SecuRx crisis management plan phase 6
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This phase outlines the steps to support and monitor students and staff after a prescription drug incident in school.
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SecuRx crisis management plan phase 1
This phase outlines the steps to take in your school before a prescription drug incident occurs to establish a crisis response team, train staff, and identify partners to support your prescription drug incident response.
SecuRx crisis management plan phase 5
This document discusses crisis management for prescription drug incidents in schools. Phase 5 involves implementing disciplinary actions for students involved in incidents. It describes developing a disciplinary action plan based on the incident severity and student characteristics. Key steps include meeting with parents and school professionals to discuss possible consequences, finalizing the plan with timelines and follow-up actions, and periodically reviewing and revising the plan as needed.
SecuRx crisis management plan phase 4
This phase outlines the steps to gather and document information related to a prescription drug incident at school, assess the educational needs of student(s) involved, and refer students to programs and services to address the underlying problems that led to the incident.
SecuRx crisis management plan phase 3
This phase outlines the steps to ensure clear communication with school community members, including parents, staff, and students, and manage the information presented by the media to the community after a prescription drug incident occurs in a school.
SecuRx crisis management plan phase 2
This phase outlines the steps to ensure the safety of students and staff during a prescription drug incident.
Community Nutrtion- Evidence Based Intervention
This intervention aims to reduce the use of herbal supplements and weight loss drugs among female university students in Lebanon. It utilizes educational lectures, cooking classes, and physical activity programs to increase knowledge of the dangers of these products and promote healthy alternatives. Formative, process, impact, and outcome evaluations will be conducted to assess changes in awareness, behaviors, and supplement use over time. The goal is to empower students to make informed choices about their health and influence policy changes for consumer protection. Challenges may include ensuring full participation and isolating the effects of the intervention from other influences.
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Recommended
SecuRx crisis management plan phase 1
This phase outlines the steps to take in your school before a prescription drug incident occurs to establish a crisis response team, train staff, and identify partners to support your prescription drug incident response.
SecuRx crisis management plan phase 5
This document discusses crisis management for prescription drug incidents in schools. Phase 5 involves implementing disciplinary actions for students involved in incidents. It describes developing a disciplinary action plan based on the incident severity and student characteristics. Key steps include meeting with parents and school professionals to discuss possible consequences, finalizing the plan with timelines and follow-up actions, and periodically reviewing and revising the plan as needed.
SecuRx crisis management plan phase 4
This phase outlines the steps to gather and document information related to a prescription drug incident at school, assess the educational needs of student(s) involved, and refer students to programs and services to address the underlying problems that led to the incident.
SecuRx crisis management plan phase 3
This phase outlines the steps to ensure clear communication with school community members, including parents, staff, and students, and manage the information presented by the media to the community after a prescription drug incident occurs in a school.
SecuRx crisis management plan phase 2
This phase outlines the steps to ensure the safety of students and staff during a prescription drug incident.
Community Nutrtion- Evidence Based Intervention
This intervention aims to reduce the use of herbal supplements and weight loss drugs among female university students in Lebanon. It utilizes educational lectures, cooking classes, and physical activity programs to increase knowledge of the dangers of these products and promote healthy alternatives. Formative, process, impact, and outcome evaluations will be conducted to assess changes in awareness, behaviors, and supplement use over time. The goal is to empower students to make informed choices about their health and influence policy changes for consumer protection. Challenges may include ensuring full participation and isolating the effects of the intervention from other influences.
Stakeholders and Issues Management Approaches
This document summarizes key concepts around stakeholders, issues management, and crisis management. It defines stakeholders as individuals or groups affected by an organization's decisions. Stakeholder analysis involves understanding relationships between an organization and its constituents. Issues management is used to forecast potential issues and their impact. Crisis management involves four stages: pre-crisis, crisis occurs, lingering effects, and resolution. Managing stakeholders, issues, and potential crises is important for organizations to make ethical decisions and maintain positive relationships.
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You've been reading about the importance of blogging for a long time. You might have started out with a blog post every now and then, but never got any traction. Most people fail at blogging because they're creating the wrong type of content.
This presentation will show you how to create blog posts that your target audience CRAVES and is STARVING for. The type of content that people look for when they're further into the buying process. And the best part? It's just a simple 3 step process!
