGE Keynote Presentations Mathew A White (PhD) Director of

2016 Positive Education Conference Perth

FRIDAY 7 OCTOBER 2016 PERTH COLLEGE

Keynote PresentationsMathew A White (PhD)

Director of Wellbeing & Positive EducationSt Peter’s College

Associate Professor Dianne Vella-Brodrick (PhD)Deputy Director (Research)

Centre for Positive PsychologyUniversity of Melbourne

Mr Matthew ScholesMember International Positive Psychology Association

Life Member Victorian Commonwealth Games AssociationVisiting Scholar Centre for Sport & Social Impact La Trobe University

Kevin Runions (BSc Hon; B.Ed; MA; PhD) Senior Research Fellow with the Telethon Kids Institute

Research Fellow with the Centre for Child & Adolescent Psychiatry, Psychosomatics & Psychotherapy at the University of Western Australia

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Welcome

Dr Suzy GreenD.Psyc.(Clin.) MAPS

Welcome to the 2016 Positive Education Conference in Perth.

As positive education continues to create a ripple effect within Australia and globally, there are also an increasing number of Western Australian independent and government schools implementing positive education. On the foundation of a successful Inaugural Positive Education Conference in Perth in 2015, This year’s conference will bring together educators and community members in WA to support the ripple effect and inspire more schools to consider how Positive Education can be of help to them. Come along to learn more about the psychology behind positive education and listen to inspiring stories of schools sharing their experiences in developing positive education strategies.

I am so excited to be the Co-Director of the conference again in 2016 and to be working with Perth College to help create a culture of positive education at the School; I look forward to meeting as many of you as possible throughout the day.

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conference Venue

Perth College Anglican School for Girls, Mount LawleyJudith Cottier Theatre

(Entrance via Lawley Crescent; parking available on Lawley Crescent and Queens Crescent)

Perth College has a 114-year history of educating remarkable women. It is one of the oldest independent girls’ schools in Western Australia and prepares young women to think creatively, embrace personal excellence and live generously. Based in Mount Lawley, the School has 1,100 students from Kindergarten to Year 12, including 100 boarders from regional Western Australia, who are clearly acknowledged as the ‘heart’ of Perth College.

The self-leadership program, InsideOut, underpinned by a positive psychology model, equips students for success in study, career and life in general. Launched in 2012, it is tailor-made to each year group, and prepares girls to face an increasingly complex world with confidence, courage and resilience.

The School is located in one of Perth’s most vibrant areas as young, urban professionals move into Mount Lawley, which contains a range of restaurants, boutique bars and shopping outlets. Perth College is close to the central business district and within easy reach of the outer metropolitan, hills, river and Swan Valley suburbs. It is also easily accessible via nearby arterial roads, public transport links and the School’s own bus system.

For more information, please visit www.perthcollege.wa.edu.au or contact (08) 9471 2100.

How do I register for the conference?Delegate places are limited so we do suggest an early registration to avoid disappointment.Online registrations can be paid by a secure online credit card processor or you may also request an invoice to be mailedduring the registration process. Cost $295 per person (incl. GST) all-inclusive.Online Conference Registration is available online at www.trybooking.com/HLSA

Registration includesAttendance at all keynote presentationsAll workshops (streamed)Lunch, morning/afternoon teaConference collateral

http://www.perthcollege.wa.edu.au

http://www.trybooking.com/HLSA

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Keynote SpeaKerS

Dianne Vella-BrodrickAssociate Professor

Dianne Vella-Brodrick (PhD) is an Associate Professor and Deputy Director at the Centre for Positive Psychology at the Melbourne Graduate School of Education, University of Melbourne. She is a Member of the Australian Psychological Society and College of Health Psychologists.

Dianne is the inaugural Director of the Master of Applied Positive Psychology program (2013 – 2015), an Editor in Chief of the Psychology of Well-Being journal and Secretary of the International Positive Psychology Association. Dianne founded the Australian Positive Psychology Network and has co-directed three Australian Positive Psychology and Well-being conferences including the inaugural one in 2008. Dianne is head of research at the Centre for Positive Psychology. Her work is well published in scientific journals and she has received 2.5 million dollars of funding for her research on evaluating well-being programs using experience sampling and biophysiological methods. She has a special interest in understanding and promoting the well-being of young people through time use analysis and youth friendly methods.

Mathew A White PhD

Mathew A. White (PhD, The University of Adelaide) is the Director of Well-being & Positive Education at St Peter’s College – Adelaide in Australia. He is a Principal Fellow and Associate Professor in the Melbourne Graduate School of Education at The University of Melbourne, and an affiliate of Cambridge University’s Well-being Institute.

Mathew co-author two of the Top 10 most read articles in the Journal of Positive Psychology. He is co-editor of Evidence-based Approaches to Positive Education (Springer). His work has been published in the Oxford Handbook of Happiness, International Journal of Well-being, Psychology, International Journal of Appreciative Inquiry, International Education Journal and Dialogue Australasia. Mathew is a member of the South Australian Health and Medical Research Institute Well-being & Resilience Centre’s Education Committee (SAHMRI-WRC); Academic Advisory Board of the Positive Psychology Centre, Melbourne Graduate School of Education, The University of Melbourne; Academic Committee at St Mark’s College, Adelaide’s largest residential university college. The International Positive Education Network (IPEN) appointed Mathew as one of 50 representatives from 28 different countries who help bring IPEN’s mission to a global audience.

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Kevin Runions BSc Hon; B.Ed; MA; PhD

Matthew Scholes

Kevin Runions (BSc Hon; B.Ed; MA; PhD) is a Senior Research Fellow with the Telethon Kids Institute, and Research Fellow with the Centre for Child & Adolescent Psychiatry, Psychosomatics & Psychotherapy at the University of Western Australia.

He is also an adjunct assistant professor with the Department of University of Victoria, British Columbia, and adjunct lecturer at Edith Cowan University. Kevin was awarded a PhD in Human Development and Education from the University of Toronto in 2004. .

Mr Matthew ScholesMember International Positive Psychology AssociationLife Member Victorian Commonwealth Games AssociationVisiting Scholar Centre for Sport & Social Impact La Trobe UniversityPositive Sports Coaching

Matthew is a leader in embedding Positive Psychology into sports organisations. He has worked with sporting clubs, corporates and schools including St Peters College Adelaide, Christchurch Grammar WA and Bunbury Cathedral Grammar School WA. He is currently undertaking work with the Oceania National Olympic Committees embedding his Positive Sports Coaching program into coaching practice across the region. Matthew has presented at conferences around the world including presentations at the International Positive Psychology Association World Congress’ (Los Angeles 2013 and Orlando 2015) and at the Oceania National Olympic Committees General Assembly in Fiji in 2015. He is a member of the International Positive Psychology Association, a life member of the Victorian Commonwealth Games Association and a Visiting Scholar at the Centre for Sport and Social Impact at La Trobe University

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conference program

Time Event Venue8.00 am to 8.30 am Conference Registration Judith Cottier Theatre

8.30 am Acknowledgement of Traditional Ownership Judith Cottier Theatre

8.30 am to 8.50 am WelcomeJenny Ethell – Principal, Perth College

Dr Suzy Green and Dr Deb Perich - Conference Directors

Judith Cottier Theatre

8.50 am to 9.40 am Keynote AddressWellbeing, Positive Education and Academic AccomplishmentPrincipal Fellow and Associate Professor Mathew WhiteSt Peter’s College, Adelaide

Positive education describes scientifically validated programs from positive psychology impacting student wellbeing (White & Waters, 2014; White & Murray, 2015). Rigorous positive education programs blend whole-school strategy and evidence-based learning. Since 2011, St Peter’s College – Adelaide (Staff n = 250, Student n = 1,448), one of the world’s leading boys’ schools has proactively built wellbeing. This keynote will explore myths and facts about wellbeing, positive psychology and positive education. It will also outline the relationships between quantitative and qualitative data of school wellbeing and academic accomplishment (n = 730, boys; ages 10-18). Evidence suggests all students, including those at risk, are benefiting from positive education. These data were linked to objective and teacher-rated academic records. Engagement, perseverance, overall wellbeing, grit, and a sense of meaning were significantly related to higher Grade Point Averages, suggesting that wellbeing and academic achievement are equal outcomes that are promoted through positive education.


