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  • Look, Listen, Link: Creating an engaged, caring

    and resilient learning community

    Shaun Young

  • Me in a minute!

    • Over 3 years in community education – preparedness and response • Over 700 hours in Emergency Management and Response in the last 12

    months. - 1300 people given access to safe water, washing facilities and toilets - Over 50 emergency activations with the State Emergency Service - 13 activations with Red Cross (providing material aid and psycho-social

    support) • 10 years in security (Phys-sec) and risk assessment for government and the

    private sector • A trained solicitor – with experience in mediation and conciliation • A lecturer in non-violent activism

  • Put your hand up if you think…

    • You don’t see or hear about all of the difficulties your students have

    • Students often wait too long before seeking assistance with problems

    • Students could improve core language skills to be effective communicators in their day to day lives

    • They could use more/better skills to increase autonomy/ practical problem solving

  • https://healthyfamilies.beyondblue.org.au/building-resilience

  • What can we do as Educators?

    Encourage students to actively manage their studies by

    • Provide a simple communication framework to enable students to support each other and seek help when needed.

    • Model effective language, communication skills to facilitate access to professional services when needed.

    • Remove, reduce and mitigate social/cultural barriers to learner autonomy

    • Providing classroom experience that encourages reflection on effective learning/time management strategies.

  • The Role of Student Services

    • Student Engagement Team • Coordinator drop in sessions

    • Counselling

    • ILC drop in sessions

    For more info: Check out Megan’s talk this afternoon!

  • Have you ever wanted to help a friend but didn’t know what to say? • What’s the difference between a friend that doesn’t know what to do

    and one the responds effectively to a difficult situation?

    • Experience?

    • A trained/practiced course of action… A conversation.

  • Promoting Resilient, Responsive learners

    What this IS

    Teachers helping students to listen to each other

    to feel safe, connected to others

    Feel able to help themselves

    To be calm and hopeful

    access physical, emotional and social support when needed

    www.redcross.org.au/.../Psychological_First_Aid_An_Australian_Guide.pdf

  • Look

    • Empower students to see they are in a great place to be there for one another.

    • Encourage them to look out for one another.

    • How: Trust your feelings/gut, if you think something is not ok, have a conversation and ask “How are things going?”

    www.redcross.org.au/.../Psychological_First_Aid_An_Australian_Guide.pdf

  • Activity: 1

    • When you notice that your friend seems upset or sad, what do you do?

    What things would you think about to choose

    • Where would be a good place to chat to a friend for a while?

    • When might be a good time?

  • Am I ready to ask my friend “how are they doing?”

    • Am I feeling ok?

    • Am I willing to genuinely listen?

    • Can I give as much time as needed?

    Do I understand that if I ask how someone’s going, the answer could be: “No, I’m not”? Do I understand that you can’t ‘fix’ someone’s problems? Do I accept that they might not be ready to talk? Or they might not want to talk to me?

    https://www.ruok.org.au/how-to-ask

  • What does it look, feel and sound like to be understood?

    Activity 2

  • Listen - Be a human mirror!

    “Deepest craving of human nature is to be appreciated.” William James

    • “There’s nothing so powerful as a well phrased question”

    • Closed ended yes/no – usually to clarify facts.

    • Open ended questions - allow people to tell their story, their way.

    • Reflective questions “sounds to me like” “What I’m hearing is” “So what I think you’re saying is that” or “ Tell me if I’m wrong, but it sounds like” (Natural delivery/normal conversation is key = practice)

  • Active listening

    Attentive Body language

    Showing you are focused on the person

    Nodding occasionally

    Eye contact

    CONSIDER mirroring to build rapport

    Reflecting skills

    Restate the feeling/content with understanding and acceptance

    Paraphrasing: occasionally checking you’ve got the facts

    straight

    Summarizing: major concerns or issues

    Following skills

    Minimal encouragers: Hmm, yes etc

    Infrequent questions

    Attentive silences

  • Danger: Avoid empathy blockers!

  • Activity 3

    • Mirroring: body, emotion and content (reflective listening)

    • Just listen!

    • Groups of 3 • Speaker

    • Listener

    • Observer

  • Some role plays for active listening

    • I’m so tired! I just can’t get any work done, and concentrating on this class is soooo hard! • I’m really sad because I just broke up with my

    partner, and I can’t even think about studying English! • I love the parties in Melbourne. My friends are

    great, but getting to school by 0800 is terrible and my attendance is low.

  • Link

    • Students linking with each other and social support networks

    • Linking with support services

    • Empowering them to take action.

    • Be an active agent in pursuing their wellbeing

    • Interpersonal support/connectedness is the single biggest factor in predicting resilience.

    • Activity 4 – Encourage action and link your friend with people who can help!

  • What if they don’t want to talk?

    • If they don’t want to talk, don’t criticise them.

    • Tell them you’re still concerned and you care about them.

    • Avoid a confrontation.

    • You could say: “Please call me if you ever want to chat” or “Is there someone else you’d rather talk to?”

    https://www.ruok.org.au/how-to-ask

  • How to promote a culture of connectedness? Roleplay! (Putting it all together)

    The good friend The Terrible friend

    http://www.timothytiah.com/2014/11/14/8-signs-of-a-bad-friend-2/ http://comedymood.com/dont-make-friends-make-good-friend/

  • Sum up

    This is

    • A simple conversation to bring students together

    • A proactive

    • Language focused

    • Community building

    • Strengths based approach

    [Encourage learners to be]“Resilient and support others to take responsibility for their own safety and wellbeing.” – Bronwyn Drake 11/07/17

    www.redcross.org.au/.../Psychological_First_Aid_An_Australian_Guide.pdf

  • https://ixquick-proxy.com/do/spg/show_picture.pl?l=english&rais=1&oiu=https%3A%2F%2Fstatic.skillshare.com%2Fuploads%2Fproject%2Fbbe89db365def6d1cbd8f722a84c61f6%2F4ebaee92&sp=6c20a73ff6d2fad73732fd79f7b11c5a

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