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True North provides comprehensive student assistance and substance abuse treatment services through Educational Service District 113. The services include classroom presentations, screening and assessments, various support groups, and programs to help students develop healthy coping skills and prevent substance abuse. True North aims to help students discover harmful behaviors and make positive decisions. It has been providing these services since 1997 and is certified by the Division of Alcohol and Substance Abuse. The document provides an overview of True North's services and contact information for those seeking assistance.
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This document provides an overview of chapters 9-11 of the book Pyramid Response to Intervention regarding behavioral interventions and meeting legal requirements. It discusses how behavior and academic achievement are linked, and that PRTI principles for academics also apply to behavior. There are three tiers of behavioral interventions, with tier 1 focusing on teaching all students expected behaviors, tier 2 involving small group interventions, and tier 3 consisting of individualized support plans. The document also notes several legal requirements around identifying students for special education under the IDEA and providing interventions through the PRTI framework.
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The document outlines Mount Annan Christian College's primary student management policy. It aims to provide a safe and supportive learning environment where students' welfare is prioritized. The policy emphasizes positive behavior through whole-school practices and discipline procedures. It prohibits corporal punishment and ensures procedural fairness in disciplinary actions. Suspensions and expulsions are used as a last resort for serious or persistent misconduct.
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This training provides Montgomery College faculty and staff with information about policies and procedures for the college's summer youth programs. It covers health and safety policies mandated by the state, including requirements for a health plan, medication administration, and injury/illness reporting. It also reviews child abuse prevention and safety protocols for field trips. Attendees must pass a test to demonstrate knowledge of these procedures.
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This document provides guidance for schools on responding to different levels of bullying behavior. It discusses tools like a bullying assessment matrix and quick reference guide to help schools make decisions in response to bullying incidents. The document also addresses involving other agencies if a child's safety is at risk and the importance of parental and community involvement. Schools are advised to use suspensions, exclusions, and expulsions carefully and consider both the targets' and initiators' educational outcomes. The document provides tips for schools on interacting with the media and preventing cyberbullying through policy, education, and cultivating responsible technology use.
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Community Teaching Work Plan Proposal Latoyah GrayGrand Ca
Community Teaching Work Plan Proposal
Latoyah Gray
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March 14th 2021
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Directions: Develop an educational series proposal for your community using one of the following four topics:
1) Bioterrorism/Disaster
2) Environmental Issues
3) Primary Prevention/Health Promotion
4) Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching:
Name and Credentials of Teacher:
Latoyah Gray RN..
Estimated Time Teaching Will Last:
2 hours
Location of Teaching:
P.S 138 Elementary School
Supplies, Material, Equipment Needed:
Printed word documents and poster
Estimated Cost:
Free of charge
Community and Target Aggregate:
4th graders and classroom teacher.
Topic:
Primary Prevention/Health Promotion. Adolescent Health: Decreasing Risky Behaviors.
Epidemiological Rationale for Topic:
The age of the individual between the years 10 to 19 is named the age of adolescence, and this age period has fast physical and cognitive growth. Many social and public health problems have been noted to start. They are at peak during this developmental period, which includes road accidents that can also drive when drunk, suicide, homicide, smoking, drug abuse, sexually transmitted diseases, unplanned pregnancies, and homelessness. (Healthy People, 2016).
Nursing Diagnosis:
The individuals show their willingness to adopt a healthy lifestyle and behavior as they show an increased desire to adopt a healthy lifestyle and behavior (NANDA, n.d).
Readiness for Learning:
The participants are showing their emotional willingness to adapt healthy behavior as they show their keen interest in learning new topics about health that are beneficial for their mental and physical health and warmly welcoming new people in their class. On the basis of eloquence and the displayed skill, the group can adapt and learn new things, which will enhance their healthy behaviors.
Learning Theory to Be Utilized:
For making the learning methodology better, both social learning and critical theory are employed. Through employing critical theory, individuals will be better able to exchange their knowledge about different health-related topics which will motivate the individuals about adopting a healthy lifestyle and behavior, and the individuals will also have a positive attitude towards welcoming new ideas about how they could lead a healthy lifestyle by adopting a healthy behavior. On the other hand, social theory will encourage the individuals about how they could implement a healthy lifestyle in their everyday lives, which will reduce many risks and have a safe and healthy life.