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Time Event Venue9.40 am to 10.10 am Keynote Address

Access to Positive Education for all young people: Making it happen.Associate Professor Dianne Vella-BrodrickThe University of Melbourne, Centre for Positive Psychology.

This presentation will outline how research insights and learnings from a best practice positive education program delivered at a private school are translated into a positive education program designed for less advantaged public schools. The process of identifying active program components and checking the relevance for the target schools will be described. The success of the program will then be evaluated across the development, delivery and outcome phases. These findings will underscore the complexities associated with the aspirational vision of developing a positive education program for all and the key factors that need to be considered in achieving this vision. A systems approach to positive education which actively involves, respects and acknowledges the facilitators and their context as well as the recipients, is a key factor. The accuracy and relevance of the evaluation methods is another critical element.


10.10 am to 10.35 am Morning Tea Theatre Foyer and Chapel Quad

10.35 am to 11.20 am Session OneIndividual Workshops

11.25 am to 12.10 pm Session TwoIndividual Workshops

12.15 pm to 12.45 pm Session ThreeIndividual Workshops

12.45 pm to 1.20 pm Lunch Dining Room and Big Quad

1.20 pm to 1.50 pm Keynote AddressSport as a pathway to student wellbeing, engagement and perfor-manceMatthew ScholesPositive Sports Coaching

In this keynote Matthew will explore the impact of introducing positive psychology approaches through school sporting programs and how this can impact the wellbeing, engagement and performance of students across all areas of their schooling. This keynote will explore the relationship between wellbeing and performance and will examine how a positive psychology - strength-based approach can help athletes fully develop the areas they are stronger in, which in turn builds the athletes wellbeing and performance.


1.55 pm to 2.25 pm Session FourIndividual Workshops

conference program

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conference program

Time Event Venue2.30 pm to 3.00 pm Session Five

Individual Workshops3.00 pm to 3.25 pm Afternoon Tea Theatre Foyer and

Chapel Quad3.30 pm to 4.00 pm Keynote Address

Positive Responses to Bullying Perpetration: The Case for Motiva-tional InterviewingDr Kevin RunionsTelethon Kids Institute

Teachers and schools have few options when it comes to responding to bullying perpetration by secondary students. “Blame” approach-es (e.g., imposing sanctions) and “no-blame” approaches (e.g., re-storative justice) are largely mutually exclusive and both liable to failing in cases of true bullying, where harm was genuinely intend-ed. This talk charts a ‘middle way’ to complement either approach by getting to the heart of the students’ reasons for bullying. In-formed by self-determination theory and its focus on competence, autonomy, and relatedness, Dr Runions will make the case for mo-tivational interviewing in working with students who bully others.


4.00 pm to 4.30 pm Panel of Keynotes and LeadersPositive Education Panel; Q&A SessionJenny Ethell, Mathew White, Matthew Scholes, William DeJean Facilitator - Suzy Green


4.30 pm Closing Address Judith Cottier Theatre4.45 pm Day close - Drinks

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SeSSion one - indiVidual WorKShop SeSSion, 10.35 am – 11.20 am

Time Event Venue2.30 pm to 3.00 pm Session Five

Individual Workshops3.00 pm to 3.25 pm Afternoon Tea Theatre Foyer and

Chapel Quad3.30 pm to 4.00 pm Keynote Address

Positive Responses to Bullying Perpetration: The Case for Motiva-tional InterviewingDr Kevin RunionsTelethon Kids Institute

Teachers and schools have few options when it comes to responding to bullying perpetration by secondary students. “Blame” approach-es (e.g., imposing sanctions) and “no-blame” approaches (e.g., re-storative justice) are largely mutually exclusive and both liable to failing in cases of true bullying, where harm was genuinely intend-ed. This talk charts a ‘middle way’ to complement either approach by getting to the heart of the students’ reasons for bullying. In-formed by self-determination theory and its focus on competence, autonomy, and relatedness, Dr Runions will make the case for mo-tivational interviewing in working with students who bully others.


4.00 pm to 4.30 pm Panel of Keynotes and LeadersPositive Education Panel; Q&A SessionJenny Ethell, Mathew White, Matthew Scholes, William DeJean Facilitator - Suzy Green


4.30 pm Closing Address Judith Cottier Theatre4.45 pm Day close - Drinks

Workshop Title VenueW1 Smiling Mind Judith Cottier Theatre

W2 Positive Psychology 101Eloise Hicks - The S.P.A.C.E Centre

Google Positive Psychology and around 9,330 000 entries appear – it’s no wonder that when first encountering the field, seekers can be overwhelmed with the enormous amount of information available. In this brief introduction to Positive Psychology , participants will discover the origins of the field and explore some of the grounding theories that form the conceptual basis of the science of wellbeing. Major contributors will be highlighted as well as research and discoveries made in the last few years that have contributed to global perspectives on happiness. Participants will walk away with a reading list to explore so that they can create their own learning journey.

Founders Multipurpose Room

W3 How To Positively Unleash Learning For EveryoneDr. William DeJean - Inspiration Unleashed

Are you looking for successful strategies to turn positive education into school and classroom action? In this interactive workshop you’ll experience what these successful strategies look and feel like and you’ll learn specific ways to turn your insight into positive action.

Year Two Classroom

W4 The explanation and demonstration of Awesomeschools.com wellbeing assessmentsMichael Parker - Assessing Wellbeing In Education

Positive education programs are excellent but how do we know how effective they’re being? Assessing Wellbeing in Education (AWE) is presenting on their site: Awesomeschools.com, a purpose built wellbeing assessment tool designed to easily track the wellbeing of students and staff so schools can measure the effectiveness of wellbeing initiatives. It’s currently being used by 10 schools in Western Australia. Assessments are short, empirically validated, and customisable. This presentation will cover the various benefits to schools, including a live demonstration of the site.

Year Three Classroom

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SeSSion tWo - indiVidual WorKShop SeSSion, 11.25 am – 12.10 pm

Workshop Title VenueW1 Mental Toughness as an Applied Positive Psychology in Education

Dr Suzy Green and Ellie Scarf - The Positivity Institute

This workshop aims to provide an introduction to the construct of Mental Toughness (Clough & Strycharczyk 2011), highlight its role as an applied positive psychology and provide examples of its potential application in educational settings. The workshop will also provide participants with an overview of 5 key mental toughness training interventions.


