Wellbeing

The Government believes wellbeing belongs at the heart of policymaking.
Budget 2019 Policy Statement

This practical workshop provides the opportunity to learn about:

  • what is meant by wellbeing and its role in addressing stress and mental distress in staff

  • the difference between a welfare and a wellbeing approach

  • staff wellbeing as an industrial relations / conditons of employment issue

  • resilience, coping, and thriving? - desired wellbeing outcomes

  • the interface between personal and professional stressors and distressors

  • the impact on staff wellbeing from exposure to trauma and poor mental wellbeing within the student body

  • workplace and parental bullying

  • primary and secondary trauma, vicarious trauma

  • the difference between stress, fatigue, burnout and depression in the workplace

  • the key determinants that facilitate wellbeing in the teaching environment

  • what does and what doesn’t contribute to a supportive environment where staff thrive

  • the key components that should be in a staff wellbeing programme

  • designing, implementing and evaluating a staff wellbeing programme

WB5: Teaching Well: Supportive schools for a well staff

In recent years there has been a signifcant increase in school teaching staff and senior leadership reporting fatigue, psychological distress, burnout, depression and trauma as well as an alarming increase in suicide. While the primary focus of most schools has been on the mental health issues and wellbeing of the student body, it is timely that greater attention is paid to not only the welfare of staff but also their wellbeing.  

 

Workplace wellbeing has become the new buzzword and there is now a plethora of workplace wellbeing programmes being offered. However what is meant by workplace wellbeing in many of these programmes is not often clearly defined with the majority of the programmes having a “stress /mental illness” focus rather than wellbeing. While giving individual staff resources to cope more effectively with the stressful or distressing aspects of their jobs or providing an employee assistance programme can be part of a staff wellbeing initiative, it is only one small part at the remedial end of such an initiative. There is also little evidence around the efficacy of many workplace wellbeing programmes.

Schools are encouraged to send more than one staff member to the workshop as there are workshop activities that focus on applying the key points of the workshop to the participants’ school context Past workshops has shown that having more than one staff member has maximised the benefit of the workshop activities which can then been continued post-workshop. Representatives from Boards of Trustees would also benefit from attending this workshop.

 

Who should attend:  

  • Senior leadership team members (especially those with responsibility of staff wellbeing)

  • OHS representatives or union delegates

  • Heads of Departments

  • Boards of Trustees representatives

  • School Counsellors / EAP providers

 

This workshop can also be delivered in-house, school clusters, or organisations such as prinicpal assocations or unions.  Post workshop consulting services such as mentoring the development of or reviewing a staff wellbeing plan can also be provided.

 

Workshop Locations in 2020

Click on location for workshop details and online registration

Me mahi tahi tautou mo te oranga o te katoa   -  Working together for the wellbeing of everyone

Contact Details                                                                                                         Helplines

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