Goal: Appropriate rationale and objective numbers are used of the Healthy People 20021 as the teaching method's goals. If the style of your teaching is not matching with the objectives of Healthy People 2020, then you should relate your teaching style with at least one or two goals if ...
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Connecting the dot with the Nursing Process and Critical thinki.docx
Connecting the dot with the Nursing Process and Critical thinking
Manda McIntyre
Debra Hunt
1
Overview
Develop a educational program on the nursing process to first semester students.
Utilize advance nursing knowledge to assist students in understanding the nursing process, critical thinking skills, and implementation needed to deliver best nursing practice.
This practicum experience will involve teaching novice-nursing students beginning their first semester of the nursing program. It is at this time that students are introduced to the nursing process and critical thinking skills. Nurse educator teaches the students that the American Nurses Association Standards hold the nursing process as the framework for critical thinking. The writer chose the nursing as an educational curriculum to provide a thorough understanding of the nursing process for the nursing students to gain knowledge of critical thinking, problem soloing, and passing of the NCLEX-RN examination. The nursing process is used by nurses worldwide to explore the delivery of care.
2
The nursing process was developed in the 1950’s as an educational tool to promote patient centered nursing.
It provides a solid framework for the nursing practice.
It is integrated throughout in the nursing curricular in most of the nursing colleges and the National Council Licensure Examination-Registered Nurse (NCLEX-RN).
It provides the student the ability to use critical thinking skills and response on the basic of the scientific method.
A scientific method that us a step-by-step process to identify and problem solve.
Critical thinking is a vital process for the students to connect the dot in the nursing process.
Introduction
The nursing process was introduced in the 1955 by Hall and Johnson (1959). Nursing process is the essential core of practice for the nurse to provide holistic, patient-centered care. It is provide critical thinking competency that should be taught through out the nursing curriculum. The nursing process is a systematic approach to identifying patient’s actual problem or potential problems and establish a plan to meet the identified needs. It is a process that can be implemented in all areas of nursing. The nursing process is a framework that nursing students and nurses should use consistently and methodically use throughout their career to enable them to organize data and deliver evidenced based practice-nursing care.
3
Nursing students will:
Define and explain the importance of the nursing process.
Discuss the components of nursing process.
Analyze critical thinking in nursing practice's
Implement the nursing process to a patient
care assignment.
Demonstrate the use of critical thinking to prior-
itize for a client assignment.
Program Objectives
The nursing process and critical thinking is the essential core of practice for nursing students to deliver holistic, patient, patient-centered care. It is important t.
Page 1 of 8 Rationale The Student Behaviour Manage
Page 1 of 8
Rationale
The Student Behaviour Management policy and protocols support pastoral care and
student wellbeing initiatives within the College. They are premised on the belief that
student learning and wellbeing are best achieved within an environment that is:
SAFE SUPPORTIVE EMPOWERING
All members of the school community share the responsibility to teach, foster, promote
and encourage positive student behaviour. In order to achieve clarity about behaviour
expectations and consistency and fairness in behaviour management within the College,
the policy and protocols outline practices that support positive student behaviours and
sanctions that apply for breaches of behaviour expectations.
The policy and protocols are developed within the framework of policies and guidelines of
the Catholic Education Melbourne (CEM).
Principles
In expecting and supporting appropriate behavior, we enliven the OLMC Vision and
Mission, wherein we seek to:
• Be hospitable to all
• Respect the dignity of each person
• Act for justice in our community
• Nurture a spirit of kindness
• Know the power of forgiveness and offer this to others
• Live authentically guided by the teachings of Jesus and the college values of justice,
courage, compassion and joy.
OLMC’s approach to student behaviour management is based on restorative practices,
which seek to:
• Protect personal and school community safety
• Assist students and staff to recognise the impact of their actions on others
• Nurture and restore relationships
• Help students to learn from their mistakes, grow in self discipline and take
responsibility for their actions.
The College expects that each person will:
• Behave respectfully
• Allow each student to maximise their learning opportunities
• Take responsibility for their own actions
• Promote a safe environment
• Abide by College regulations.
