With the growing emphasis on staff wellbeing there is a plethora of workplace mental wellbeing programmes on offer. However what is meant by staff wellbeing is not often clearly defined, with many programmes focusing on work related 'stressors' for staff or using staff wellness approach.

As part of a well school, it is just essential to have a well staff as it is to a well student body. Take the opportunity to learn the underlying principles of wellbeing that inform a sustainable and impactful staff wellbeing plan.

Designed specifically for the school context, the workshop examines the theory and the practice of promoting wellbeing through the lens of of being part of a school staff in 2024.

From Remedial to Sustainable Action

Equipping individual staff members skills or resources to cope more effectively with the stressful or distressing aspects of their jobs or providing an employee assistance programme is only one aspect of a comprehensive staff wellbeing plan. It is common for schools to start their development of their plan at the remedial end of the wellbeing continuum. Consequently the plan developed is more a welfare / wellness plan. Learn the difference between welfare, wellness and wellbeing approaches and the strengths and weaknesses of each approach.

Meta-evaluations of workplace mental wellbeing programmes indicate that there is little evidence around the efficacy of many workplace wellbeing programmes because they do not address the organisational and systemic factors that act as either enablers of or obstacles to wellbeing. Just as it is recognised that supportive environments are foundational to wellbeing of students, so is it also for a well staff. An effective staff wellbeing programmes responds to the needs of the staff and reflects the cultural make-up of the staff, the values and character of the school.

Drawing on collective impact and transformational change theory and Te Whare Tapa Whā, a conceptual model will be introduced that outlines the eight pou on which a staff wellbeing plan should be based. The strength of this model is that it settings or occupation specific. It requires a depth analysis of the nature, dynamics and demands of the work and the inter-relationships that occur in the work

Building of the learnings from previous workshops and feedback from participants, the workshop now offers a template to guide the development of a staff wellbeing plan

If you are wanting a workshop that will give you a pre-packaged wellbeing programme, then this workshop is not for you. Countless evaluations have shown the limited efficacy of wellbeing programmes that are "inserted" into a school. A staff wellbeing plan must grounded in and responsive to the learnings made out of the reflective analysis and staff consultation stages. In fact, the staff consultation is, in itself, is a wellbeing activity.

Take the opportunity to hear from an award winning wellbeing specialist about:

the wellbeing continuum and the difference between mental illness prevention and wellbeing approaches
the key determinants that impact on staff wellbeing
effective strategies to respond to fatigue, burnout, depression and trauma
why one size doesn't fit all and how to scope and design a staff wellbeing programme responsive to the specific needs of your school
developing a staff wellbeing programme based on proven wellbeing outcomes
making informed decisions on your school’s staff wellbeing policy and activities

Topics covered in this practical workshop:

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 / conditions of employment issue
resilience, coping, thriving? - identifying 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
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

School Group Participation
Schools are encouraged to have more than one staff member participate in the online workshops. 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. To promote school group participation, there is a 40% discount off the total registration fee when three or more participants per school are registered. This is on top of the 20% discount being offered to schools.

Workshop Recordings:
Recognising that due to timetabling demands not all key staff who have responsibility for staff wellbeing will be able to attend all the workshops in the series, workshops are recorded and are available to be viewed for a month after the workshop date.

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

Online workshop delivery

The online workshop format for TaylorMade workshops is delivered via Zoom in modules. This workshop series consists of three modules which are held weekly. The length of each module is 2.5 hours.

The workshops will be delivered on Mondays - 1.00pm - 3.30pm

Workshop 1: 09 September
Workshop 2: 16 September
Workshop 3: 23 September

In-Person Workshops:

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.

AN OPPORTUNITY FOR LEARNING WITH INTERNATIONALLY RESPECTED AND AWARD WINNING MENTAL WELLBEING PRACTITIONER AND SUICIDOLOGIST, BARRY TAYLOR

Barry has worked in mental wellbeing promotion and suicide prevention/postvention for 34 years at the local, national and international levels. His extensive experience includes sitting on state and national government advisory committees; designing, implementing and evaluating suicide prevention programs; writing suicide prevention guidelines, training packages and community resources; providing technical advice to community based and national mental wellbeing and suicide prevention programs.

He has led multiple ‘firsts’ in mental wellbeing both in Aotearoa New Zealand and overseas. In recognition of his outstanding contribution to mental wellbeing and suicide prevention, he was awarded in 2016 the NSW Mental Health Commissioner's Community Champion Award. He currently sits on the Health and Disability Ethics Committee.

Barry has lectured on wellbeing both nationally and internationally and been appointed to numerous government advisory committees on mental wellbeing and suicide prevention. He brings to this workshop extensive experience in advising communities and government on post-disaster recovery in terms of both mental wellbeing promotion / community resiliency and suicide prevention. He wrote the first national guidelines for suicide prevention in Australian schools and undertook a review of the NZ guidelines.

As a Health Sociologist and Public Health practitioner, Barry has a long-term interest in the social and cultural determinants of wellbeing, especially the role of gender and he brings a wealth of knowledge and passion for promoting wellbeing in men. He has examined the impact of discrimination, internalised stigma, social exclusion or inclusion on mental wellbeing along with the role of human rights as an enabler of wellbeing.

He embraces a holistic understanding of wellbeing and has an interest in the role spirituality and ecology contributes to a person's wellbeing. He uses a population health and systems change approach, drawing on transformational change theory and collective impact.

After a number of years overseas, Barry is living back in New Zealand and is passionate about building the knowledge base, competence and capability within our country to promote well whānau, workplaces and communities and for the incorporation of wellbeing principles in public policy and social outcomes such as education, training and employment.

WORKSHOP DETAILS

WORKSHOP PLACES ARE LIMITED. REGISTER EARLY TO AVOID DISAPPOINTMENT

Places in the workshop are limited. If the workshop is full please register your name on the waitlist

Cancellation
Workshops can fill quickly. If you are no longer able to attend the workshop please cancel your registration as soon as possible.

Disclaimer: The information and professional advice delivered in the workshop and the associated printed material is provided solely on the basis that before relying on this material, participants should obtain appropriate advice relevant to their particular circumstance to evaluate its accuracy, currency, completeness and relevance for their purposes. TaylorMade Training and Consulting will not be liable for any damages of any kind to any person or entity arising from the use of this information. Your attendance at this workshop reflects your acceptance of this statement.

Organiser Contact Details

Barry Taylor
Principal Consultant | TaylorMade Training and Consulting
Office: 04 280 0146 Mobile: 022 397 9294
Email: registration@4wellbeing.nz Website: www.4wellbeing.nz