W2 Capturing a snapshot of student wellbeing at your schoolDr Tan-Chyuan Chin - The University of Melbourne

The growing demand in schools to measure wellbeing is reflective of the significant shift towards a strengths-based approach in both education and mental health systems. Wellbeing is a multi-dimensional construct that depends on a myriad of interdependent variables and an integrative approach would provide a more comprehensive method for measuring and studying wellbeing and the pathways to wellbeing. This session will introduce the integrative theoretical approach to measuring the key indicators, protective and risk factors of youth wellbeing using The Well-being Profiler for schools. Results of a needs analysis, using The Well-being Profiler, conducted in a municipal community of 19 schools in Victoria, Australia, will be presented and discussed. Some advantages of using The Well-being Profiler such as adopting an evidence-based, theoretically driven approach and developing a consistent well-being language and tool within schools will also be presented in practical ways. This session will suit anyone with an interest in understanding the wellbeing of students or who is planning to, or is currently delivering a positive education or school-based wellbeing program or initiative.


W3 Thriving – not just surviving! Workplace practices that support staff wellbeing and engagement in schools.Dr Louise Parks - Voice Project

What is unique about schools compared to other types of work environments across Australia? What are the barriers and facilitators of staff wellbeing and engagement? In this session Louise will share Voice Project’s 7Ps model for understanding workplace systems and practices, key findings from their research in over 100 schools, as well as practical examples of common challenges and how some schools are addressing these. There will be opportunity for interactive discussion of what’s working and what’s not for staff in a school environment.

Year Two Classroom

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SeSSion tWo - indiVidual WorKShop SeSSion, 11.25 am – 12.10 pm

Workshop Title VenueW1 Mental Toughness as an Applied Positive Psychology in Education

Dr Suzy Green and Ellie Scarf - The Positivity Institute

This workshop aims to provide an introduction to the construct of Mental Toughness (Clough & Strycharczyk 2011), highlight its role as an applied positive psychology and provide examples of its potential application in educational settings. The workshop will also provide participants with an overview of 5 key mental toughness training interventions.


W2 Capturing a snapshot of student wellbeing at your schoolDr Tan-Chyuan Chin - The University of Melbourne

The growing demand in schools to measure wellbeing is reflective of the significant shift towards a strengths-based approach in both education and mental health systems. Wellbeing is a multi-dimensional construct that depends on a myriad of interdependent variables and an integrative approach would provide a more comprehensive method for measuring and studying wellbeing and the pathways to wellbeing. This session will introduce the integrative theoretical approach to measuring the key indicators, protective and risk factors of youth wellbeing using The Well-being Profiler for schools. Results of a needs analysis, using The Well-being Profiler, conducted in a municipal community of 19 schools in Victoria, Australia, will be presented and discussed. Some advantages of using The Well-being Profiler such as adopting an evidence-based, theoretically driven approach and developing a consistent well-being language and tool within schools will also be presented in practical ways. This session will suit anyone with an interest in understanding the wellbeing of students or who is planning to, or is currently delivering a positive education or school-based wellbeing program or initiative.


W3 Thriving – not just surviving! Workplace practices that support staff wellbeing and engagement in schools.Dr Louise Parks - Voice Project

What is unique about schools compared to other types of work environments across Australia? What are the barriers and facilitators of staff wellbeing and engagement? In this session Louise will share Voice Project’s 7Ps model for understanding workplace systems and practices, key findings from their research in over 100 schools, as well as practical examples of common challenges and how some schools are addressing these. There will be opportunity for interactive discussion of what’s working and what’s not for staff in a school environment.

Year Two Classroom

Workshop Title VenueW4 Students Coaching Students

Ben Calleja - Growth Coaching

Coaching is a widely recognised approach to improving teacher capacity and performance in schools, with its ultimate aim the enhancement of student success and wellbeing. If coaching can have such an important impact on the development of professional practice, what impact can it have on the lives of students if they are the ones trained as coaches? From increasing resilience and hopefulness, encouraging goal-setting and growth mindsets, and developing emotional intelligence, communication and relational skills, there are potentially powerful benefits in training students to coach other students. This workshop considers the theoretical underpinnings and research that supports the impact of students coaching other students, as well as the practical experiences of several schools who are at the beginning stages of such a journey. The session will involve a combination of experiential learning, as you participate in workshop activities, and some background knowledge regarding the content and structure of a training program, including important questions for schools to consider if they are interested in such a program.


W5 Principal Fellow and Associate Professor Mathew White - St Peter’s College, Adelaide

Year Four Classroom

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SeSSion three - indiVidual WorKShop SeSSion, 12.15 pm – 12.45 pm

Workshop Title VenueW1 Wellbeing at Presbyterian Ladies College, Perth

Laura Allison - Presbyterian Ladies College

Laura will share the wellbeing journey at PLC so far, expand on current initiatives currently being implemented and demonstrate the processes that schools can put in place to build organisational readiness to create a sustainable culture of wellbeing.


W2 Are they talking? Exploring the intersections between Social and Emotional Learning and Positive Education Amanda Ng - The University of Melbourne

Integrating research across multiple wellbeing perspectives is essential for capturing the complex nature of wellbeing and for advancing the wellbeing literature as a whole. One way of assessing the integration of wellbeing knowledge is by examining the intersections (connectedness) of research fields that contribute to the wellbeing literature, such as Social and Emotional Learning (SEL) and Positive Education (PE). Close connections between wellbeing research fields have important implications for research and practice; highly integrated research reduces theoretical confusion, promotes a unified understanding of wellbeing, clarifies future research goals, and strengthens research findings to more effectively inform practice. How integrated are the fields of SEL and PE, and more informally, do the fields of SEL and PE talk about each other in their research? This session will introduce the need for an integrative approach to wellbeing science, and will discuss the benefits of integrating fields on wellbeing for research and practice. Preliminary findings on a method for measuring the intersections between SEL and PE will also be presented. This session hopes to encourage SEL and/or PE educators, psychologists, and academics, or anyone interested in integrative approaches, to more strongly engage in interdisciplinary activity by incorporating diverse perspectives into their work.


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Workshop Title VenueW1 Wellbeing at Presbyterian Ladies College, Perth

Laura Allison - Presbyterian Ladies College

Laura will share the wellbeing journey at PLC so far, expand on current initiatives currently being implemented and demonstrate the processes that schools can put in place to build organisational readiness to create a sustainable culture of wellbeing.


W2 Are they talking? Exploring the intersections between Social and Emotional Learning and Positive Education Amanda Ng - The University of Melbourne

Integrating research across multiple wellbeing perspectives is essential for capturing the complex nature of wellbeing and for advancing the wellbeing literature as a whole. One way of assessing the integration of wellbeing knowledge is by examining the intersections (connectedness) of research fields that contribute to the wellbeing literature, such as Social and Emotional Learning (SEL) and Positive Education (PE). Close connections between wellbeing research fields have important implications for research and practice; highly integrated research reduces theoretical confusion, promotes a unified understanding of wellbeing, clarifies future research goals, and strengthens research findings to more effectively inform practice. How integrated are the fields of SEL and PE, and more informally, do the fields of SEL and PE talk about each other in their research? This session will introduce the need for an integrative approach to wellbeing science, and will discuss the benefits of integrating fields on wellbeing for research and practice. Preliminary findings on a method for measuring the intersections between SEL and PE will also be presented. This session hopes to encourage SEL and/or PE educators, psychologists, and academics, or anyone interested in integrative approaches, to more strongly engage in interdisciplinary activity by incorporating diverse perspectives into their work.