Protocols
All procedures related to expectations and the consequences of infringements are
outlined in the Protocols, pages 4–8.
Student Behaviour Management
Policy and Protocols
August 2017 (revised)
Page 2 of 8
An accumulation of four infringements will result in a 1-hour Community Service.
Attendance at a number of sessions may require a meeting of the student and the
Year/House Coordinator. Parent meetings may also be required for any further
attendances.
Serious Behaviour Breaches and Major Disciplinary Sanctions
A ‘serious behavior breach’ at OLMC is understood generally as activities or behaviours
of a student which:
• are offensive, or dangerous, to the physical or emotional health of any student or
staff member (e.g. illicit possession and use of drugs, illicit use of prohibited
weapons); or
• consistently and deliberately fail to comply with the reasonable directions of the Head
of Student Wellbeing and the Principal; or
• consistently and deliberately interfere with the educational opportunities and ...
Page 1 of 8 Rationale The Student Behaviour Manage.docx
Page 1 of 8
Rationale
The Student Behaviour Management policy and protocols support pastoral care and
student wellbeing initiatives within the College. They are premised on the belief that
student learning and wellbeing are best achieved within an environment that is:
SAFE SUPPORTIVE EMPOWERING
All members of the school community share the responsibility to teach, foster, promote
and encourage positive student behaviour. In order to achieve clarity about behaviour
expectations and consistency and fairness in behaviour management within the College,
the policy and protocols outline practices that support positive student behaviours and
sanctions that apply for breaches of behaviour expectations.
The policy and protocols are developed within the framework of policies and guidelines of
the Catholic Education Melbourne (CEM).
Principles
In expecting and supporting appropriate behavior, we enliven the OLMC Vision and
Mission, wherein we seek to:
• Be hospitable to all
• Respect the dignity of each person
• Act for justice in our community
• Nurture a spirit of kindness
• Know the power of forgiveness and offer this to others
• Live authentically guided by the teachings of Jesus and the college values of justice,
courage, compassion and joy.
OLMC’s approach to student behaviour management is based on restorative practices,
which seek to:
• Protect personal and school community safety
• Assist students and staff to recognise the impact of their actions on others
• Nurture and restore relationships
• Help students to learn from their mistakes, grow in self discipline and take
responsibility for their actions.
The College expects that each person will:
• Behave respectfully
• Allow each student to maximise their learning opportunities
• Take responsibility for their own actions
• Promote a safe environment
• Abide by College regulations.
Protocols
All procedures related to expectations and the consequences of infringements are
outlined in the Protocols, pages 4–8.
Student Behaviour Management
Policy and Protocols
August 2017 (revised)
Page 2 of 8
An accumulation of four infringements will result in a 1-hour Community Service.
Attendance at a number of sessions may require a meeting of the student and the
Year/House Coordinator. Parent meetings may also be required for any further
attendances.
Serious Behaviour Breaches and Major Disciplinary Sanctions
A ‘serious behavior breach’ at OLMC is understood generally as activities or behaviours
of a student which:
• are offensive, or dangerous, to the physical or emotional health of any student or
staff member (e.g. illicit possession and use of drugs, illicit use of prohibited
weapons); or
• consistently and deliberately fail to comply with the reasonable directions of the Head
of Student Wellbeing and the Principal; or
• consistently and deliberately interfere with the educational opportunities and ...
A guide to bullying prevention
This document provides a guide for students, staff, parents, and the community on bullying prevention. It outlines roles and responsibilities for different groups to address bullying. Staff are responsible for teaching social emotional learning, reporting incidents, and implementing interventions. Students are taught skills to prevent, address, and report bullying. Bystanders are encouraged to support victims. Parents should model respect, monitor children, and report bullying. A response tree outlines steps to investigate incidents and support all individuals involved through action plans and follow up.
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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1. Developing a bullying prevention policy that defines bullying, outlines prevention strategies, and establishes procedures for responding to incidents. This includes establishing a working group, drafting the policy, seeking feedback, and implementing and reviewing the policy.
2. Informing and engaging parents and caregivers by providing information on what bullying is, the roles students can take, impacts of bullying, and what to do if their child is being bullied. It emphasizes supporting the child and working with the school.
