PSYCHOEMOTIONAL

STRENGTH PROGRAM

What is the Psychoemotional Strength Program for School Staff?

Refresh Reset provides this personalised professional learning program to strengthen the psychoemotional preparedness of school staff, supporting them to refresh and reset for positive long-term growth.

It is a regular and consistent non-judgemental, collaborative process where education practitioners are supported to reflect on their practice, relationships, the emotional demands of their work and the impact of these and the wider education system on their psychological wellbeing.

Through dialogue, expressive therapies and the use of an integrated model of supervision, new meaning emerges and learning is co-created, forming new pathways for action which can contribute to best practice, effective relationships, enhanced wellbeing and professional and personal development.

Reflection is the process that transforms information and knowledge into wisdom. Our innovative approach to personalised professional learning is governed by practitioners’ priorities and offers a reflective lens to strengthen workplace wellbeing.

Sessions occur 1 on 1 on a school campus or online via zoom.

Prioritise your professional growth and psychological wellbeing for a sustainable career in Education.

The Psychoemotional Strength Program for School Staff relates to the AITSL Standards: 4.1, 4.4, 7.1, 7.2, 7.4

Reference: Supervision in Education – Healthier Schools For All Barnardo’s Scotland report on the use of Professional or Reflective Supervision in Education. Trauma-informed schools – Paper #2 Nicki Lawrence February 2020

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What is the PSP modelled on?

The Psychoemotional Strength Program (PSP) is modelled on ‘Supervision’; a world-renowned supportive practice, regularly and consistently offered to and accessed by therapists.

However, the PSP is specifically designed and consistently offered to and accessed by educators and all school staff. It is personal and professional development and relates to the AITSL standards.

Why is the PSP necessary?

While it seems like an obvious and crucial response to supporting and improving the wellbeing of staff in education, this is not a regular occurrence in in Australia, despite the acknowledgement of the cumulative impact of vicarious trauma and the demise in mental fitness of young people and their families and the direct impact of this on teachers’ mental fitness.

Who is the facilitator and what are their credentials?

The facilitator is an experienced teacher, PACFA registered clinical counsellor and clinical supervisor; a person who intimately understands schools and the emotional labour school staff carry on a daily basis.

The facilitator is a person who has the skills to support and assist her clients to shift cognitive and emotional overload, with the aim of strengthening mental fitness.

Is PSP facilitated one on one or in small groups?

It can be either. The strong preference is one on one. There are many group wellbeing programs currently in practice in schools.

The PSP is unique in that it provides school staff with a personal opportunity to partake in sessions that focus on them! Strengthening their personal resilience and sustainability in the profession, guided by their own personal and current psychological priorities, is the promise.

How often can staff participate in PSP Sessions?

Developing a trusting relationship with the same facilitator, time and time again, is a critical component of the success of the PSP. Staff are encouraged to tap into this one-on-one support, once a month, for approximately 45 minutes. Remember, the focus is on prevention of vicarious trauma and psychological overload.

Who pays for the PSP?

Refresh Reset aims to have this time incorporated into a staff’s load. It is that important!

What the PSP is not!

The PSP is not counselling.

What did some teachers say about the experience provided by
Barnardo’s ‘Supervision within Education’?

“As a Head Teacher I sought the support of a trained supervisor to work with myself and my pastoral team. I did this because I trained as a counsellor and experienced benefits, first hand of Supervision. The benefits were; helped me tease out how the Child Protection cases I was involved in were affecting my life; brought clarity; time to reflect and solve issues in a calm and designated space; my time to ‘just be’; made me more efficient in work as it gave me more head space; explored strategies for helping others; reduced stress; increased my confidence; greater self-awareness and understanding; improved home and work life; helped me to see victims in my school of child abuse as survivors and gave me skills to deal more effectively with the children and their parents.”
“Excellent opportunity to have a safe, confidential space to share concerns and successes and to be challenged and supported to understand my role in making progress and also how I can take next steps to success when things are confusing if less positive. This monthly Supervision has been a really essential part of my professional life and I now insist on all the people I manage having Supervision from others trained to do this effectively.”
“I found it beneficial having someone from another sector who has a different knowledge-base to provide alternative thoughts and ways of thinking to the reflection and advice. The occasional difficulty would be around my supervisor not being knowledgeable of the policies and procedures within education so either they couldn’t comment or I would spend a lot of the supervision time explaining the processes to them.”