Workshop Title VenueW3 “Teen Building”: giving parents the voice of coach to support student’s

wellbeing and personal growth at home.Ruth George - Ruth George Pty Ltd

As children change and grow, adults must evolve with them. During the early teen years, our children change and begin to think and act more independently. Schools are doing fantastic work with their students around wellbeing and personal growth, especially during this transition period. However, many parents are struggling at home during these early teen years. For our students to truly flourish at school, our parents also need to accept nature’s changes and learn to evolve from parent as teacher and administrator to the new role of parent as coach. This session looks at ways “Teen Building” equips parents with coaching techniques that encourage them to show respect, listen, understand their teenager’s point of view, appreciate their teenagers as unique individuals and support (not rescue) them. We look at how this in turn promotes new levels of responsibility and independence in the children. The ultimate goal of becoming a parent-coach is to allow children to flourish into resilient, resourceful, respectful and respected young adults.

Year One Classroom

W4 Beginning to Implement a Trauma Informed Positive Education Model at the Midland Learning Academy Claire Morrison and Sheona Motroni - Midland Learning Academy, Education Department

The Midland Learning Academy (MLA) is the Education Department’s inaugural alternative school for students (currently Years 6-8) who have disengaged from education for prolonged periods and who have complex needs as a result of mental health problems, chronic stress, trauma, abuse or neglect. MLA has established a partnership with The Berry St Childhood Institute and is one of the few organisations in Western Australia to have undergone training in the Berry St Educational Model. The Academy is utilising this unique combination of trauma informed practice with positive psychology to re-engage students in their education, increase their stamina for learning and to guide high student and staff care toward optimum wellbeing. This session provides and introduction to the Academy and its beginning stages of implementing the Berry St Educational Model.

Year Two Classroom


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Workshop Title VenueW5 EncounteR7: Perspectives and Partnerships

Jaqueline Fisher and David Crawford - John Wollaston Anglican Community School

This session will explore Relationships, Respect, Resiliency and Responsibility which are the cornerstones of the EncounteR7 at John Wollaston Anglican Community School. Whilst the Encounter experiences run in each year level, EncounteR7 is focused on using positive psychology to develop balanced, community minded adolescents who are informed and empowered to affect change in themselves and address social issues in the community. Growth mindset and character strengths feature heavily in Term 1 as students learn to develop healthy relationships in their transition to secondary school. Through a partnership with the Salvation Army, students are introduced to the power of advocating on behalf of others and the work that the Salvation Army does in the CBD. The tools to build Resiliency are a focus of Term 3 as the students enter their final transition toward Year 8. Responsibility for self, for others and for the wider community culminates in a final student-initiated camp. EncounteR7 develops confident and compassionate students seeking change.


W6 Wellbeing of Leaders (and teachers) in SchoolsJenny Cole - BEAM Consulting

Principal Wellbeing has been a cause for concern for some time now. The results of recent national surveys and reports are not encouraging. Principals score less than the general population on all positive measures: self-rated health; happiness; mental health; coping; relationships; self-worth; personal wellbeing index, and higher on all negative measures: burnout; stress; sleeping troubles; depressive symptoms; somatic stress symptoms; cognitive stress symptoms (The Australian Principal OSH & Wellbeing Survey: 2011-14). How do we make sure that our leaders and teachers remain buoyant, resilient in their complex and demanding roles? This workshop will look at simple yet evidence informed ways leaders can “fill their own bucket” - including leveraging of strengths and coaching. Participants will walk away with simple strategies they can implement immediately to increase wellbeing.

Year Four Classroom

W7 Using Positive Psychology in the CurriculumEloise Hicks – The S.P.A.C.E. Centre

While a case can be made for both the implicit and explicit teaching of Positive Psychology concepts, many educators are looking for ways to embed Positive Psychology directly into the curriculum to enhance student learning. In this workshop, participants will be presented with a variety of ways to weave Positive Psychology concepts into the existing syllabus, without distracting from the external requirements that each student needs to fulfil. Examples from English, HASS, Philosophy and Ethics, Maths, Science and The Arts will be highlighted. Participants will walk away with a template for infusing Positive Psychology concepts into their class content.

Library

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Workshop Title VenueW5 EncounteR7: Perspectives and Partnerships

Jaqueline Fisher and David Crawford - John Wollaston Anglican Community School

This session will explore Relationships, Respect, Resiliency and Responsibility which are the cornerstones of the EncounteR7 at John Wollaston Anglican Community School. Whilst the Encounter experiences run in each year level, EncounteR7 is focused on using positive psychology to develop balanced, community minded adolescents who are informed and empowered to affect change in themselves and address social issues in the community. Growth mindset and character strengths feature heavily in Term 1 as students learn to develop healthy relationships in their transition to secondary school. Through a partnership with the Salvation Army, students are introduced to the power of advocating on behalf of others and the work that the Salvation Army does in the CBD. The tools to build Resiliency are a focus of Term 3 as the students enter their final transition toward Year 8. Responsibility for self, for others and for the wider community culminates in a final student-initiated camp. EncounteR7 develops confident and compassionate students seeking change.


W6 Wellbeing of Leaders (and teachers) in SchoolsJenny Cole - BEAM Consulting

Principal Wellbeing has been a cause for concern for some time now. The results of recent national surveys and reports are not encouraging. Principals score less than the general population on all positive measures: self-rated health; happiness; mental health; coping; relationships; self-worth; personal wellbeing index, and higher on all negative measures: burnout; stress; sleeping troubles; depressive symptoms; somatic stress symptoms; cognitive stress symptoms (The Australian Principal OSH & Wellbeing Survey: 2011-14). How do we make sure that our leaders and teachers remain buoyant, resilient in their complex and demanding roles? This workshop will look at simple yet evidence informed ways leaders can “fill their own bucket” - including leveraging of strengths and coaching. Participants will walk away with simple strategies they can implement immediately to increase wellbeing.

Year Four Classroom

W7 Using Positive Psychology in the CurriculumEloise Hicks – The S.P.A.C.E. Centre

While a case can be made for both the implicit and explicit teaching of Positive Psychology concepts, many educators are looking for ways to embed Positive Psychology directly into the curriculum to enhance student learning. In this workshop, participants will be presented with a variety of ways to weave Positive Psychology concepts into the existing syllabus, without distracting from the external requirements that each student needs to fulfil. Examples from English, HASS, Philosophy and Ethics, Maths, Science and The Arts will be highlighted. Participants will walk away with a template for infusing Positive Psychology concepts into their class content.

Library

SeSSion four - indiVidual WorKShop SeSSion, 1.55 pm – 2.25 pm

Workshop Title VenueW1 InsideOut, a Kindergarten to Year 12 self-leadership program underpinned by a

Positive Psychology model and encouraging girls to flourish. Jenny Ethell and Dr Deb Perich - Perth College

Perth College’s self-leadership program, InsideOut, equips students for success in study, career and life in general. Launched in 2012, it is based on a positive psychology model, is tailor-made for each year group, and prepares girls to face an increasingly complex world with confidence, courage and resilience.This presentation shares many of the positive interventions for staff and students across several year levels between Kindergarten and Year 12. It includes the program’s successes as well as what has been learned from mistakes and the subsequent changes that have been implemented. InsideOut utilises the latest science from positive psychology to equip future female leaders with simple and tested actions that can be used to reduce stress and anxiety, cultivate a lasting sense of wellbeing and happiness, and allow young women to apply their strengths and flourish into the best version of themselves.