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Closer look at True North
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The document outlines Mount Annan Christian College's primary student management policy. It aims to provide a safe and supportive learning environment where students' welfare is prioritized. The policy emphasizes positive behavior through whole-school practices and discipline procedures. It prohibits corporal punishment and ensures procedural fairness in disciplinary actions. Suspensions and expulsions are used as a last resort for serious or persistent misconduct.
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What is efficient needs assessment? How can needs assessment inform an alcohol and drug education programme?
Kidsoncampus test
This training provides Montgomery College faculty and staff with information about policies and procedures for the college's summer youth programs. It covers health and safety policies mandated by the state, including requirements for a health plan, medication administration, and injury/illness reporting. It also reviews child abuse prevention and safety protocols for field trips. Attendees must pass a test to demonstrate knowledge of these procedures.
Responding to bullying behavior - Section 4
This document provides guidance for schools on responding to different levels of bullying behavior. It discusses tools like a bullying assessment matrix and quick reference guide to help schools make decisions in response to bullying incidents. The document also addresses involving other agencies if a child's safety is at risk and the importance of parental and community involvement. Schools are advised to use suspensions, exclusions, and expulsions carefully and consider both the targets' and initiators' educational outcomes. The document provides tips for schools on interacting with the media and preventing cyberbullying through policy, education, and cultivating responsible technology use.
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This document outlines a learning and behavior policy for Pathway College. It describes a formal stage process and serious incident process for addressing breaches of the learning agreement. The formal stage has three levels - cause for concern, first warning, and final warning - which are used to address minor breaches. More serious breaches are handled through a serious incident process involving investigation and potential disciplinary hearing. The policy provides guidance on communication, support, record keeping, and roles for staff and learners.
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Implementing 7 steps to school safety
The document outlines 7 steps that schools can take to improve safety, including developing and enforcing a code of conduct, conducting emergency drills, personalizing the school environment with help boxes, analyzing incident reports, implementing effective programs, engaging parents and community, and training students and staff to recognize warning signs of violence. The school discussed has implemented several of these steps, such as an annually updated code of conduct, regular emergency drills, help boxes built by students, an after school program, and communicating with parents about incidents.
Community Teaching Work Plan Proposal Latoyah GrayGrand Ca
Community Teaching Work Plan Proposal
Latoyah Gray
Grand Canyon University
Concepts in Community and Public
Rebecca Hauserman
March 14th 2021
Community Teaching Work Plan Proposal
Directions: Develop an educational series proposal for your community using one of the following four topics:
1) Bioterrorism/Disaster
2) Environmental Issues
3) Primary Prevention/Health Promotion
4) Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching:
Name and Credentials of Teacher:
Latoyah Gray RN..
Estimated Time Teaching Will Last:
2 hours
Location of Teaching:
P.S 138 Elementary School
Supplies, Material, Equipment Needed:
Printed word documents and poster
Estimated Cost:
Free of charge
Community and Target Aggregate:
4th graders and classroom teacher.
Topic:
Primary Prevention/Health Promotion. Adolescent Health: Decreasing Risky Behaviors.
Epidemiological Rationale for Topic:
The age of the individual between the years 10 to 19 is named the age of adolescence, and this age period has fast physical and cognitive growth. Many social and public health problems have been noted to start. They are at peak during this developmental period, which includes road accidents that can also drive when drunk, suicide, homicide, smoking, drug abuse, sexually transmitted diseases, unplanned pregnancies, and homelessness. (Healthy People, 2016).
Nursing Diagnosis:
The individuals show their willingness to adopt a healthy lifestyle and behavior as they show an increased desire to adopt a healthy lifestyle and behavior (NANDA, n.d).
Readiness for Learning:
The participants are showing their emotional willingness to adapt healthy behavior as they show their keen interest in learning new topics about health that are beneficial for their mental and physical health and warmly welcoming new people in their class. On the basis of eloquence and the displayed skill, the group can adapt and learn new things, which will enhance their healthy behaviors.
Learning Theory to Be Utilized:
For making the learning methodology better, both social learning and critical theory are employed. Through employing critical theory, individuals will be better able to exchange their knowledge about different health-related topics which will motivate the individuals about adopting a healthy lifestyle and behavior, and the individuals will also have a positive attitude towards welcoming new ideas about how they could lead a healthy lifestyle by adopting a healthy behavior. On the other hand, social theory will encourage the individuals about how they could implement a healthy lifestyle in their everyday lives, which will reduce many risks and have a safe and healthy life.
Goal: Appropriate rationale and objective numbers are used of the Healthy People 20021 as the teaching method's goals. If the style of your teaching is not matching with the objectives of Healthy People 2020, then you should relate your teaching style with at least one or two goals if ...
Parent training behavior management
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Connecting the dot with the Nursing Process and Critical thinki.docx
Connecting the dot with the Nursing Process and Critical thinking
Manda McIntyre
Debra Hunt
1
Overview
Develop a educational program on the nursing process to first semester students.
Utilize advance nursing knowledge to assist students in understanding the nursing process, critical thinking skills, and implementation needed to deliver best nursing practice.
This practicum experience will involve teaching novice-nursing students beginning their first semester of the nursing program. It is at this time that students are introduced to the nursing process and critical thinking skills. Nurse educator teaches the students that the American Nurses Association Standards hold the nursing process as the framework for critical thinking. The writer chose the nursing as an educational curriculum to provide a thorough understanding of the nursing process for the nursing students to gain knowledge of critical thinking, problem soloing, and passing of the NCLEX-RN examination. The nursing process is used by nurses worldwide to explore the delivery of care.
2
The nursing process was developed in the 1950’s as an educational tool to promote patient centered nursing.
It provides a solid framework for the nursing practice.
It is integrated throughout in the nursing curricular in most of the nursing colleges and the National Council Licensure Examination-Registered Nurse (NCLEX-RN).
It provides the student the ability to use critical thinking skills and response on the basic of the scientific method.
A scientific method that us a step-by-step process to identify and problem solve.
Critical thinking is a vital process for the students to connect the dot in the nursing process.
Introduction
The nursing process was introduced in the 1955 by Hall and Johnson (1959). Nursing process is the essential core of practice for the nurse to provide holistic, patient-centered care. It is provide critical thinking competency that should be taught through out the nursing curriculum. The nursing process is a systematic approach to identifying patient’s actual problem or potential problems and establish a plan to meet the identified needs. It is a process that can be implemented in all areas of nursing. The nursing process is a framework that nursing students and nurses should use consistently and methodically use throughout their career to enable them to organize data and deliver evidenced based practice-nursing care.
3
Nursing students will:
Define and explain the importance of the nursing process.
Discuss the components of nursing process.
Analyze critical thinking in nursing practice's
Implement the nursing process to a patient
care assignment.
Demonstrate the use of critical thinking to prior-
itize for a client assignment.
Program Objectives
The nursing process and critical thinking is the essential core of practice for nursing students to deliver holistic, patient, patient-centered care. It is important t.
Page 1 of 8 Rationale The Student Behaviour Manage
Page 1 of 8
Rationale
The Student Behaviour Management policy and protocols support pastoral care and
student wellbeing initiatives within the College. They are premised on the belief that
student learning and wellbeing are best achieved within an environment that is:
SAFE SUPPORTIVE EMPOWERING
All members of the school community share the responsibility to teach, foster, promote
and encourage positive student behaviour. In order to achieve clarity about behaviour
expectations and consistency and fairness in behaviour management within the College,
the policy and protocols outline practices that support positive student behaviours and
sanctions that apply for breaches of behaviour expectations.
The policy and protocols are developed within the framework of policies and guidelines of
the Catholic Education Melbourne (CEM).
Principles
In expecting and supporting appropriate behavior, we enliven the OLMC Vision and
Mission, wherein we seek to:
• Be hospitable to all
• Respect the dignity of each person
• Act for justice in our community
• Nurture a spirit of kindness
• Know the power of forgiveness and offer this to others
• Live authentically guided by the teachings of Jesus and the college values of justice,
courage, compassion and joy.
OLMC’s approach to student behaviour management is based on restorative practices,
which seek to:
• Protect personal and school community safety
• Assist students and staff to recognise the impact of their actions on others
• Nurture and restore relationships
• Help students to learn from their mistakes, grow in self discipline and take
responsibility for their actions.