W2 The Thinking Traffic Lanes in the Brain - which one are you zooming along?Claire Orange - BEST Programs 4 Kids

“It’s alive!” Yes, we want every child, parent and educator shouting this enthusiastically - about children’s, parent’s and teacher’s wellbeing. How do we teach wellbeing – a lifetime of positive mental health? We get specific, fun, creative, we pull it into the curriculum, we engage parents – and we do it every day in every classroom. As life zooms past and commitments and responsibilities grow and multiply, the brain is busily building connections. ‘When this happens to me I feel like that.” And “When I feel like this, I act like that.” We can teach children how to ‘mind their minds’ and avoid zooming along the Stinkin Thinkin Traffic Lane when little and big adversities happen in the playground, the classroom and intrapersonally too. Because as the brain lays down patterns of thinking, those Traffic Lanes in the brain can become so well-worn and automated that as the days, weeks and years go past, they become the default. Building social, emotional and learning resilience matters. The earlier we start, the more we have little and big people zooming along the Supa Thinkin Traffic Lanes in their brains. Learn some simple, tired, tested, fun and effective ways to grow great kids.


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Workshop Title VenueW3 Modelling Resilience in the Classroom

Adam Przytula - Armed For Life

Many students struggle with the capacity to deal with problems well and don’t have a positive model to base their strategies on when home life is destructive. Teachers have so much more power than they realize at times...students emulate so much of the behaviour of their teachers, which means that EVERY teacher has the opportunity to strongly impact students in their capacity to be resilient and deal with problems. Educators can choose to first demonstrate resilience that they want their students to ultimately display in the classroom. Resilience has so much to do with how much pain we feel in relation to the problems we face. We discuss 3 shields that we can put in place the minimise the pain (because we can never completely remove that pain - and should not want to either) so as to effectively manage the problems that come our way, the difference between being reactive and responsive and the 3 steps to choose when in the face of a problem. All of these elements combined allow us to develop the capacity to be resilient in the face of problems and educators need the capacity to model this to students.

Year One Classroom

W4 A Perfect Match: Positive Education and Distributive LeadershipWayne Revitt - John Wollaston Anglican Community School

The Circle of Security® model, combined with our Positive Psychology Interventions (PPI’s), provide the framework for our Leadership Model in the Primary School. We distribute leadership responsibilities based on a common framework and mutual respect. As we all lean to a negativity bias, we actively Hunt the Good Stuff and interact in an authentic, constructive manner. We focus on What Went Well, Gratitude Bites and and an awareness of active constructive responding. By no means are we perfect; however, we have created a confident, dynamic leadership team based on a growth mindset and appreciation of each others character strengths.The Circle of Security® core messages are to provide a secure base and a safe haven. As leaders we are the ‘holding hands’ for our staff. From a secure base our staff can learn and grow, as we delight in achievements and provide assistance. As a safe haven, we can organise feelings and provide comfort. This model enables leaders to respond in an empathetic, authentic manner and lead with authority. It provides a framework for leaders to act with compassion and confidence. This seminar will explore our philosophy, specific interventions and collective mindset. It is relevant for all as we provide a secure base and safe haven for our colleagues, students and loved ones. Having a framework for our relationships is most helpful in a distributive model of leadership and in fostering a positive school culture.

Year Two Classroom


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Workshop Title VenueW3 Modelling Resilience in the Classroom

Adam Przytula - Armed For Life

Many students struggle with the capacity to deal with problems well and don’t have a positive model to base their strategies on when home life is destructive. Teachers have so much more power than they realize at times...students emulate so much of the behaviour of their teachers, which means that EVERY teacher has the opportunity to strongly impact students in their capacity to be resilient and deal with problems. Educators can choose to first demonstrate resilience that they want their students to ultimately display in the classroom. Resilience has so much to do with how much pain we feel in relation to the problems we face. We discuss 3 shields that we can put in place the minimise the pain (because we can never completely remove that pain - and should not want to either) so as to effectively manage the problems that come our way, the difference between being reactive and responsive and the 3 steps to choose when in the face of a problem. All of these elements combined allow us to develop the capacity to be resilient in the face of problems and educators need the capacity to model this to students.

Year One Classroom

W4 A Perfect Match: Positive Education and Distributive LeadershipWayne Revitt - John Wollaston Anglican Community School

The Circle of Security® model, combined with our Positive Psychology Interventions (PPI’s), provide the framework for our Leadership Model in the Primary School. We distribute leadership responsibilities based on a common framework and mutual respect. As we all lean to a negativity bias, we actively Hunt the Good Stuff and interact in an authentic, constructive manner. We focus on What Went Well, Gratitude Bites and and an awareness of active constructive responding. By no means are we perfect; however, we have created a confident, dynamic leadership team based on a growth mindset and appreciation of each others character strengths.The Circle of Security® core messages are to provide a secure base and a safe haven. As leaders we are the ‘holding hands’ for our staff. From a secure base our staff can learn and grow, as we delight in achievements and provide assistance. As a safe haven, we can organise feelings and provide comfort. This model enables leaders to respond in an empathetic, authentic manner and lead with authority. It provides a framework for leaders to act with compassion and confidence. This seminar will explore our philosophy, specific interventions and collective mindset. It is relevant for all as we provide a secure base and safe haven for our colleagues, students and loved ones. Having a framework for our relationships is most helpful in a distributive model of leadership and in fostering a positive school culture.

Year Two Classroom


Workshop Title VenueW5 The RULER approach – Developing enduring emotional intelligence skills in

students at PLCKaty Howes - Presbyterian Ladies College

This session will focus on The RULER approach for emotional intelligence, developed by Yale University and being implemented at Presbyterian Ladies’ College, Perth. Katy will share a step-by-step learning journey, alongside examples of student work. The workshop will adopt a hands-on approach and participants will gain an insight into how they may be able to implement RULER in their own classrooms.


W6 Positive Planning for Students with Special needs Jenny Cole - BEAM Consulting

When planning for students with special needs it is too easy to focus on what is missing or what is not working. Often a lot of time and effort is wasted “problem solving” rather than “solution building”. In this session participants will be introduced to a simple yet highly effective positive planning paradigm for case conferences and IEP meetings. We want teachers, parents, students and other professionals to walk out of these planning meetings energised, with a list of what is working already and small, measurable steps towards agreed goals.

Year Four Classroom

W7 From Year Coordinator to Neuro-Coordinator : Brain-Friendly tips for communicating better with studentsDr Steve Zolezzi, Ben Crebert and Therese De Jong - Catholic Schools Office Maitland-Newcastle

Using neuroscience is a trainable skill. It is the basic capacity that underlies emotional and social intelligence. When you develop the skill of neuroscience, you actually change the physical structure of your brain. One of the most exciting scientific discoveries of the last twenty years has shown that how a person focuses their attention shapes the structure of their brain, and we can actively influence this structure throughout our lives.This workshop helps you apply the lessons of Neuroscience to improving communicating and relating to students. Learn how whole brain integration is essential for wellbeing, and engage in practical experiential exercises that can help cultivate neural integration and resilience. Feel and understand positive neurology from the inside out. Leave with useful tools for optimizing your relationships and your brain functioning. Learning Objectives:• Describe how relationships and experience shape the mind• Identify how the brain can be changed by the mind• Explain how neuroscience can improve interviewing skills and interviewing

outcomes• Cultivate presence and consciousness through intention and attention • Recognize how the regularity of practice influences brain change• Practice the brain-friendly skills to achieve positive relationships• Use case studies to practice brain-friendly skills in building interpersonal

effectiveness

Library

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SeSSion fiVe - indiVidual WorKShop SeSSion, 2.30 pm – 3.00 pm

Workshop Title VenueW1 Bringing Staff Wellbeing to the forefront

John Robinson - Trinity College North, South Australia

Through deliberately placing staff wellbeing as equal in importance to that of the students, John has watched his staff teams flourish over a number of years. As Principal, he has pursued this passion to network with schools around Australia and overseas, and now has an extensive reservoir of practical and very effective staff wellbeing initiatives that he loves to share with others. Focusing on achieving an authentic wellbeing culture – and acknowledging just how hard teachers work - many of John’s ideas also aim to improve the work-life balance of staff. An integral part of this has been the provision of pathways and mentoring for emerging leaders, and lifting the profile of staff within the school community. John is also known for successfully embedding walking meetings into busy school schedules, to ensure that fitness is not neglected when staff are devoting long hours to this vitally important profession.


W2 Unplug and Tune InClare Hackett and Nola McIntyre - Perth College

The Year 7 Retreat was established to build upon Pastoral Care programs in the school. The aim is for the students to “unplug and tune in”, to reactivate the need to connect face to face, without the use of technology. Based on our vision of Positive Psychology and the Spiritual development of the student, the retreat includes: applying strengths, communication and listening, looking at the masks we wear in everyday life and the importance of understanding these. Through the removal of technology, they can reveal their authentic true selves in a safe environment.


W3 Using a Strength-based Approach to Sports CoachingAndrew Lincoln and Matthew Scholes - Bunbury Cathedral Grammar School and Positive Sports Coaching

This workshop will explore the impact of a positive psychology – strength-based intervention on the sporting programs at Bunbury Cathedral Grammar School. The workshop will work through how the school introduced positive psychology principles to their school sports program and the impact this has had on the school, its coaches, parents and students.

Year One Classroom

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Workshop Title VenueW1 Bringing Staff Wellbeing to the forefront

John Robinson - Trinity College North, South Australia

Through deliberately placing staff wellbeing as equal in importance to that of the students, John has watched his staff teams flourish over a number of years. As Principal, he has pursued this passion to network with schools around Australia and overseas, and now has an extensive reservoir of practical and very effective staff wellbeing initiatives that he loves to share with others. Focusing on achieving an authentic wellbeing culture – and acknowledging just how hard teachers work - many of John’s ideas also aim to improve the work-life balance of staff. An integral part of this has been the provision of pathways and mentoring for emerging leaders, and lifting the profile of staff within the school community. John is also known for successfully embedding walking meetings into busy school schedules, to ensure that fitness is not neglected when staff are devoting long hours to this vitally important profession.


W2 Unplug and Tune InClare Hackett and Nola McIntyre - Perth College

The Year 7 Retreat was established to build upon Pastoral Care programs in the school. The aim is for the students to “unplug and tune in”, to reactivate the need to connect face to face, without the use of technology. Based on our vision of Positive Psychology and the Spiritual development of the student, the retreat includes: applying strengths, communication and listening, looking at the masks we wear in everyday life and the importance of understanding these. Through the removal of technology, they can reveal their authentic true selves in a safe environment.


W3 Using a Strength-based Approach to Sports CoachingAndrew Lincoln and Matthew Scholes - Bunbury Cathedral Grammar School and Positive Sports Coaching

This workshop will explore the impact of a positive psychology – strength-based intervention on the sporting programs at Bunbury Cathedral Grammar School. The workshop will work through how the school introduced positive psychology principles to their school sports program and the impact this has had on the school, its coaches, parents and students.

Year One Classroom

Workshop Title VenueW4 Building a Culture of Love and Belonging: Positive Education in the Early Years

Fiona Shand, Melissa Forslun and Tara Cochrane - John Wollaston Anglican Community School

In the Early Years we recognise that nurturing and responsive relationships build healthy brain architecture to provide a strong foundation for life. Early intervention with evidence based socio-emotional programs and Positive Psychology Interventions (PPI’s) are designed to provide the protective factors necessary for a positive life trajectory. In this session we will share examples of our programs and philosophy; how we celebrate and reinforce a growth mindset and build warm, nurturing attachments. The inquiry approach in Kindergarten will be described as a foundation for emotional awareness. This will include the importance of a connection with the natural environment; including mud kitchens, climbing trees, playing in the rain and creative play with natural materials.Through the combination of our International Baccalaureate Program, the Early Years Learning Framework, Play-based Learning and Positive Education we strive to create a sense of love and belonging. In 2015, our school was evaluated by the International Baccalaureate Organisation and the Department of Education Services (DES). Commendations included; ‘the school’s pastoral care program is thorough and well supported by class teachers and the Primary Leadership Team. Students at the School are clearly settled, happy and connected to their school.’ The DES described a sense of ‘love and gentleness’ in our school. We are proud of our positive school culture and would like to share this with you.

Year Two Classroom

W5 Christ Church Grammar School - Health and Wellbeing journeyLiam Casson - Christ Church Grammar School

As part of the Schools strategic plan Christ Church Grammar School will continue to take a holistic perspective and focus on influencing and inspiring a new generation of boys/young men to make informed decisions regarding their physical, mental, emotional and spiritual health. During this workshop, we will outline our journey, sharing what has gone well and explore what we have learnt along the way. Information will be provided about the Personal and Spiritual Development Program which is run across the School, as part of a Positive Educational Approach.


SeSSion fiVe - indiVidual WorKShop SeSSion, 2.30 pm – 3.00 pm

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WorKShop preSenter BiographieS

Laura Allison (BSci, BPsych, MPsych, ProfCertEd(PosEd) is a registered psychologist currently employed as the Director of Wellbeing at PLC. She has worked across the government, catholic and independent sectors and is highly recognised for her expertise in mental health and wellbeing, most recently being the recipient of the 2015 WA School Psychologist of the Year Award. Laura is currently completing her PhD with the University of Melbourne researching the relationship between teacher practice and student wellbeing.

Ben Calleja is an executive coach and facilitator with Growth Coaching International. He has worked as an educational leader in Australia and the United States, with experience in Indigenous education, university teaching, boarding management and counselling. Ben’s keen interest is in helping people develop positive and high functioning professional relationships.

Liam Casson is the Director of the Wynne Centre for Boys’ Health and Wellbeing at Christ Church Grammar School and is charged with mapping the PSD course throughout the school and embedding many of the key elements of Positive Education across the School. Liam previously oversaw the Player development/Wellbeing program at the Fremantle Dockers Football Club. He is passionate about helping young people develop and promoting positive holistic health and wellbeing.

Dr Tan-Chyuan Chin is a Research Fellow and Director of The Well-Being Profiler at the Centre for Positive Psychology at The University of Melbourne. Her research examines the enablers and contextual factors of what contributes to improved and sustained wellbeing over the lifespan. She specializes in multi-method approaches of measuring wellbeing for program evaluation, using a combination of established and innovative techniques across physiological, psychological and behavioural experience sampling methods. Tara Cochrane is a Kindergarten teacher at John Wollaston Anglican Community School. Tara works in partnership with families to provide a rich, nurturing class environment based on inquiry learning and warm attachments.