The College expects that each person will:
• Behave respectfully
• Allow each student to maximise their learning opportunities
• Take responsibility for their own actions
• Promote a safe environment
• Abide by College regulations.
Protocols
All procedures related to expectations and the consequences of infringements are
outlined in the Protocols, pages 4–8.
Student Behaviour Management
Policy and Protocols
August 2017 (revised)
Page 2 of 8
An accumulation of four infringements will result in a 1-hour Community Service.
Attendance at a number of sessions may require a meeting of the student and the
Year/House Coordinator. Parent meetings may also be required for any further
attendances.
Serious Behaviour Breaches and Major Disciplinary Sanctions
A ‘serious behavior breach’ at OLMC is understood generally as activities or behaviours
of a student which:
• are offensive, or dangerous, to the physical or emotional health of any student or
staff member (e.g. illicit possession and use of drugs, illicit use of prohibited
weapons); or
• consistently and deliberately fail to comply with the reasonable directions of the Head
of Student Wellbeing and the Principal; or
• consistently and deliberately interfere with the educational opportunities and ...
Page 1 of 8 Rationale The Student Behaviour Manage.docx
Page 1 of 8
Rationale
The Student Behaviour Management policy and protocols support pastoral care and
student wellbeing initiatives within the College. They are premised on the belief that
student learning and wellbeing are best achieved within an environment that is:
SAFE SUPPORTIVE EMPOWERING
All members of the school community share the responsibility to teach, foster, promote
and encourage positive student behaviour. In order to achieve clarity about behaviour
expectations and consistency and fairness in behaviour management within the College,
the policy and protocols outline practices that support positive student behaviours and
sanctions that apply for breaches of behaviour expectations.
The policy and protocols are developed within the framework of policies and guidelines of
the Catholic Education Melbourne (CEM).
Principles
In expecting and supporting appropriate behavior, we enliven the OLMC Vision and
Mission, wherein we seek to:
• Be hospitable to all
• Respect the dignity of each person
• Act for justice in our community
• Nurture a spirit of kindness
• Know the power of forgiveness and offer this to others
• Live authentically guided by the teachings of Jesus and the college values of justice,
courage, compassion and joy.
OLMC’s approach to student behaviour management is based on restorative practices,
which seek to:
• Protect personal and school community safety
• Assist students and staff to recognise the impact of their actions on others
• Nurture and restore relationships
• Help students to learn from their mistakes, grow in self discipline and take
responsibility for their actions.
The College expects that each person will:
• Behave respectfully
• Allow each student to maximise their learning opportunities
• Take responsibility for their own actions
• Promote a safe environment
• Abide by College regulations.
Protocols
All procedures related to expectations and the consequences of infringements are
outlined in the Protocols, pages 4–8.
Student Behaviour Management
Policy and Protocols
August 2017 (revised)
Page 2 of 8
An accumulation of four infringements will result in a 1-hour Community Service.
Attendance at a number of sessions may require a meeting of the student and the
Year/House Coordinator. Parent meetings may also be required for any further
attendances.
Serious Behaviour Breaches and Major Disciplinary Sanctions
A ‘serious behavior breach’ at OLMC is understood generally as activities or behaviours
of a student which:
• are offensive, or dangerous, to the physical or emotional health of any student or
staff member (e.g. illicit possession and use of drugs, illicit use of prohibited
weapons); or
• consistently and deliberately fail to comply with the reasonable directions of the Head
of Student Wellbeing and the Principal; or
• consistently and deliberately interfere with the educational opportunities and ...
A guide to bullying prevention
This document provides a guide for students, staff, parents, and the community on bullying prevention. It outlines roles and responsibilities for different groups to address bullying. Staff are responsible for teaching social emotional learning, reporting incidents, and implementing interventions. Students are taught skills to prevent, address, and report bullying. Bystanders are encouraged to support victims. Parents should model respect, monitor children, and report bullying. A response tree outlines steps to investigate incidents and support all individuals involved through action plans and follow up.