Jenny Cole has a wealth of experience as a teacher and Principal working with students with complex special needs. She was President of the Ed Support Principals Association (now life member) and advocated on local,

state and national committees. She was awarded PCTWA Educator of Excellence, While her consultancy is focussed on bringing joy and energy back into organisations, her passion for supporting students with special needs, their teachers and parents has never wavered. She believes in a strengths based model for student planning.

David Crawford has been working in the Year 7 Transition Program at John Wollaston Anglican Community School for several years. He brings a wealth of knowledge around boys’ education from his time teaching in New Zealand. David is a keen advocate of Positive Education in schools.

Ben Crebert is a School Psychologist in the Newcastle Diocese. He consults in primary and secondary schools, delivering counselling and whole school wellbeing approaches in evidence based positive psychology practices. His areas of expertise are clinical psychology, trauma, cognitive therapy, and Neuroscience education.

Therese De Jong is a School Psychologist in the Newcastle Diocese. He consults in primary and secondary schools, delivering counselling and whole school well-being approaches in evidence based positive psychology practices. His areas of expertise are clinical psychology, trauma, cognitive therapy, and Neuroscience education.

Dr William DeJean brings many lenses to the organisations he works with. He has taught at universities in the United States and Australia, he is an internationally recognized researcher, he consults across a range of social service and community organisations, and he is a sought-after keynote speaker, including appearances at TEDx Canberra, Young Minds Conference and Happiness and It’s Causes.

Jenny Ethell (BBus, Grad Dip Ed, MACE) is the Principal of Perth College and has a background in teaching and senior leadership positions at government, independent and Catholic schools in Queensland, Victoria, Tasmania and Western Australia. With a strong belief in life-long learning, Jenny has spent time studying at Harvard University and Melbourne University, and with the Institute of Company Directors. She is the WA representative of the Alliance of Girls’ Schools Australia and is a member of the legal and governance committee of the Association of Independent Schools Western Australia. Jenny’s aim is for each student to graduate Perth College with a strong sense of self, authenticity, confidence, determination, humility and kindness.

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WorKShop preSenter BiographieS WorKShop preSenter BiographieS

Jaqueline Fisher began teaching Year 7 students 14 years ago and has seen the development of the Year 7 Transition Program at John Wollaston Anglican Community School. She is currently the Head of Year 7, working in the collaborative environment to implement positive psychology throughout the Transition Program.

Melissa Forslun is the Early Learning Centre Coordinator at John Wollaston Anglican Community School. Melissa is a passionate advocate of Play-based Learning and Nature Play. Melissa is a strong pedagogical leader and leads a highly regarded Early Years program.

Ruth George is a certified family coach and executive coach with a background in law and corporate learning and development. She has worked and lived in both Australia and Asia. Early in her professional career, Ruth worked extensively with troubled youth (and their parents) as a criminal lawyer

Dr Suzy Green (D.Psyc.(Clin.) MAPS) is a Clinical and Coaching Psychologist (MAPS) and Founder of The Positivity Institute, an organisation dedicated to the research and application of Positive Psychology for life, school and work. Suzy is a leader in the complementary fields of Coaching Psychology and Positive Psychology having conducted a world- first study on evidence-based coaching as an Applied Positive Psychology. Suzy was the recipient of an International Positive Psychology Fellowship Award and has published in the Journal of Positive Psychology. Suzy lectured on Applied Positive Psychology as a Senior Adjunct Lecturer in the Coaching Psychology Unit, University of Sydney for ten years and is an Honorary Vice President of the International Society for Coaching Psychology. Suzy also currently holds Honorary Academic positions at the University of Western Sydney’s School of Business, University of Wollongong’s School of Business, Melbourne Graduate School of Education, University of Melbourne, Institute for Positive Psychology & Education (IPPE), Australian Catholic University and the Black Dog Institute. Suzy is also an Affiliate of the Institute for Well-Being, Cambridge University. Suzy was the “Stress-less Expert” for Australian Women’s Health Magazine for 8 years and maintains a strong media profile appearing regularly on television, radio and in print.

Clare Hackett is the Senior School Counsellor and Teacher of Beliefs and Values / Philosophy an Ethics at Perth College. She has a wealth of experience in teaching Religious Education and has had training in the planning and delivery of Retreats. Clare has implemented an overseas immersion experience specifically for Year 10 students, and has been instrumental in the development, implementation and adaption of the Year 7 Retreat Program at Perth College to meet the changing needs of students. She is passionate about teaching social justice issues, providing opportunities young people to engage in service to others, and fostering their spiritual needs particularly during transition years as an antidote to the pressures of their secular world.

Eloise Hicks is the Director of The S.P.A.C.E. Centre, and has over thirty years’ experience as an educator and nine years as a counsellor. She holds a Master of Applied Positive Psychology from the University of Melbourne and describes the experience of studying the science of happiness as transformational, both professionally and personally. Using a Strengths based approach, Eloise works with individuals, organisations, schools and businesses to support individual and team growth. Her trainings are infused with wisdom and grounded in the belief that connecting people to their purpose and passion allows them to flourish.

Katy Howes (BA in Education, Bachelor of Education) is a classroom teacher at PLC Junior School. She has worked internationally and in Australia, recently returning from Hong Kong where she taught for 13 years. Katy has run workshops in Hong Kong on Growth Mindset for teachers and parents. She is passionate about wellbeing; implementing and integrating relaxation yoga techniques, meditation, Emotional Freedom Techniques and RULER in her class.

Andrew Lincoln is a School Psychologist and Head of Psychology and Positive Education at Bunbury Cathedral Grammar School. He has a Masters degree in Educational and Developmental Psychology and has recently completed a Professional Certificate of Positive Education with Melbourne University. Andrew is a passionate sports coach, coaching numerous junior cricket and hockey teams in a range of age groups, holding the belief that sport can be a great lever to improve the wellbeing of students.

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Nola McIntyre has a wealth of experience in teaching Religious Education in both Catholic and Anglican schools, along with training in the planning and delivery of Retreats. She has been instrumental in the development and implementation of the Year 7 Retreat Program at Perth College, and over the years has adapted this to meet the changing needs of the students. Nola has a passionate desire to foster the spiritual needs of young people, particularly during transition years as an antidote to the pressures of their secular world. She aims to assist students with the realisation that ‘they can still be themselves, even though they are small fish in a big pond’.

Claire Morrison (BAPsych, PGDip Psych, Grad Dip Ed Psych PGDip Health Promotion & MPsych Clinical) is a Clinical and School Psychologist and a co-leader of the Education Department’s first alternative school. She has over ten years of experience working across the government, catholic and independent education sectors and has run her own private clinical psychology practice catering for children, adolescents and their families. She is passionate about building capacity and providing high quality service at the organisational, staff, family and student level to foster the wellbeing of school communities.

Sheona Motroni (Dip Teach, Bed Special Needs, Churchill Fellow 2007) is an Associate Principal leading the implementation of the newly established Midland Learning Academy, an initiative of the WA Education Department in 2016. Midland Learning Academy provides alternative schooling for secondary students facing complex challenges to engaging successfully with traditional schooling. Through the lens of positive psychology and ecological systems approaches, student strengths and unique talents are nurtured and developed and growth needs responded to.

Amanda Ng is a full-time Research Assistant at the Centre for Positive Psychology for A/Prof Dianne Vella-Brodrick. She graduated from The University of Melbourne in 2015 with a Bachelor’s degree (Honours) in Psychology, investigating the moral motivations of virtue in her final thesis project. Since joining the Centre, her research interests have centred around positive education and its impact on student wellbeing and mental health, as well as the integration and application of objective and subjective measures to more comprehensively understand wellbeing and its underlying mechanisms.

Claire Orange began her career in Speech Pathology, before continuing her learning journey to add Counselling, Resilience and Parenting Training. Forming BEST Programs 4 Kids with Helen Davidson, they have co-authored 16 books on Social and Emotional Learning. Claire is a passionate about helping children and their families to flourish – starting with mental health.

Michael Parker is the managing director of Assessing Wellbeing in Education Pty Ltd. He previously worked for UBS in Sydney.

Dr Louise Parkes is a psychologist and Director of Research & Development with Voice Project. Voice Project began at Macquarie University by partnering with a core group of charities to establish HR benchmarks for the NFP sector. Over the last decade Louise has contributed to Voice Project’s growth to deliver more than 1300 consulting projects involving nearly 2 million employees, clients and stakeholders. She is passionate about improving the work environment of schools by ‘giving people a voice’, and with Voice Project has developed employee engagement and leadership 360 surveys specifically for the education sector.

Dr Deb Perich (BPE, Dip Ed, PhD) is the Director of the InsideOut self-leadership program at Perth College where she has implemented a Kindergarten to Year 12 course incorporating positive psychology. She has a passion to help young women flourish and completed the Melbourne University Professional Certificate in Positive Education in 2014.

Adam Przytula has been running sessions in schools for over 18 years. He is a qualified Secondary Teacher. Since January 2012, Armed For Life has worked with over 135 schools, spoken to over 150,000 students and has won numerous awards including Telstra Australian Business Award - Micro Business Categroy in 2014.

Wayne Revitt is the Head of Primary at John Wollaston Anglican Community School. Prior to this, he was Deputy Head of the Preparatory School at Christ Church Grammar School and an Education Consultant at AISWA. He is also a co-founder and Chairperson of the Kids Are Kids!, Therapy and Education Centre.

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John Robinson is Principal of Trinity College North (R-10) in Adelaide. Formerly a Junior School Head, John is very experienced in incorporating Positive Education into teacher induction, parent education, sport coaching and behaviour management and has extended his expertise to secondary programs as well. Staff wellbeing is a particular passion.

Tracey Rogers is part of the Year 7 Team at John Wollaston Anglican Community School. This four-teacher team runs a dedicated transition program as part of a Pre-K-12 school. Tracey taught extensively in Early Childhood, including her role as Early Learning Centre Coordinator, before taking up a position at AISWA as an Education Consultant. In 2013 she returned to the classroom, keen to work within a secondary setting at John Wollaston.

Ellie Scarf is a coach, consultant and facilitator (and former lawyer!) with over 10 years’ experience working with individuals and teams to support organisational objectives as well as the personal growth of those she works with. Ellie is a member of the University of Sydney Coaching & Mentoring Association (USCMA) and the International Society for Coaching Psychology (ISCP). Ellie works closely with Dr Suzy Green as a Senior Associate of The Positivity Institute, based in Perth.

Fiona Shand is the Senior Deputy Head of Primary at John Wollaston Anglican Community School. Fiona implements many of the pastoral programs at John Wollaston and has previously worked in Health Promotion with the Heart Foundation and Australian Red Cross.

Dr Steve Zolezzi is Head of Wellbeing in the Diocese of Newcastle. He has consulted in many schools across Australia in promoting wellbeing and positive cultures in the workplace. His areas of expertise are Appreciative Inquiry summits, Solution-Focused Coaching, Strengths-Based Leadership and Neuroscience in Education.

WorKShop preSenter BiographieS

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Dress CodeDress for the conference is smart casual.

Dietary RequirementsAll dietary requirements can be catered for if ordered in advance. Please include any special requirements you may have on your registration form. You may need to make yourself known to the catering staff during the Conference if you have special dietary needs.

Airport TransfersThe Perth Airport is approximately 15 minutes from Perth CBD and Perth College, which is situated in Mount Lawley. There are taxis, car rentals and the Perth Airport Shuttle which runs into 5 locations around the Perth City area. Public Transport in the city runs from Terminal 3 and 4. For more information please visit http://www.perthairport.com.au.

WeatherIn spring (September to November) days are warm and sunny, especially from October and November with daily temperatures of around 20 to 25°C. There is little rainfall at this time of year and Western Australia comes alive with colourful wildflowers.

Cancellation PolicyThe following outlines the cancellation policy for the 2016 Positive Education Conference in Perth on Friday 17 October 2016.Substitution:• If, after booking a place at the 2016 Positive Education Conference in Perth, you are unable to attend, you are welcome to nominate someone else to attend in your place at no additional cost.• Please advise substitutions in writing to Deb Perich ([email protected]) so a correct nametag will be available at the registration desk.Cancellation and refunds• Cancellation more than 30 days before the event: 100 per cent refund• Cancellation less than 30 days, but more than 14 days: 50 per cent refund• Cancellation less than 14 days: No refund• Cancellation must be in writing. The effective date is the date of receipt by Perth CollegeTrybooking fees cannot be refunded once the transaction has been completed.Program DisclaimerPlease note, the event program and guest speakers are subject to change. The speakers, topics and times are correct at the time of publishing, however, in the event of unforeseen circumstances, the organisers reserve the right to alter or delete items from the conference program.

Privacy ActInformation collected for this event will not be disclosed to third parties and will be used in accordance with the Perth College Privacy Policy http://www.perthcollege.wa.edu.au/contact/privacy.

AdmissionConference name badges are required for access to all workshop sessions. Name badges will be supplied at the conference registration table.

Certificate of AttendanceA personalised certificate of attendance will be available upon request. These will be posted after the conference.

Mobile PhonesAs a courtesy to your speakers and your fellow attendees please switch your mobile phone to silent while attending the presentations.

general informationgeneral information

http://www.perthairport.com.au

http://www.perthcollege.wa.edu.au/contact/privacy

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PhotographyAny photography, filming, taping, recording or reproduction in any medium including via the use of tripod-based equipment of any of the programs presented at the conference without the express written permission of Perth College or The Positivity Institute is strictly prohibited.

Press/Media CentreArrangements for interviews and inquiries concerning news releases and news conference should be directed to the Perth College Communications Manager Lauren Underhill via [email protected] or (08) 9471 2125.

RegistrationConference Registration will take place in the Judith Cottier Theatre Foyer.

Smoking PolicySmoking is prohibited anywhere on the grounds at Perth College.

Speaker AssistanceConference presenters are required to bring their own laptop.

EnquiriesPlease direct any registration enquires to Deb Perich via [email protected].

How do I register for the conference?Delegate places are limited so we do suggest an early registration to avoid disappointment.Online registrations can be paid by a secure online credit card processor or you may also request an invoice to be mailed during the registration process. Cost $295 per person (incl. GST) all-inclusive.Online Conference Registration is available online at www.trybooking.com/HLSA.

Registration includesAttendance at all keynote presentationsAll workshops (streamed)Lunch, morning/afternoon teaConference collateral

http://www.trybooking.com/HLSA

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Founders CentreMultipurpose RoomYear 1 ClassroomYear 2 ClassroomYear 3 ClassroomYear 4 Classroom

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positive education conference in perthFriday 7 October 2016

Perth College

Documents

2016 Positive Education Conference Perth€¦ · 2016 Positive Education Conference Perth FRIDAY 7 OCTOBER 2016 PERTH COLLEGE Keynote Presentations Mathew A White (PhD) Director of