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Connecting the dot with the Nursing Process and Critical thinki.docx
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SecuRx crisis management plan phase 6
- 1. Crisis management: Handling prescription drug incidents in schools Phase 6
- 2. Crisis management phases Crisis management is a six-phase process: Phase 1: Prepare before a prescription drug incident occurs in your school. Phase 2: Take immediate action when a prescription drug incident occurs. Phase 3: Communicate with school community members after a prescription drug incident. Phase 4: Follow up after a prescription drug incident. Phase 5: Implement disciplinary actions for student(s) involved in a prescription drug incident. Phase 6: Support and monitor student(s) involved in a prescription drug incident. The following presentation describes the action steps you should complete in Phase 5. If you would like to review a different phase, please click on the appropriate link above.
- 3. Phase 6: Support and monitor student(s) after an incident In Phase 6, take steps to support and monitor students and staff after an incident to strengthen positive results from the previous phases. There are five action steps you should complete: Action step 6.1: Develop a support and monitoring plan. Action step 6.2: Meet with student and parents to review support and monitoring plan. Action step 6.3: Provide academic support to student. Action step 6.4: Monitor student’s behavior. Action step 6.5: Hold a debriefing meeting.
- 4. Action step 6.1: Develop a support and monitoring plan A support and monitoring plan is critical to ensure the student benefits from the disciplinary action plan, to address underlying issues that may have led to the prescription drug incident, and to prevent the student’s involvement in future prescription drug incidents. To develop a plan, the school principal, counselor, and teacher(s) with close connection to or knowledge about the student should meet to discuss the optimal support and monitoring actions. If the disciplinary action plan includes school suspension, meet the day before the student returns to school. If the disciplinary action plan does not include school suspension, meet after the student is sent home for the day.
- 5. Action step 6.1: Develop a support and monitoring plan The support and monitoring plan may include: •Weekly meetings with the school counselor to discuss academic progress and family or personal issues that may have contributed to the incident. •Weekly meetings with a teacher with close connection to the student to discuss academic progress, and any other issues the student feels comfortable discussing. • Participation in after-school detention for a period of time to keep student from situations where drug activities may occur.
- 6. Action step 6.2: Meet with parents and student to review the support and monitoring plan Whether the disciplinary action plan included school suspension or not, on the day of the student’s return, hold a meeting with the student and if possible the parents to explain the support and monitoring plan, what is required of the student, and how parents can help.
- 7. Action step 6.3: Provide academic support to student On the day of the student’s return, the student should meet with each of his or her teachers to discuss how to make up any missing work. If the disciplinary action plan includes school suspension, provide a tutor or academic support to ensure student does not fall further behind academically.
- 8. Action step 6.4: Monitor student’s behavior Both parents and school professionals, most likely teachers and the school counselor, should partner to monitor: •With whom the student associates in school and after school. • Where the student is before and after school. Parents’ involvement is essential in reducing their child’s risk of engaging in prescription drug abuse or diversion. Parent monitoring means that parents: • Set clear expectations for their child’s behavior. • Keep track of where their child is and with whom. • Set behavior rules. • Enforce consequences for breaking those rules. Parents and school professionals should also watch for symptoms of prescription drug abuse. Refer them to the school professionals and parents sections of the SecuRx website or to the POP-D parent resources (www.drugpreventiontoolkits.com/pop-d/parents) for information about recognizing potential signs of prescription drug abuse.
- 9. Action step 6.5: Hold a debriefing meeting Two weeks after the student returns to school, hold a debriefing meeting of crisis response team to discuss: • Where the incident occurred and why this may be a location prone to drug abuse activity. • How well the crisis response team responded to the incident. • What obstacles the crisis response team encountered on the day of the incident. • Any positive or negative changes teachers have observed in the behavior of the student involved in the incident.
- 10. Conclusion Following the steps outlined in each phase of the crisis management process will help your school manage a prescription drug incident and prevent it from turning into a more serious situation. Remember to learn from each incident and use that knowledge to improve your response to possible future incidents. You can also learn more about prescription drug diversion and abuse prevention measures in Creating a comprehensive diversion-prevention program in your school: A professional development course for administrators.
- 11. This project has been funded with federal funds from the National Institute on Drug Abuse, National Institutes of Health, Department of Health and Human Services, under Contract No. HHSN271201200032C.